The Gosford TimesThe Termly Newsletter of Gosford Hill School

www.gosford-hill.oxon.sch.ukTerm 6 – July 2020

The Gosford Times | July 2020 1

As we come to the end of another academic year, who could have predicted a global pandemic, let alone, that most of our school community would end the year working and learning from home. Within a matter of days of the Government’s announcement that schools were closing, we were all adjusting to new technologies and adapting to new ‘normal’ ways of working.

As staff, we have all been impressed by the mature way that our young people have engaged and continued their learning at home. They have been working alongside each other, and their teachers, during what has been an incredibly challenging period of time. We want to thank our students for the way that they all rose to the occasion, and in addition, I want to thank you as parents and carers for supporting us, and your child too. I know what it’s like to juggle working from home, whilst supporting children who are also working from home!

Continued on Page 2

In this issue...

Headteacher’s Update

National Junior Maths Challenge

Cooba – Lockdown Hero!

Dystopian Poetry

School Games Mark Awards

School Values

Virtual Sports Week

Statue Speeches

Duke of Edinburgh Award During Lockdown

Supporting Your Child At Home

National Writing Day 2020

Careers News

Date of Terms (including 2021-22)

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2

3

4

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5

6

7

8

9

10

11

12

Headteacher’s Update

Alex’s Awe-inspiring Achievement

During lockdown, Alex M (Year 11) has developed a wheelchair-friendly access map for public transport. The map indicates step-free access for every major rail network in the country, using information available from National Rail.

The map is designed to be more user-friendly than those that exist. Wheelchair users have responded very positively and found it very helpful. Alex’s achievement was even mentioned on BBC Radio Oxford last week!

Alex, who is hoping to secure an apprenticeship with GWR, is a very dedicated young man and we at Gosford Hill School are very proud of him. We wish him all the very best for his future career. His incredible map can be viewed here: http://www.grafxcraft.com/atmdesign

Ms Jesior-Tiffert, SENCO

2 The Gosford Times | July 2020

Continued from Page 1

We look forward to celebrating GCSE and A Level results with our Year 11 and 13 students in the summer and wish them every success for the future as they take the next step in their careers. I realise that for them, they feel as though they haven’t had the opportunity to sit their exams and prove themselves, and to complete that right of passage that we have all experienced at key points in our journeys through education. But to us in school, and I’m sure to you as parents, they’ve already proved themselves by the hard work, dedication and sheer commitment to their learning that they have all demonstrated over the years that they have been with us. Of course, we look forward to welcoming many of our Year 11 cohort when they join us in the Sixth Form.

I am incredibly grateful to my colleagues who have adapted incredibly well to working differently over these past few months, and I’m immensely proud to lead such an amazing, committed, dedicated and hard working group of colleagues, who always go the extra mile for our students. I want to thank them on your behalf.

It’s the people that make our school community the special place that it is. With that in mind, and to remind our students how much we’ve missed them and how much we are looking forward to seeing them again, we have produced a video from the staff at Gosford Hill School to remind them that we are all “Together In This”

Have a fantastic, restful and safe summer break!

Mr Sellars, Headteacher

KS4 Photography (Research for final piece ‘Surfaces’)

National Junior Maths Challenge

We are very proud of all the Year 7 and Year 8 students who took part in the National Junior Maths Challenge, which this year was held online. Below are a list of names of students who received Bronze, Silver and Gold certificates. All students who participated will be posted a certificate home.

Bronze Certificate

Oscar B Giorgio BS Zach B

Rio C Amelia D Milena H

Aspen H Hamza J Morgan J

Tamsin K Connor L Daniel M

Geleno M Islay M Benjamin R

Erin S Jake S Ryan T

Joe W

Silver

Thomas B Alaina E

Rita H Lily H

Ellie J Alisa N

Aidan P Oscar S

Gold

Josh C

Sasha I

Kiet L

Mrs Davys, Faculty Leader – Mathematics

The Gosford Times | July 2020 3

Cooba – Lockdown Hero!

Lockdown has been a difficult period of time for all, but it appears that some students have used it as their time to shine. This can certainly be said about Cooba N, Year 10, who has found a reason to get creative.

Cooba’s dad tells us more:

“We are part of Kidlington Baptist Church and as lockdown started it became evident that we would not be able to meet and there was a need to go online. To be honest most of us had no idea how to do this but Cooba took it on, has set up and has been running a Youtube Livestream service every Sunday morning.

This has involved helping people to make videos, encouraging musicians to record tracks in their houses which he has edited together into songs, then linking laptops together to create the service. He has put hours, in fact days of effort into this and he has created something amazing. He of course plays guitar as part of the stream but his main role is to hold it all together and make the technology work.

We typically get 150 people linking in on a Sunday morning and he has had so many messages from people, particularly people who are shielding, to thank him for creating this little piece of community each week. So as you can imagine we as parents are very proud.

It has been wonderful to see him grow, working with people to get things organised, having meetings, to see adults look to him for advice and direction and to see him recognise how his opinions are valued. In fact

this week the church has asked him to make a plan and budget for the equipment he needs to install a livestream capability into our church building when we start to return so that we can stay in contact with those shielding. He may have missed out on work experience this year but I would argue that this has been of as much if not greater benefit to him.”

I personally am astounded by Cooba’s creativity and what he has achieved at this challenging time. I would like to congratulate Cooba on not only supporting his community but delivering something that is so important, particularly for those that are shielding. We are so impressed with what Cooba has achieved; this really is a story of positivity and light in what, for some, has been a very dark time.

Miss Brimble, Head of Year 10

Staff News

This summer we say farewell to the following members of teaching staff:

Miss Alice Ellis-Hayle (Art), Ms Rachel Regan (English), Mrs Rowena Ritchie (Science), Miss Sophie Roach (History), Mr Mark Stewart (Geography), Ms Rachel Williams (Music)

We also say goodbye to the following members of our support staff team:

Miss Grace Foley and Mr Cameron Stuart

Our thanks to all of the above colleagues for their valued contribution to learning at Gosford Hill School and our very best wishes to each of them for the future.

In September we welcome the following new appointees:

Mr Joseph La Porte (English), Mr Harry Marsh (Science), Miss Leyla Ozmutlu (RPE) , Mr Matthew Williams (PE/Psychology), Mrs Philippa Usher (Science)

Mrs Cooke, Headteacher’s P.A/HR Officer

4 The Gosford Times | July 2020

Dystopian Poetry

Given the unprecedented nature of a global pandemic, dystopia must be the best possible genre a student could engage with. Year 11 students, considering the A Level English Language and Literature course for next year, were set the challenge of transforming fifteen lines from the opening of an anonymous classic novel into a poem or story of any genre of their choosing. What they weren’t told at the time is that these lines were from Ray Bradbury’s classic dystopian novel Fahrenheit 451. Below is just one of the brilliant entries we received, who I think you will all agree, rose to the challenge.

Boxed inBlood pounded, we keep a low profile in packs of Half a dozen,

The panic and fear of the unknown inside us is like a gorging fire,Blazing and burning our charcoal ruins of history.

We are engulfed and intoxicated by the ash around us,Evening sky red and yellow and black,

24 hours a day.

The silent air, gave us a fierce grin,Observing and crawling up on us like a great python spitting.

For every flapping pigeon, there is a swarm of fireflies.Nature embodies the pigeon and we are the fireflies.

The trees surrounding us are frail and defenceless,They were once our selfless refuge, but now they are refugee prisoners to the havoc our

leaders have created.

I watch the agony as it drips from arm to arm,Leg to leg,

Bone to bone, Man to man,

In this narrow, confined midnight street.

We are no longer the men that we once were, Our lives, our family, our humanity

have all been de-branded and stripped from our nature.

by Joseph H

Miss Yardley, Faculty Leader – English

School Games Mark Awards

We are delighted to announce that Gosford Hill School has received two School Games Mark Awards for our P.E provision. School Games, accredited by Sport England, rewards schools for their commitment to the development of competition across their school and into the community.

The first award we have received recognises our student’s tremendous efforts participating in School Games competitions before lockdown began. The second was awarded for our programme of virtual sports activities offered to students during the lockdown period. We are proud of all of our students who participated in these activities and commend the fantastic work done by Mr Smith and the GHS P.E team.

The Gosford Times | July 2020 5

Sixth Form Student Leadership Team

We are delighted to announce the new Sixth Form Student Leadership Team for next year: Haydn D (Head Boy), Lexie H (Head Girl), Sidharth P (Deputy Head Boy) and Indrena H (Deputy Head Girl). Congratulations to you all!

We greatly appreciate the hard work and commitment shown by our outgoing team: Alec, Miranda, James and Laura, who, despite the challenges we have faced this academic year, have been fantastic role models and young leaders supporting Gosford Hill School and its students.

Mr Williams, Head of Sixth Form

School Values

During Term 6, we started the process of developing our school values. Values are vital for any school as they underpin what the school believes in. A huge amount of work went into developing the final set of values and we appreciate all of the work and support from students, parents and staff, who each had an input in making the final decision.

Once the many ideas were whittled down to three, a Google Poll went out to students, parents/carers and staff to vote for which of the three they felt best represented our school. All the polls were done separately so we could see whether all stakeholders held the same views, which they did. There were 300 people who voted in total.

I am pleased to announce our new school values: Greatness, Honesty and Strength, which is an acronym of Gosford Hill School, GHS.

Greatness

• We aspire to be the best that we can be

• We recognise our own unique talents and build on them

• We are curious, have a thirst for challenge and adventure

• We take pride in everything that we do

Honesty

• We recognise our mistakes and learn from them

• We take responsibility for our actions

• We seek help and support when things go wrong

• We celebrate our differences

Strength

• We are resilient and keep going• We are empathetic and caring • We believe in equality and

tolerance and are kind to each other

• We respect ourselves, our community and our environment

In the new school year, we will be working hard to ensure that our values become part of a culture and everyday working. I want to thank all students, parents/carers and staff for their input during the process.

Mr Bird, Deputy Headteacher

6 The Gosford Times | July 2020

Virtual Sports Week

With the school being closed to most students, we were unable to hold our annual Sports Day, which would have taken place at the beginning of July. As an alternative for this year, students in Years 7-10 were invited to participate in a Virtual Sports Week, organised by Mr Smith. From Monday to Thursday, students were given sports-based challenges on Google Classroom by their PE teachers. Family members were also invited to join the fun!

Place Tutor Group Points

1st 7RRN 72

2nd 7APL 54

3rd 7RRE 44

4th (Joint) 7AWE 42

4th (Joint) 7ACL 42

6th 7JGH 40

Place Tutor Group Points

1st 9LSH 72

2nd 9STR 62

3rd 9PLE 54

4th 9HFG 52

5th 9SRH 40

6th 9RHS 14

Place Tutor Group Points

1st 8TCS 68

2nd 8JBN 60

3rd 8AEE 52

4th 8JFR 42

5th 8DYY 38

6th 8HMS 36

Place Tutor Group Points

1st 10EMY 68

2nd 10YCN 62

3rd 10HCS 58

4th 10LCN 48

5th 10HOE 38

6th 10HGM 14

The winning tutor groups in each year group were as follows: 7RRN, 8TCS, 9LSH and 10EMY. Well done to these tutor groups and to everybody who participated in this special event!

Mr Smith, Faculty Leader – P.E

Year 7

Year 9

Year 8

Year 10

Outstanding Modelling Project

Earlier this term, I challenged some of my Design & Technology classes to research a designer of their choice, then to create a model bust in their likeness.

This fabulous piece of work was submitted by Matthew B (Year 9). I am highly impressed by the effort and detail that Matthew has put into this piece of artwork and wanted to share it with you all!

Mrs Thacker, Teacher of D&T

The Gosford Times | July 2020 7

Statue Speeches

Exceptional times call for exceptional measures. With a desire to encourage students to express themselves during this prolonged lockdown period, the English department provided Year 10 with provocative and inspiring material concerning British police corruption and ex-US President Barack Obama’s considered response to the recent deaths of black citizens, at the hands of those who are meant to protect and serve their communities.

Equipping our students with a broad spectrum of facts and figures, we asked them to write a speech addressing a specific and controversial issue that has occupied our collective conscience since the re-emergence of the Black Lives Matter movement for change. They took to the task with enthusiasm, commitment and an open mind. Below are just two examples of what can be produced by young people who strive for excellence, whilst engaging with past, present and future challenges that our nation faces with its own chequered history.

“Removing statues is not going to rewrite history.”

Correct, but removing statues is not about rewriting history, is it? It’s about removing racist figures from their wrongly commemorated glory and discussing the history and oppression faced by black people that these statues symbolize. Statues commemorate and celebrate historical figures, a number of these figures were racist people who should not be commemorated, nor should their racist legacies. These statues should be taken down from their pedestals and used for educational purposes where people can begin to understand the institutional and systemic racism embedded in our culture today. We, as a nation, should not be ignorant to the history of the British empire and slavery. We should not celebrate it either. We should learn from it and understand how it will affect today, tomorrow and the future. But we can do something about that, obviously we cannot rewrite history, however we can conduct the future.

Firstly, it is important to understand the importance of removing these figures. The ignorance of many in this country needs to be dealt with, perfunctory politicians in positions of power are constantly saying that the UK is not a racist country, but how are we supposed to solve a problem that we don’t even acknowledge exists? Boris Johnson in 2002 wrote that “the problem is not that we were once in charge, but that we are not in charge any more”. The government is at fault for corroborating and fueling structures of systemic racism, however the general public also should be held accountable for its role in upholding the bias. Systemic racism is ubiquitous in all levels of society today; we are not living in a post racial society. In the UK, racism is more than our immigration policy or the justice system or housing, although the list does go on, it includes the attitudes towards minorities. Racism is embedded in our culture, statues of people like Robert Baden-Powell denote this, and that needs to be discussed and changed. We, as a nation, have had more discussion and education by these statues being taken down than ever before.

YouGov recently did a poll for British black, asian and ethic minorities which highlighted some of the appalling attitudes of the British public. The poll showed that two-thirds of Black British people have had a racial slur directly used against them or people had made assumptions based on their race. Three quarters had been asked where they are “really from”.*1 In 2013/14, there were 47,571 ‘racist incidents’ recorded by the police in England and Wales. On average, that is about 130 incidents per day*2. In 2013/14, there were 44,480 hate crimes recorded by police in England and Wales. Of these, 37,484 were recorded as race hate crime. Another 38% of people from ethnic minorities said they had been wrongly suspected of shoplifting in the last five years, compared with 14% of white people.*3

All of these stats and figures show us just how extensive racism is in this country we call ‘Great.’ How can a country that has racism rooted in it be so great? The oppression and injustice faced centuries ago is still rife today, so we need to do something about that and take action. Statues of people like Cecil Rhodes - a rich merchant, but rich because of his inhumane and disgusting treatment of black people - they represent institutional racism, oppression and injustice that is still affecting so many black lives today. We will take them down, we are a powerful generation, we are the generation that will make a change. We will get stronger and louder, forcing changes to be made. Preserving the past is important - but that means learning from it, and understanding these historic figures had controversial views that have no place in modern society. Every statue like Cecil Rhodes or Edward Colston reminds us of the ongoing atrocious treatment of the black community. In the end, removing statues is not rewriting history, it’s about improving society and we can achieve this by talking about it and educating ourselves. That has not happened before, it will now.

By Sian D (Year 10)

8 The Gosford Times | July 2020

“Removing statues is not going to rewrite history.”

Statues are undoubtedly an important part of society, however some of these statues represent Britain’s racist, colonial past. This understandably has caused discussion points on who we should be displaying with these statues. Some people say that these statues should be removed because they don’t represent society today and how people should be treated equally. On the other hand some say that removing statues will not change our past and that we should instead use these statues as an educational tool to teach people that those views are wrong and should not be tolerated or accepted.

Statues of people such as Cecil Rhodes and Robert Baden-Powell have been big talking points as they did work that helped society and people of all kinds, for example the Rhodes Scholarship created by Cecil Rhodes which helps non-British English speaking students, but they also had views that are clearly racist and discriminatory. Another figure who has been in the spotlight is Edward Colston, a MP who supported and endowed many schools, hospitals and churches. However he gained his vast wealth through the slave trade and only gave this money to people with the same beliefs as him. Also Winston Churchill has caused mass debate as he had the view that Afghans and Iraqis were “uncivilised tribes”, and held particular contempt for the Arabic people. However he also did great work as prime minister during World War 2 leading the Allied forces to victory against Nazi Germany and the axis forces.

Should we really be tearing down these statues because of the person’s views when we can use them as teaching points, for future generations, about why those views are wrong and unacceptable. Discrimination can not continue in modern society and as young people we need to act as a unit to raise awareness and fight of everyone to be treated equally and fairly. To do this we must question and challenge those in authority, expose corrupt organisations but most importantly we need to change ourselves so that we are not part of the problem.

By Joe L (Year 10)

Duke of Edinburgh Award During Lockdown

What a challenging time it has been for everybody. Although Covid-19 has caused all Duke of Edinburgh expeditions to be cancelled for this season, we hope to run expeditions next year. You may be wondering whether students who registered to the Duke of Edinburgh Award scheme can achieve their award during lockdown.

Some changes have been made so that the award is achievable under the current circumstances. There are four sections that make up a Bronze or Silver Duke of Edinburgh Award and three of these can be adapted to be completed from home. Here are some suggestions:

• Skills – baking, craft, photography, art, music, online courses.• Physical – home gym, cycling, walking, online yoga/pilates.• Volunteering – community groups, online projects such as zooniverse.

Any young person who registered for the Duke Of Edinburgh Award at GHS this year, is eligible for a special 2020 certificate, providing that they complete these three sections of the award. These students will also be able to move on to the Silver Award, despite being unable to complete the expedition at Bronze level.

Congratulations to four of our students in Year 11 who have spent time completing their Bronze Award from home. I would like to encourage all registered students to keep going, keep uploading evidence and keep achieving!

Mrs Heydon, Duke of Edinburgh Manager

The Gosford Times | July 2020 9

Supporting Your Child At Home

After months of having the children at home, many of you might notice that relationships at home are getting a bit more strained. There certainly might be more tension in the house now we’ve been on top of each other for such a long time. There are more arguments between siblings, more angry outbursts and we have less patience. We all need a break.

Feeling upset, cross and frustrated is a very normal and healthy part of life. And it is very much expected that children will act this out as part of the way they show stress and that we, as parents, are often less able than normal to keep our responses proportional. Keeping in mind everything that has happened, we may actually need to expect, and allow, more meltdowns because we and our children have been dealing with an extraordinary amount of stress. However that doesn’t take away that dealing with challenging behaviour can be very difficult for both you and your child.

Below I’ve listed some ideas – as promoted by the World Health Organisation – to help you and your child navigate these challenging conflicts. However please keep in mind that the most important thing is to be kind to yourself; we can’t always get it right as parents. There are good days and bad days just as there will be days when these ideas might work and days that they won’t.

Redirect At the first sign of conflict or misbehaviour try and divert onto something else. Exercise and humour are great ways of redirecting as is suggesting an activity or even some food.

Pause If redirecting doesn’t work and you can feel your patience running low, take a 10 second pause. This might be easier said than done but see if you can take a few deep breaths and come back to the situation in a calmer frame of mind.

P = Pause. Don’t react immediately.

E = Empathise. Try to understand how your child is, or was, feeling and their point of view.

T = Think. Think about different ways you could respond and what would happen as a result.

E = Exhale. Take a deep breath, breathe out, relax your shoulders and picture your anger leaving.

R = Respond. Now is the time to respond to your child, not before.

Consequence Give your child the opportunity to do what you are asking of them. If they don’t, let them know that there will be a consequence action that you will take. It needs to be proportional – don’t threaten something you can’t or won’t do. If they don’t do what you ask, you need to give them the consequence and when it is over, go back to normal.

There are bound to be occasions when you lose your temper and shout. It’s important that both you and they make up. Apologies are important but they need to be meaningful. If you model apologising to them when you’ve lost your temper, they can do the same to you. For older children you can accept apologies with a thank you and remind them that they hurt your feelings but you can move on.

As always I’m happy to talk if you have any questions so please don’t hesitate to contact me or the school.

Ms A Camoenie, School Counsellor

Dates For Your Diary

Date Event

Thursday13th August

A Level Results Day

Thursday20th August

GCSE Results Day

Monday31st August

Bank Holiday

Tues 1st / Weds 2ndSeptember

INSET Days

Thursday3rd September

Year 7in school only

Friday4th September

Year 7 & 12in school only

Monday7th September

All students returnto school

10 The Gosford Times | July 2020

National Writing Day 2020

The 24th June was National Writing Day. To celebrate, the English department set all year groups, the challenge of writing a story or a poem about any topic or theme of their choice. The challenge had three simple rules: the story or poem had to be exactly 24 words, it had to start with ‘One day’ and students had to write their story or poem in 7 minutes. Thank you to all of the students who rose to the challenge; below is a selection of some of the brilliant entries we received.

One day we will all be equal,

We won’t have racism.

We won’t be mean to others.

It will be a nice world.

BlackLivesMatter

By Melody B

One day.

The world just stopped,

Millions of lives suffered, but the few that lived changed.

There was catastrophic desolation...

That’s where it began.

By Jayden B

One day, long ago, the world was dark,

Until stars were made,

Sprinkled on a canvas clean and stark,

They dance upon it every day.

By Annabelle B

One day the sun shall cease to rise.

Yet humanity will survive,

trapped inside particles and ash.

But the memory will evolve and thrive.

By Martha D

One day during the pandemic of 2020, from the safety of my kitchen, I wrote my first 24 word masterpiece for a writing competition.

By Jack M

One day, it happened. Screaming voices from the outside echoed in. He was alone in a world of total darkness. His sight had vanished.

By Zoe S

It was miserable in London, that night, completely unforgettable. Bad news seemed to appear simultaneously with a storm. The night she died, completely abrupt.

By Jack W

One day, one very far away day. Not all was wrong, but nothing was right!The sun was nearing earth, everything was almost over.

By Thomas B

One day I woke up. All of my clothes packed away, my room stood bare.Feeling anxious I closed my eyes. The cold air from the frosty window brushed across my face. It was time.

By Tia B

One day

crazy hour

rising

lighting in

embers of topaz

glow, pulsate

reacting to the

morning

sunlight

flicker

Pooft.

Gone.

That was yesterday.

By Georgia J

Miss Yardley, Faculty Leader – English

The Gosford Times | July 2020 11

Careers NewsCentral Careers Hub and Careers Pilot

As you are all aware, this year has been particularly challenging in many ways and all aspects of school life have been affected in some way. Despite the closure of schools, we were lucky that we managed to deliver many of our key career activities in the early part of the year.

Over the last few months, I have been working on a programme for next year and looking at how we can enhance our in-house careers provision. I am delighted to tell you that Gosford Hill has been successful in our application to join the Central Careers Hub. We are also bringing in a new electronic resource, ‘Career Pilot’, which will be available to students in every year group. It includes activities to identify skills gaps and research potential careers. There are online lessons, which are both age and subject specific, plus much more. Key to this is that I will be able to identify what support each individual needs and at what stage, so we can prioritise offering careers information, advice and guidance to students at the right time.

Over the summer, please encourage your child to look at the Career Pilot website (www.careerpilot.org.uk) and set up an account, so that when they return to school, they will be one step ahead.

All Things Student

James Giddins, an ex-student from another local school, has been in touch and asked us to share with you the website that he has built since starting university.

It is all about ‘next steps’ and is really informative. I hope that students will find it a useful resource in the decision-making process.

Please follow this link to his website:

https://allthingsstudent.co.uk/

Finally...

Have a wonderful summer. Best of luck to all those students who are going on to pastures new. Be proud of what you have all achieved despite the pandemic.

Mrs Franklin, Careers Education Co-ordinator

What’s next?

When it comes to the question of what to do following GCSEs, there are a lot of options to think about. The Department for Education has put together a couple of simple and handy guides, to inform young people and their parents about all of the options that are open to them.

Please click on the following links to see the route comparison grid, which shows all of the routes available after GCSEs. You will also find additional information on each route such as: the level of study, entry requirements, duration of the course and where it can lead. In addition to this, there is a two-minute animation showcasing and explaining each choice in a simple, dynamic and visual manner.

Compare your options after GCSE

https://cdn.careersandenterprise.co.uk/sites/default/files/grid_-_colour.png

DfE Post-16 Choices Animation

https://www.youtube.com/watch?v=f_xAQNNi4pA&feature=youtu.be

Thank You

A big thank you to all of our volunteers from local businesses, further education providers and parents for your support this year in helping us deliver our careers programme.

At present time, we are unable to confirm which activities we will be able to run next year, due to the current COVID-19 restrictions. However, our intention is to deliver as broad of a range of activities as is possible.

I very much hope to be able to work with you again during the next academic year. If there are any parents and or family members who work in a particular sector or have specific skills and would like to assist in supporting the school careers programme in some way, I would love to hear from you.

12 The Gosford Times | July 2020

School Reception: Telephone: 01865 374971

School Email: office.4060@gosford-hill.oxon.sch.uk

School Website: www.gosford-hill.oxon.sch.uk

Absence Line: Telephone: 01865 855378 (please use this number to report absences)

Email: gabs4889@gosford-hill.oxon.sch.uk

Autumn Term Friday 3rd September – Friday 17th December 2021

Half Term Monday 25th – Friday 29th October 2021

Christmas Holiday Saturday 18th December 2021 – Tuesday 4th January 2022

Spring Term Wednesday 5th January – Friday 8th April 2022

Half Term Monday 21st – Friday 25th February 2022

Easter Holiday Saturday 9th April to Sunday 24th April 2022

Summer Term Monday 25th April – Thursday 21st July 2022

Half Term Monday 30th May – Friday 3rd June 2022

INSET Days

Wednesday 1st September 2021, Thursday 2nd September 2021, Friday 15th October 2021, Wednesday 24th November 2021, Tuesday 4th January 2022.

Dates of Terms: 2021 - 2022

Autumn Term Thursday 3rd September – Friday 18th December 2020

Half Term Monday 26th – Friday 30th October 2020

Christmas Holiday Saturday 19th December 2020 – Monday 4th January 2021

Spring Term Tuesday 5th January – Thursday 1st April 2021

Half Term Monday 15th – Friday 19th February 2021

Easter Holiday Friday 2nd April – Sunday 18th April 2021

Summer Term 19th April – 21st July 2021

Half Term Monday 31st May – Friday 4th June 2021

INSET Days

Tuesday 1st September 2020, Wednesday 2nd September 2020, Friday 9th October 2020, Monday 4th January 2021, Friday 25th June 2021.

Dates of Terms: 2020 - 2021

Contacting Your School