What will be helpful for me as a Year 7 tutor?

[WomanInTheWindow]

From next Tuesday I am going to be a Year 7 tutor. It will be new to me as in the past I have either been a sixth form tutor or key stage 4 due to how the year groups were arranged. I have taught Year 7 extensively as I teach English and drama so I have experience with their learning styles and range etc.

This is what makes me want to know from parents or other teachers - what are the things that it is good to know? What will be important to them? We have had our transition days for two days - I have met them, we have done get to know you activities, map of school etc. But it will now be their school and I will be one of their main points of contacts.

One of the key things I want to get across is the importance of kindness and looking after each other etc. I want to get to know them. I have some vulnerable students in terms of their background or learning needs that obviously have further information I have gone through from the SENCO etc.

I would like you to be my DD's tutor as she is starting Y7 this week (but her tutor is a Music teacher). You sound like you are going to be great.
One thing with my DD is that her short term memory is awful (severely neglected as a baby and this is one the consequences). So she needs to be reminded of the most basic things over and over. So please be patient with kids like my DD. I do remember being loudly shouted at in school about forgetting things, it was horrible, and I did not have the challenges that she has had in her life already. We work daily on techniques to try and help her remember things but I am slightly dreading her starting school where (quite rightly) she will expected to be much more independent, but I hope the school will help ease her in to this. Good luck, but you totally sound on the right track already.

I would really welcome an email introducing yourself, giving me your email address and letting me know what you would want to be contacted about and things you would order dd try to sort out herself in the first instance. I’m happy to also have my expectations managed about how fast you can respond etc!

I knew at primary school that I should send an email to the office about a dentist appointment in school time but that dd could tell the teacher herself about having to come in wearing trainers as her school shoes broke when she put them on that morning, and that we would go shoe shopping after school. I suspect secondary would be the other way around?

‘Order’ should have been ‘rather’

Spare clothing - older children who are from difficult circumstances are generally better at sorting issues and masking things like unclean or outgrown clothing. But year 7 are still so vulnerable, so already clothing for those who have no access to washing, or clothing blatantly too small.

Also a stash of sanitary stuff as often girls haven't started and will get caught out more at the early stages of school. (Spare clothing will come in handy here too)

Ditto, stationary. Basic pencils, pens and pencil cases so children aren't disadvantaged who can't afford.

A well placed letterbox, so they can write down any concerns anonymously or otherwise.

Also introduce yourself with a friendly email to parents. They will be very nervous as it is a big step for them. People are very sympathetic when children have first day at primary, but somehow the fears (which are exactly the same, if not moreso) are dismissed when it comes to parental fears of first day. Make is clear you understand that, and that you care. That's all we need!

P.s. you sound wonderful.

Gin will help, as will chocolate.

I kept my classroom open at break and lunch time as a place to come if my Year 7 tutor group needed to feel safe, as I was usually there. If anyone was giving them a hard time and pursued them, they ended up trying to go through me, which put them off as I bite (figuratively of course).

I also managed to get a list of birthday dates, and provided a bar of chocolate and a card for each of my tutor group (for which I paid), as I wasn't sure in some cases that anyone else would remember or mark, their birthdays. I wanted them to know I had their backs, but equally, I was strict when needed. Some, by the end if the year, forgot to call me 'Miss' and called me Mum! My ds was only a couple of years younger than them, so that helped.

Oh yes my dd who is just going into year 8 says the red box for those caught out was brilliant

Tell them it's ok to go to the loo , do they have to out hands up at your school ? My dd started her periods at Easter and there was a lot of embarrassment about going to the loo and the boys knowing what the girls were going for

Tiredness - they are exhausted, somewhere to come for a cry and a cuddle ( are you allowed?)

Telling them about pastoral care , what to do when you feel friendless , what to do if you forget your lunch money , bus pass, etc

Widget Lists like yours was why dh reckoned we wouldn't be worse off when I resigned, as I spent so much on things like that.

Oh yes having a room they can go to , to read a book or play on their phone because they're scared at lunch or breaks is a godsend, if they haven't got a crowd yet to be with

Depending on where you are find out about their family's customs. Just saying happy new year to the chinese or Iranian student (on the right day of course).

If you don't have SIMS then a copy of their timetable(s).

An equipment check at the start of the day.

A birthday calendar is nice. In my last Y7 form the kids brought in some sweets or biscuits to share with everyone on their birthday. I tend to buy end of term treats / goodbye to exam group treats, but would get pricey if I did birthdays too!

Speak to your HoD about ordering in spare stationery and if you have a PPM coordinator see if they organise stationery for those students who receive PPM.

Likewise, sanitary supplies are great, but again shouldn't come out of your pocket. See if there are supplies at reception / med room and that the girls know how to access them if needed.

Y7 parents often, understandably, need quite a bit of reassurance but make sure that you keep phone calls / meetings to 10 mins max (unless a very serious issue, though those will normally be passed up the chain to safeguarding officer / HoY / HoD / DH, etc) as otherwise you run the risk of losing all your PPA time and doing far too much work at home to catch up.

Set up your weekly form time routines if they aren't school-wide, e.g silent reading / quiz / news / assembly / revision, etc.

Enjoy! Y7s are lots of fun

Hi, I am a Head of KS3, and this is what I would suggest to my Y7 team:

You could set up a tutor group 'tool kit' for what to do if/when ...essentially a collection of FAQs they can refer to, and help create
What do I do if I can't find my PE kit...
What is the best thing to do if I am sent an upsetting text...
etc etc

Send an email home to parents introducing yourself, and perhaps outlining some of the key events of the term - performances, matches, parent evenings etc when you will be able to meet with the informally.

For the first weeks, in tutor time, talk about time management and how they are finding homework, fitting in clubs etc. Also, try changing seating plans every week/fortnight for tutor times so they can meet other classmates, and do games such as 'three truths and a lie' so they can find out more about them.

A birthday calendar on the wall.

Let them know where you will be/best way to contact you - will you be in the tutor base, an office or can they email you?

Have one tutor time a week as a reading session, one for discussion (Tuesday Newsday?) and know when important dates are, too, so you can tell them about their importance - Chinese New Year, Diwali etc.

And, have fun, Y7 are fabulous to work with!

All of the above from Undecidedsofa

I was Head of Year 7 and felt that communication was key. Communication between form tutors and me, between form tutors and their students and parents and communication with colleagues, particularly if difficulties arise.

I would respond to parental emails as soon as possible, even if you can’t resolve the issue straight away, just to let them know you’re looking into it. Keep HoY informed of issues, in case things escalate.

I love Year 7. They’re so full of enthusiasm.... and a bit nervous to start with.

I always had a box of spare pens/rulers for the less organised/well-off kids. Be available if possible.

For tutor time, I did spellings, numeracy, silent reading, just so they’re in the mindset of being ready to work once they leave the tutor room. I was generous with reward points and sweets!

DD in year 7 just needed her form tutor to tell her everything would be fine, that she was doing great, to offer a shoulder or ear, to tell her she was there if she needed her, and to let her know where lost property was (more than once).

Be the safe harbour in a scary storm for them where you can.

It only took a few weeks of this before DD thrived but her form tutor absolutely changed the course of high school for DD. Without a teacher like her I think anxiety would have won. I owe her a lot.

Every afternoon and morning get them to check lessons for the next day/that day so they have the right stuff.

Remind them to check their homework planners daily too.

At the end of the first/second week cal every parent with something positive about their child.

This means their first phone call home from school is a positive one.

It doesn’t have to take long just a quick: Hello I am Miss Xxx and I am Xxx’s tutor. I just wanted you to know he has been giving some excellent and thoughtful answers I tutor time. Wonderful. Have a great evening.

Seriously take the time to invest in this personal connection will reap you all sorts of positive benefits.

Sorry about a few typos x

Don’t treat them like 'babies'. It really wound me up seeing how some of the ks3 teachers talked down to the year 6s (due to move up), while thinking they were being nice. Low expectations from year 7 and ks3 teachers are what cause the drop in standards between year 6 and 7. (I’ve seen stuff come hom in year 7 that I would have done with year 4 when I was teaching).

Practice wear and how to line up for a fire drill before there actually is a fire drill. This can be very helpful to children who get a bit anxious.

If your school is anything like ours there will be umpteen reply slips about homework timetables and photo consent and stuff over the first few weeks. Set up a system for collecting them all and chasing those who forget or they will drive you crazy!

Sorry that should say "practise where"

Try to take some photos if you are allowed. In year 11 they will love to look back at them :)

Read "Can you see me?" by Libby Scott and Rebecca Westcott.

www.amazon.co.uk/Can-You-See-Libby-Scott/dp/1407195670?tag=mumsnetforu03-21

It's about (and co-written by) a girl with autism who is just starting Year 7. The girl in the book masks her difficulties at school, so doesn't always get the support she needs.

My Ds is just going into year 8 . He has an amazing tutor.

My reasons for thinking this . My Ds went to see her essentially about his Sen needs been understood or met ( first week) she phoned me emailed information to all his tutors and sorted out the necessary accommodations he needed.

I knew my Ds could talk to her.

She dealt with every issue either I contacted her about or my Ds. ( although it may not of been what my Ds wanted to hear at times but that’s fine)

My friend liked her Ds when she sorted out then checked in on children. After a falling out

I'm a permanent year 7 form tutor. I spend a lot of time in the first few weeks reassuring them that it's ok to get lost/find it a bit overwhelming/make different friends. I keep my classroom open for them to hang around in at break/lunch, and am either there or close by to make sure nothing gets out of hand.

First day we have a tour of the school (year 11s come and take small groups for us, and they make sure every pupil has seen all their classrooms for the day), I help them fill in their timetables etc in their planners, and we do a couple of getting to know you games (I quite like human bingo, finding things in common with each other). We practice lining up for fire drill, talk about other practices and security procedures (if you see an adult without an ID badge go and tell a teacher about it, that sort of thing).

Over the first couple of weeks the year 11 mentors come each morning and take the year 7s to their classrooms for the day so they get more familiar with the confusing layout of the school. We do loads more getting to know you activities in form time, so they get to know each other as well as me getting to know them.

I then have routines for each day. This year it's
Monday: assembly
Tuesday: planner and equipment check
Wednesday: silent reading
Thursday: tutor chats (I basically sit with a different group each week and check in on them to see what they're up to)
Friday: weekly round up (often discuss the week's news, maybe a quiz, they can tell me some of their news of they want to)

If we ever have a spare minute I have a selection of puzzles/brainteasers in my drawer to keep them busy and thinking.

I love having year 7 as my form. They are generally still keen to get things right, helpful, and love it when I give them jobs to be responsible for. I get loads more volunteers for house competitions than I ever did when I used to follow a form group up the school.

I have to say I don't do much in the way of contacting parents, because that's really not the culture in my school. Parents contact head of year or head of department, depending what the problem is. I deal with the kids directly. I am kind and a bit "mumsy", but I'm clear about expectations and can be very firm if it's needed.

Do you keep the same form all the way through the school?
DH is a teacher and one thing he did with his Y7 form in their first week at school was to get them to write a letter to their future selves. He asked them to include information about their favourite things at the time (what bands, TV, hobbies etc they were into) and then their ideas for what they would do over the next five years, what they hoped to get out of their time at school, and where they thought they'd be headed education/career-wise by then.
He collected the letters back in then saved them for five years and gave them back to the students on their Y11 leaving day. They LOVED it!