About Bethany

Bethany is an independent co-educational day and boarding School for pupils aged 11-18, set in a rural location in Kent. In 2019 the A level pass rate was 95%, and at GCSE 85% of pupils attained grades 9-4.

Curriculum

Bethany offers a broad curriculum in the sixth form with 26 subjects to choose from. Alongside A levels, we offer a number of other Level 3 qualifications:
• Level 3 extended certificate in Applied Business
• Level 3 certificate in Applied Business
• LIBF level 3 Diploma in Financial Studies
• LIBF level 3 certificate in Financial Studies
• BTEC national extended certificate in Performance (Acting)
• BTEC level 3 subsidiary diploma in Music (performing)
• BTEC level 3 national extended certificate in Sport and Exercise Science
• Tech Level in IT: Scripting and Programming
• Level 3 Extended Project Qualification

Predicting Grades

Individual departments agree predicted grades for pupils, using their own assessment protocols. Staff are encouraged to base grades upon pupil performance in key assessments, such as Year 12 internal examinations, as well as classwork and homework. Staff use this data and their professional judgement to arrive at a final predicted grade. All grades are reviewed by the Headmaster before applications are sent.

Impact of Covid

Microsoft Teams was used to facilitate remote learning during the lockdown period. The difference in time zones made it challenging for some of our overseas pupils to access the lessons live.

Some pupils with AEN struggled with the technology and it was challenging for our staff to always meet their learning needs teaching in this way.
The lockdown period had a significant impact on the mental health of many of our pupils, which in turn has impacted on the progress they have been able to make academically.

There was considerable disruption to the careers programme our sixth formers usually benefit from, with careers fairs and guest speakers cancelled. This would also have given them opportunity to explore future aspirations, including the UCAS process and application, and they would have had further opportunity to work on personal statements with the support of personal tutors. This is something that has had to be an area of focus in Autumn 2020.

Due to quarantining and self-isolation restrictions, some pupils have had a delayed return to School, and have missed guidance sessions on the UCAS process. This has been challenging for those trying to meet the 15th October deadline.

Remote learning limited the opportunity for one-to-one interaction and the level of formative assessment that would usually take place during lessons. Whilst assessment was ongoing through the period of lockdown, there was obviously less control over the conditions in which formal assessments were completed. Teachers have used assessment scores from prior to lockdown, in combination with Year 12 exam results, assessments completed during lockdown, and assessments undertaken since the beginning of the academic year to predict grades. However, as staff have only had a small window in which to assess pupils since their return to School, the confidence in the accuracy of our predicted grades is slightly lower than normal as we have less reliable data upon which to base them.