Cromwell Community College

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Student Voice Feedback

Feedback is unattributed and names have been removed throughout.



“I liked it. It was quite helpful, especially for English.”


“They are helpful as I know I can turn to “Miss” for advice about things like which Y12 subjects to take, and if I’ve messed up in lessons I can go and talk to her about it.”


“She helps me understand what to do to improve and gives regular check-ups on how I’m doing. She keeps me updated on revision sessions and anything else which might help me.”


Small group/ Booster classes

“The maths classes are good. I like learning that way. It’s helping me feel more confident.”


“I like them. I didn’t think I really needed them but it’s made me quicker at doing maths in my head.”


“I’m sure I’m going to get my C now, and maybe a B. It’s easier when there are just a few of you and the teacher can say exactly what you need to do.”




Fitzwilliam Trip

“The day was good because we explored the Fitzwilliam Museum and widened our understanding of Shakespeare.”


“I am now thinking more seriously about going to university.”


“The best thing about today was being able to learn about the university from a student’s point of view. I am taking away how you apply to the university and what life is like.”


“I had a good time on the trip and have learnt a lot of new information that I can apply to my English work. The museum was very interesting and I liked to look around the artefacts. The university was interesting and it was weird to think that I was walking where Stephen Hawking was once.”


“I have taken away what it is like to be at university. It was really interesting looking around the university and seeing where the students live.”


“I think that the trip was good because it had interesting activities and they made Shakespeare a lot easier to learn about.”


Arts Award


“I was fascinated by this awards and museum, and I’d like to do it again at a higher level.”


“I learnt to believe in myself.”


“I learnt that I am creative.”


“I enjoyed learning to be independent.”


“There is more to an image than what you can see.”


Music Lessons


“I’m really grateful for them. They help me to concentrate for a longer time. It’s helped me in maths.”


“I didn’t take music as a GCSE so it’s good to be able to go to my lessons. It helps me calm down and deal with the stress of things at school and at home.”


“I enjoy having something extra. It helps me to remember because I have to revise before each lesson.”


“I really look forward to my music lessons. They are really good fun.”


Revision guides

“They help a lot. I’ve been using them after school, answering the Qs and building my knowledge.”


“I find them really useful. I use them after lessons and my mum sits down with me and asks me the questions to check I understand.”


“Basically, this has taken the weight off my mum who would have had to drive from March.”


“It’s really convenient.”


It saves my parents from making the trip. It drops me at the door so I feel safe too.”


Staff Feedback

Uniform grants

“I think that it has reduced confrontation between staff and (PUPIL) and this in turn has improved behaviour- particularly with (PUPIL) and (PUPIL). With (PUPIL) it has also helped keep parental engagement.”


“It has encouraged (PUPIL) to participate in PE, where previously she was refusing.”


“In all honesty, I am not sure it has helped (PUPIL) because his attendance is still not as good as we would like- but it has probably helped keep our relationship with his mum positive- and this helps her engagement with strategies put in place by the Inclusion Team to try to get (PUPIL) into school or to deliver education at home.”


“(PUPIL) has low self-esteem and mum has contact with me regarding that.  Making a uniform grant has really helped to address that and to foster a positive relationship with school.”


“Being in full uniform has helped (PUPIL)’s attendance and behaviour as it is one less thing to worry about.”



“The relationship I’ve developed with (PUPIL) has enabled me to support him really well, by knowing just what he’s capable of and when he is selling himself short. He knows he can trust me, so I can be very frank. He’s worked in my office quite a lot, and got quite a lot done.”


“One of the things that came out of my mentoring sessions with (PUPIL) was that they didn’t have a computer at home, so I asked and we bought a laptop so he can do homework and revise.”


“With two of my four it’s working really, really well. I’ve got a really great bond with both of them and we meet every week. I help them with all sorts and, with one girl, I think that if I hadn’t been meeting her she might have really struggled last half term. The other two I don’t see so much, but they are doing well without me.”


“I’ve met with the pupils and their parents, and I’ve found it really useful. The new, more focussed, meeting agenda for those who are struggling to catch up has made it a sharper meeting and I really like that.”


“(PUPIL) knows that I am aware of any concerns his subject teachers have.  By advertising the fact that I am his mentor, staff regularly ask for my help, particularly if it is regarding homework or attending after school sessions.  (PUPIL) has begun attending more of these sessions, which is having an impact on his progress.  Additionally, his mother is aware of the after school sessions which (PUPIL) can attend and is encouraging him from home too.”


“The pupils are getting enough from it to want to keep coming. Small targets are being either regularly met or worked towards.”