Priding itself on providing an environment where all students flourish in its care, The Crypt School in Gloucester is committed to supporting and encouraging its students to learn from and engage with each other as they strive for academic excellence.
The grammar school believes inclusivity and community is key to the personal development of its students in all aspects of their school lives — with SoGlos speaking to Year 9 students Lucas and Safa to find out all about their experiences at school.
Lucas and Safa, tell us a bit about yourselves – what are you studying, what do you like to do in your spare time and what are you hoping to do after school?
Safa: As we are in Year 9, we haven’t chosen our GCSE options just yet. However, I currently enjoy all my subjects and also really enjoy playing netball, which I play for the school teams. I am not sure what I want to do yet in the future, but I know it needs to be something I will enjoy.
Lucas: I like playing rugby and like Safa, I play for the school team. I also enjoy my studies and being with my friends. I’m not really sure what I want to do yet as it feels a long way away, although I’d like it to do something fun and enjoyable.
How would you describe the sense of community at The Crypt School?
Lucas: There is a strong sense of community within your form and year group. Even though you don’t know everyone, other students are friendly and respectful towards each other. During my time in Year 7, I made a lot of friends through being in the same house and through house competitions.
Safa: I feel that there are lots of opportunities to make different friends and mix with other peers; for example, in lunchtime clubs and through the house system.
Lucas: I have also made friends through a shared love of rugby — in the team I play, we are a mixture of houses. I like the house competitions — the competitiveness of them! I enjoy the rewards such as laser tag as it is an incentive to do well.
Safa: The Friday lunchtime competitions are usually the most popular and get everyone together. We have had some fun challenges and the competitions can really vary, for example, we had a human table football tournament on the sports courts recently!
What does The Crypt School do to create a supportive school environment?
Safa: We are lucky to have a good pastoral team, who are there if you need their support. They are accessible to everyone and they are really helpful.
Lucas: The school is proactive about resolving issues that are reported to staff if something has happened. Teachers are very supportive and there is usually a mixture of academic and fun stuff in lessons.
I feel I have a good relationship with my form tutor and can talk to them if I need to. I think teachers care and pick up on any issues or concerns quickly — they don’t have to check in on you, but they do it because they actually care.
The School’s PED (Personal Education Development) programme is also very helpful, as it covers lots of different topics, as can the Careers programme. This begins early on in your Crypt journey in Year 7, with events such as Careers Days and conventions which are really useful, especially for the older year groups.
How does the school encourage inclusivity among students?
Lucas: Teachers will often pick the groups in lessons, mixing students up for particular tasks, which is a good thing. For example, at the moment in biology I am doing a project with students I wouldn't have usually worked with and I’m really enjoying it!
By mixing with different students, it can encourage you to make new friends and is a really good way of speaking to people you wouldn’t normally.
Safa: The lunchtime clubs that school offers are really varied and encourage different year groups to mix. The house system is the same with the various house competitions — the activities vary so there is usually something for everyone at different points throughout the year.
There are also societies such as the multi-cultural society and debating society which everyone is encouraged to attend and take part in.
Are there any changes you think the school could make to better support students and improve the sense of inclusion within the school community?
Lucas: School already does lots to support students such as assemblies, student parliament, student voice alongside themed form time activities around topics such as Mental Health Week and Black History Month.
I think sharing more information about what the school nurse and counsellor do — and perhaps one of the pastoral team could drop into a form time now and then to say hello!
Safa: I’m not sure that our school could really change this but I hope we’re breaking the stigma around mental health and asking for help. I know it’s a good thing to go and speak to someone if I need to, but other students notice if you are missing and want to know what’s wrong (because they care!). I’d like support to be less visible but still be in school and still accessible.
Can you share some times where you’ve felt really supported by your teachers and peers at school?
Lucas: I find the assessment windows quite stressful, but I feel like the teachers are aware of this and do things to help such as give advice on revision techniques, whilst also setting less homework. Our teachers are very approachable if you need extra support or help.
Safa: The lunchtime supervisors are really nice and usually ask you how you are and how your day was. My friend was really upset once and one of the lunchtime supervisors noticed and quickly helped resolve the issue.
