Video of Planned Changes

Frequently Asked Questions (FAQs)

At Thomas Gainsborough School, our commitment to Excellence: for each, for all means we continually reflect on how we can strengthen both learning and pastoral care for every young person. From September 2026, we will introduce a number of carefully planned refinements to our curriculum structure, school day and tutoring system. These changes are thoughtful, evidence-informed and rooted in what we know helps students learn most effectively. They are designed to improve clarity, consistency and support, while fully protecting the breadth, ambition and high expectations that define our school.
 
The information below outlines what is changing, why we are making these improvements, and what this means for students and families. We look forward to continuing to work in partnership with you as we move forward together.

Curriculum and Timetable Changes

What exactly is changing in September 2026?

We are moving:

From a two-week timetable
To a one-week timetable

And from:

30 × 100-minute lessons over two weeks
To 25 × 60-minute lessons each week

Students will have shorter, more frequent lessons across the week.

Why are you changing the lesson length?

Research in cognitive science consistently shows that:

  • Students learn more effectively in shorter, spaced lessons.
  • Attention naturally declines beyond 45–60 minutes.
  • Frequent retrieval strengthens long-term memory.
  • Shorter instruction–practice–review cycles improve retention.

The new model aligns our timetable with how students learn best.

Will students receive less teaching time?

No.

The overall curriculum time remains comparable. The change is structural, not a reduction in learning. Subject content, ambition and expectations remain fully protected.

Will the curriculum become narrower?

No.

Students will continue to access the full breadth and depth of the National Curriculum.

Key Stage 3 (Years 7–9)

English (4 lessons)
Mathematics (4 lessons)
Science (3 lessons)
History (2 lessons)
Geography (2 lessons)
Modern Foreign Language (2 lessons)
Physical Education (2 lessons)
Computing (1 lesson)
Technology (1 lesson)
Art (1 lesson)
Music (1 lesson)
Drama (1 lesson)
Personal Development (1 lesson)

Key Stage 4 (Years 10–11)

English (4 lessons)
Mathematics (4 lessons)
Science (4 lessons)
Physical Education (1 lesson)
Four option subjects (3 lessons each)

The KS4 curriculum remains broad and balanced.

How will lessons work in practice?

Lessons will follow a consistent structure across subjects:

This supports:

  • Clear learning objectives
  • Regular low-stakes quizzing
  • Faster feedback
  • Stronger knowledge retention

What is changing about the school day?

The structure of the school day will be refined to support the new timetable model.

From September 2026:

  • The school day will include five 60-minute lessons
  • There will be two 30-minute breaks
  • The start and end times of the school day will remain the same, 8:45am and 3:15pm
  • Reception opening hours remain unchanged (8:00am–4:30pm daily, 8:30am on Wednesdays)

Total weekly learning time remains 32.5 hours.

The revised structure creates a clear, consistent rhythm to the day, with natural breaks to support focus and wellbeing.

The timings of the school day will be:

8:45

Tutor Time

9:15

Lesson 1

10:15

Lesson 2

11:15

Break

11:45

Lesson 3

12:45

Lesson 4

13:45

Break

14:15

Lesson 5

15:15

Enrichment

Will transport or bus times change?

No. Transport and bus times will remain the same.

Will behaviour expectations change?

No.

Our high expectations for behaviour, effort and conduct remain unchanged. However, shorter lessons and clear hourly transitions often improve pace, focus and engagement.

Will practical subjects still have longer sessions if needed?

Where educationally appropriate, subjects may schedule consecutive lessons. The new timetable model allows flexibility where required.

Are students expected to carry 5 lessons of books including PE kit during the day or will lockers be provided?

We have considered this carefully and students will be expected to carry their books and equipment with them during the day. We would encourage students to only bring the resources they need for that day. If it is helpful, teachers will also be happy to keep certain books in the classroom where students have their lessons. Unfortunately, we will not have space available to store PE equipment in school.

With the 5 lesson system, how will this fare with walking in-between lessons and how much time are they allowed to move between rooms before being marked late?

To support movement between lessons, there will be a five-minute transition window built into the timetable. This will give students enough time to move between classrooms and be ready for the start of their next lesson.

Will the students be allowed to leave school in their PE kits if PE is lesson 5 to allow more lesson time?

In terms of PE lessons at the end of the day, students will be allowed to leave school in their PE kit if PE is their final lesson.

When will this begin?

Full implementation: September 2026

Pastoral Structure Changes

What is changing in the pastoral system?

We are moving:

From a Vertical Tutoring System
To a Year Group Tutoring System

Each year group (Years 7–11) will include:

  • 1 Head of Year
  • 1 Deputy Head of Year
  • 1 Learning Mentor
  • 10 tutor groups

Head of Year, Deputy Head of Year, Learning Mentor and Tutors will remain with their group from Year 7 to Year 11.

How will tutor groups be organised?

Tutor groups in Years 7–11 will be organised broadly by prior attainment (KS2 SATs), enabling more focused academic support and targeted intervention.

Sixth Form tutor groups (Years 12 and 13) will remain blended.

Why are you making this change?

The Year Team model allows:

  • Age-appropriate reading programmes
  • More focused citizenship delivery
  • Structured careers education
  • Stronger attendance intervention
  • Clearer behaviour follow-up
  • Greater pastoral accountability

It creates one coherent message per tutor, per day, and strengthens consistency.

What happens to the house system?

Our house system remains an important part of school culture.

Houses will continue through:

  • Competitions
  • Enrichment activities
  • Charity events
  • Student leadership opportunities

Cross-year interaction remains valued and will continue beyond tutor time.

How will this improve attendance and behaviour?

Each year group will have a clearly accountable leadership team responsible for:

  • Attendance
  • Behaviour
  • Personal development

This ensures:

  • Faster communication with families
  • Quicker intervention
  • Stronger relationships
  • Clearer leadership accountability

Will students still feel part of a wider school community?

Yes.

While pastoral care becomes more age-focused, our wider school identity, enrichment programme, house system and community ethos remain central to daily life at TGS.

Has this been carefully planned?

Yes

The implementation includes:

  • Staff consultation and planning
  • Curriculum re-sequencing
  • Timetable construction
  • Department/All Staff training
  • Clear parent communication
  • Transitional support for students

This is a structured and phased process.

How can parents ask questions?

Meetings with members of the Senior Leadership Team will be available on Tuesday 24 March, 2026.

This FAQ page will be updated regularly.

What remains unchanged?

Our vision: Excellence: for each, for all

A strong, subject-led curriculum
High expectations
Specialist teaching
Broad and ambitious provision
Strong pastoral care