Winterton Comprehensive School Prospectus by Winteton Community Academy

WINTERTON COMPREHENSIVE SCHOOL with Specialist Status in Engineering

PROSPECTUS

PROSPECTUS CONTENTS 1.

INTRODUCTION

PUPIL WELFARE AND DISCIPLINE

SEN

THE CURRICULUM - KEY STAGE 3

THE CURRICULUM - KEY STAGE 4

BEYOND THE CLASSROOM

HOME - SCHOOL LIAISON

SCHOOL ORGANISATION AND ROUTINES

SCHOOL UNIFORM

10.

SUMMARY

APPENDICES 1.

SCHOOL MISSION STATEMENT

SCHOOL VALUES STATEMENT

SCHOOL AIMS

GCSE EXAMINATION RESULTS

SCHOOL POLICIES

INTRODUCTION

WINTERTON Winterton is a small rural town of some 4,000 inhabitants, six miles north east of Scunthorpe overlooking the River Humber to the north and seven miles from the Humber Bridge. The town is an attractive place to live, offering as it does a wide variety of housing. Additionally, the School serves a wide rural community of several smaller villages. THE SCHOOL The accommodation, originally opened in 1971, and has undergone significant upgrade over the past ten years. Facilities for physical education comprise a gymnasium, sports hall, multi-gym, synthetic pitch and excellent playing fields. This accommodation currently meets the needs of a thriving, energetic school community of around 630 pupils and around 78 teaching and non-teaching staff. The School is an 11-16 co-educational Comprehensive School. The School has adopted a no-smoking policy for all employees and visitors. BASIC PRINCIPLES As a school firmly committed to the principles of comprehensive education we strive to create a warm, friendly atmosphere in which every child is valued, challenged and developed. Our philosophy is that all members of the School have a positive contribution to make to the life of the School community and we work to create the conditions whereby these contributions can be encouraged. These conditions are created through a curriculum organisation which is regularly reviewed and a carefully structured system of pastoral care enabling us to provide the sympathetic, disciplined environment so necessary for successful education. Close links between the School and the home are also central to our approach to teaching and learning. The School is proud of its reputation locally for high levels of academic achievement and for excelling in the fields of sport, music, ICT and outdoor education. We are committed to achieving success for all. We are also a caring community, recognising that each child is an individual whose needs must be attended to and whose talents must be developed.

PUPIL WELFARE AND DISCIPLINE

TRANSITION Close links with all our local primary schools ensure a smooth transition for pupils from primary to secondary education. An Open Evening is held in October for Year 6 pupils and their parents and visits during the School day can be arranged with the Headteacher, Mr. J. Fitzgerald. In the Spring Term parents, and Year 6 pupils who are to join the School in September are invited to a meeting to meet their Tutor and hear details for their transfer to the School. Miss C. Lovell, Head of Year 7 works with children transferring to us in the term preceding their move to Secondary School. At this time all Year 6 pupils spend an induction day in the School familiarising themselves with the School and its routines. Our aim is to ease any worries pupils and parents may have at this important phase in the child’s education. If they have any concerns during this period Miss C. Lovell or Mr. R. Featherstone should be contacted. DISCIPLINE We expect the highest standards of behaviour from our pupils not only in school but also at any time that they can be recognised as belonging to the School. The School operates a “Code of Conduct" which is a guide to expected behaviour. Should pupils misbehave there are various courses of action possible. Punishment, we believe, should fit the pupils and not the misdemeanour. The matter may be dealt with by a reprimand, by extra work or by detention. The School also operates an 'On Report' system to monitor poor work and/or unsatisfactory behaviour and in such cases parents are involved by seeing and contributing to the daily Report Form. In extreme cases of indiscipline pupils may well be excluded from school. Our fundamental aim is to create in every pupil a mature approach towards self-discipline, and thereby a positive environment in which pupils will learn and teachers will teach. GUIDANCE Guidance is given to pupils as they progress through the School, especially at those times when important decisions have to be made. Careers Education and Guidance (CEG) is included in a Personal & Social Education programme which forms part of the curriculum for all Year 9 to 11 pupils. Additionally pupils may use the facilities provided either by the School itself or by the Connexions service in order to assist with their personal career planning, either in further education, work-based learning or employment. These include opportunities such as individual or group consultations, visits to colleges, the use of the School’s CEG resources and a week’s work experience in Year 10. Year 9 receive further guidance during the period of choosing their KS4 options, including input from John Leggott College and North Lindsey College in off timetable days. Year 11 pupils receive presentations from John Leggott College, North Lindsey College and information on the opportunities afforded by different work-based learning providers and other local colleges including Bishop Burton and Grimsby Institute. Liaison tutors from the main colleges and the Connexions Services visit the School on a regular basis to provide individual help and guidance. 4

The CEG programme contributes to the fulfilment of the School Mission Statement, its Values and Aims through an emphasis on maximising potential, success and fulfilment. The promotion of self-understanding, the development of capabilities, an understanding of changing patterns of careers and work, opportunity awareness, work experience, decisionmaking skills, individual action planning and transition skills are key elements of the programme. The CEG programme is delivered in tutorial lessons in Years 7 â&#x20AC;&#x201C; 11 as well as through elements in individual subject areas. A wide range of learning opportunities are offered both in and out of normal lessons. These include the Careers Convention, the Work Experience programme, Taster Days at local Colleges and input from local businesses and industry. The programme is underpinned by strong links with, and support from, the Connexions service, our local Colleges, EBLO ( the Education Business Link Organisation) and the LSC.

SPECIAL EDUCATIONAL NEEDS

The School is continuously developing and implementing its Special Educational Needs Policy by building on good practice, encouraging training, and monitoring and evaluating outcomes of pupils. The School has a good record and long history in addressing the special needs of pupils, seeking to be inclusive in its approach. Admissions Pupils with a wide range of need are admitted to the School. A lift provides ready access to all parts of the building; wheel chair ramps, specialist PE equipment and other aids can be provided in order that every pupil can participate fully in all areas of the curriculum and other School activities. Parents of pupils with special needs are encouraged to make arrangements with the Special Educational Needs Co-ordinator to visit the School during the year before admission if extra provision or specialist equipment is felt to be needed. Personnel The Schoolâ&#x20AC;&#x2122;s Special Educational Needs Co-ordinator is Mrs. J. Fitzgerald who has specialist responsibility for pupils with special educational needs. Each academic department has an identified Special Educational Liaison teacher who meets each half term with the SENCo and colleagues to plan and evaluate the educational experiences and individual programmes of study of pupils with special educational needs. It is recognised within the School that all staff hold professional responsibility for working with pupils with special educational needs. The School employs a team of Teaching Assistants and Learning Mentors. All Teaching Assistants hold a qualification in Learning Support with some holding specific qualifications. A further team of seven staff work to support pupils with behaviour difficulties. The Maths and English departments have their own Learning Mentors who provide targetted additional support specifically in their own subjects. The SENCo works very closely with Mrs. J. Simon, Inclusion Officer. Identification All staff are involved in the identification of pupils with special educational needs. The School seeks to identify Year 7 pupils within six months of entry into school but on going assessment and identification continues throughout pupilsâ&#x20AC;&#x2122; school careers.

Assessment Assessment is based on:      

Information received from parents and feeder Primary School Previous School’s records (SAT results) Teacher observation and assessment Diagnostic testing procedures Pupils’ views Specialist reports and assessments from outside agencies

Assessment Outcomes In accordance with the Code of Practice pupils identified as having special educational needs are placed on a Record for Learning and or Behaviour. Pupils on the SEN Record have Individual Educational Plans (IEP) where targets and provision is specified and evaluated. All parents/guardians of pupils with IEP’s are invited to review progress. Provision & Resources A range of provision and resources has been made available throughout the School to meet the needs of pupils. There is a good distribution of computers throughout the School which can be used to consolidate the learning of pupils with special educational needs. Provision includes:         

in-class support small group teaching withdrawal for individual work in any subject access to specialist support services supporting pupils in Key Stage 3 & Key Stage 4 Tests supervised ‘safe’ room for vulnerable pupils lunch time sporting activities Peer Mentors Anti-bullying

All pupils at Key Stage 3 receive their full entitlement to the National Curriculum with work differentiated to take account of their individual learning needs.

Support Services and Agencies The School has access to the following services for advice and direct help to meet the needs of pupils.                  

Austism Support Service CAMNET – Complex and Medical Needs Educational Team CRUSE – Bereavement Counselling DELTA – Drugs/Alchohol Education YISP – Youth Inclusion Support Panel PFSS – Practical Family Support Service ROOF – Youth Service YISP – Youth Inclusion Support Panel YOT – Youth Offending Team Connexions – Careers Advice Educational Service for Physical Disability Educational Welfare Service Educational Psychological Service Visually Impaired Service Hearing Impaired Service Speech and Language Service Community Health Service Schools Nursing Service

Monitoring and Record-keeping Full records of pupils’ progress are kept. The SENCo reviews all Individual Educational Plans twice a year. Parents are invited to review their child’s progress with the SENCo through meetings or by telephone. In addition parents receive a termly report on progress from all subjects. Liaison with feeder Primary School The Special & Additional Needs Co-ordinator has continued to work closely with the Feeder Primary schools to ensure a continuity of provision and support and also with schools outside the catchment area where parents have chosen this school. There is a very effective transition programme in place which involves the School’s Peer Mentors. Looked After Children Mr. R. Featherstone is the designated teacher for Looked After Children. Special Needs Governor The Special & Additional Needs Governor is Mrs. A. Dunkerley.

CURRICULUM

Key Stage 3 (Years 7, 8 & 9) The curriculum for Year 7 – 9 is the same for all pupils and consists of the following subjects: The subjects studied by all pupils during Key Stage Three, are English, Mathematics, Science, Design and Technology, Art, Geography, History, Modern Foreign Languages (French German or Spanish)*, Music, Physical Education, Information and Communication Technology (ICT), and Religious Education. The curriculum also includes:  PSHE: personal wellbeing, which includes the requirement for sex and relationship and drugs education  PSHE: economic well being and financial capability, which includes the requirements for careers education  Innovative Curriculum Enhancement (ICE) Days: Designed to give pupils the opportunity to experience a range of additional activities to enhance their breadth of study and the experiences they have in school. There are 4 ICE Days planned for the year. During Year 9 certain pupils who have shown ability with their first modern language will be offered the chance to study a second language with a view to pursuing either one or all of these languages throughout Key Stage 4. This is accommodated within the week by a reduction in the number of periods of Physical Education from four to two for those pupils. During the Easter term, all Year 9 pupils, will begin a programme of guidance designed to help them decide which of the optional G.C.S.E. subjects they will study during Years 10 and 11. The timetable for a week is divided into five days of eight lessons each, making forty lessons in all. The allocation of lessons to subjects in Years 7, 8 and 9 is detailed in the following table: SUBJECT PERIODS PER WEEK YEAR 7

YEAR 8

YEAR 9

English 6 6 6 Maths 6 6 6 Science 4 4 6 Modern Foreign Language (mfl) 4 4 4 (6*) Design Technology 4 4 4 History 3 3 2 Geography 3 3 2 Art 2 2 2 Music 2 2 2 Physical Education 4 4 4 (2*) Religious Education 2 2 2 Total 40 40 40 * Pupils who study a second modern language have two periods per week of Physical Education and three periods per week for each MFL. 9

The content of Citizenship and ICT is divided up and units are delivered, in a cross curricular manner, as part of the learning associated with the other subjects.

Key Stage 4 (Years 10 and 11) During Year 9 pupils need to choose the subjects they wish to study in Years 10 and 11 (Key Stage 4). Their course of study, normally nine subjects, is still broad but fewer subjects ensures they can be studied to a great depth. The statutory subjects that all students study are Citizenship, English, ICT, Mathematics, Physical Education, Science, careers education, sex education, work related learning and Religious Education. The curriculum includes non-statutory programmes of study for:  PSHE: personal well being, which includes the requirements for sex and relationships and drugs education  PSHE: economic well-being and financial capability which includes the requirement for careers education and work related learning. All pupils will be able to study a science course leading to two GCSE’s (Core Science and Additional Science). Some will be offered BTec First Certificate Science when it is considered more suitable. ICT learning is organised the same way as at Key Stage 3. The learning is mapped into the other compulsory subjects of Key Stage 4 and consequently it does not appear as a discrete subject on the timetable. Accreditation in the form of “short course” ICT, GCSE is available for those pupils who achieve appropriate levels of attainment towards the end of Key Stage 4. Citizenship is taught during tutorial which also includes Personal and Social Education, and Vocational Education (PSCVE). Some pupils also study Religious Education and they will be offered the opportunity for accreditation as a short course GCSE in Religious Studies. At the moment most of the certified courses to be followed by our pupils lead to the General Certificate of Secondary Education (G.C.S.E.) Some courses lead to BTec “First” awards. The following table shows the framework for the curriculum in Years 10 and 11. This fulfils the requirements of Key Stage 4 of the National Curriculum.

SUBJECT

PERIODS PER WEEK Year 10

Year 11

English Maths Science Modern Foreign Languages ( MFL) Option block Design and Technology option block Physical Education Optional subject 1 Optional subject 2 RE/Additional Maths and English*

6 6 8 4

4 2 4 4 2

Total

*In Key Stage we are putting even greater emphasis on the importance of literacy and numeracy to best equip our students for life beyond School. With this in mind we have created additional lessons on a needs basis for pupils in English and Mathematics, whilst those students who do not need this have the opportunity of extending their breadth of study with GCSE RE (these Pupils are likely to be from Set 1 and 2 English). The option subjects available are: GCSE

BTec – First Certificate

Art & Design Design & Technology – Food - Textiles - Resistant Materials - Product Design Drama Geography History Information Technology Modern Foreign Languages – French - German - Spanish Music Photography Physical Education

Business Child Learning & Development Engineering Science Sport Travel & Tourism BTec – First Diploma Engineering ASDAN Certificate Effectiveness

Personal

PSHE (Personal, Social and Health Education) This curriculum area includes sex education and drugs education, and takes place at various stages during a pupil's career, starting with a general approach in the early years leading to a 11

more adult approach in the senior years. It is also part of the taught P.S.E. (Personal and Social Education) course, (which takes place in Tutor groups). CROSS CURRICULAR THEMES The following themes are included in the Curriculum: Economic and Industrial Understanding, Environmental Education, Equal Opportunities, Political, International Understanding and Enterprise. They are taught within subject areas and within the tutorial PSE programme. CLASSES Tutor groups Before their arrival in Year 7, pupils are placed into a Registration or Tutor Group according to the alphabetical order of their surname. The Registration Tutor will be the immediate point of contact for each pupil. Responsibility for the pastoral care of Year 7 pupils rests with the Deputy Head of Key Stage 3. Setting and Banding Whenever possible, pupils are taught within groups with other pupils of a similar ability. This helps teachers to ”pitch” learning so that they are better able to provide challenge for all our pupils and stretch them to the extent of their ability. In certain subjects, where appropriate and where staffing allows, we divide the year group into teaching groups known as “SETS”. Children who have demonstrated similar levels of attainment in that particular subject will be grouped together. Movements between groups are only made when assessment results demonstrate that specific pupils are no longer attaining at a similar level to the other pupils in that group. Teaching groups, which are “setted”, are described as 1/5 or 3/5 etc. A pupil who is taught in set 1/5 would be in set 1 out of 5 sets. For other subjects we divide pupils into groups by first placing them into one of three, ability “BANDS”. These bands are then sub-dividing these into teaching groups. In this situation attainment levels in a range of subjects are used to allocate pupils to teaching groups which are the same teaching groups for all of the subjects in question. Movements between groups only takes place when the evidence from assessments in these subjects indicates that a particular pupil would be better suited in another group. Normally, “W” and “I” are upper ability bands, “N” and “T” are middle ability bands and “E” is the lower ability band, although this may change according to the profile of abilities of a particular year group. Regular assessment of pupils’ attainment provides the evidence for judgements about their abilities. On entry to the School pupils are allocated into one of three ability bands on the basis of assessment evidence provided by their Primary School. This determines their teaching group for all subjects. Usually the upper ability band is divided into two teaching groups, designated as “W” and “I”. The middle ability band is similarly divided into two groups, “N” and “T” and the lower band normally consists of a single group “E” with a smaller number of pupils in it.

After the first term in Year 7 these groups are reviewed and pupils may change groups at the start of the Spring term. Thereafter these groups are reviewed annually at the end of each academic year, when pupils may again move from one group to another where it is judged to be appropriate. Most pupils will, however, remain in these same groups until the end of Year 9. Changes to teaching groups Pupils are moved from one teaching group to another solely on the evidence of their attainment. Poor attitudes towards school work and/or poor behaviour may well lead to poor attainment but they are not used to determine teaching groups unless supported by the attainment evidence. In this respect movements between teaching groups are viewed as being placed in the most appropriate group rather than either “promotion” or “demotion”. 1.

“W” “I” “N” “T” “E” - Bands Band changes taking place during Years 7 and 8 will normally be co-ordinated by the Head or Deputy Head of Key Stage 3 (as appropriate), using the evidence of attainment in ALL subjects. Movements of pupils from one teaching group to another will normally only happen at the beginning of the academic year or at the beginning of the spring term in Year 7. It is the responsibility of Subject Leaders to gather the appropriate evidence of pupil attainment for their department/curriculum area. The parents of all the pupils concerned will be advised by letter of the School’s decision to move their child(ren) from one teaching group to another. This will again be co-ordinated by the Head or Deputy Head of Key Stage 3.

Sets In those departments where pupils are taught in Sets, changes to teaching groups will be co-ordinated by the appropriate Subject Leader. These changes will normally only occur prior to the beginning of a new academic year. Individual recommendations from departments will be passed to the Head or Deputy Head of Key Stage 4 as appropriate. Towards the end of the School year they will advise parents by letter of the recommendations for group changes. As a matter of routine courtesy, parents will be offered the opportunity to discuss any concerns they have relating to teaching group changes with the relevant Head of Year or Subject Leader . In those circumstances where changes to teaching groups occur it is the responsibility of the subject teacher to inform the pupil(s) concerned individually and in a sensitive manner before the letter is sent to parents by the Head of Year.

ASSESSMENT In all areas of the curriculum all pupils are encouraged to achieve their full potential, whilst appreciating that they cannot all be expected to reach the same standard. Great care is given to planning a programme of study to suit the needs and abilities of every individual. Every pupil's progress is kept under continuous review, and for every pupil the progress made towards meeting the teacherâ&#x20AC;&#x2122;s objectives is noted. All assessments and examination results are important indicators in deciding whether or not pupils are under-achieving or are placed in inappropriate teaching groups. If a pupil's progress gives cause for concern at any time during the year, parents will have the problem brought to their attention with the option of discussing the matter or they may be formally requested to come into the School. All assessments form the basis of the Annual Report to Parents and will satisfy the need to report on the national testing of pupils at 14 and 16 years as required by the 1988 Education Reform Act. HOMEWORK We feel that it is important for our pupils to both receive and do homework on a regular basis. Homework is important not only because it both encourages and develops the personal organisation and self discipline necessary for effective study but at times it is necessary in order to ensure that either a piece of work is completed or indeed the course of study is completed. How our policy operates in practice with different pupils will vary according to the nature of the subject, the theme/topic of work at the time and the ability of the pupil. The task set for homework could be reading, learning/revising, a written exercise, a practical investigation, a project or a piece of coursework (possibly to be completed over a number of weeks). At all times however, it is our policy that pupils receive feedback (marked books or test scores, etc.) informing them of the quality of their work and providing guidance for further work. Homework activities will be designed so as to ensure that learning is as effective as possible and consequently that all our pupils achieve their potential. All pupils KS3 will be issued with a homework timetable in order for them to plan their study and to ensure that they are not receiving excessive amounts on any particular day. At KS4 pupils are undertaking courses that often have different requirements. Therefore homework is set as deemed appropriate by the teacher / department concerned, and not set rigidly as part of a timetable. Details of the homework should be entered by the pupil into his/her JOURNAL. Parents are asked to co-operate in ensuring homework is completed under the best possible conditions and by checking their child's Journal. In addition to this information we have designed a range of booklets to give a wealth of information about what the students are studying and when, what parents can do to help and encourage their children and useful resources for each subject. These are available from our school website. How to help my child succeed? â&#x20AC;&#x201C; A range of booklets for parents.

BEYOND THE CLASSROOM

INTRODUCTION The School offers a wide variety of extra-curricular experiences for pupils and all our young people are encouraged to pursue worthwhile activities outside their main curriculum studies. We feel strongly that involvement in clubs, activities and visits is both a means of extending educational provision and also a major contributing factor in creating a friendly, active and purposeful community. In addition the Physical Education Department also organise and lead a number of residential experiences for the students at Winterton. These can include an annual camp for Year 7 students, a day at Caistor Outdoor Centre, a visit to the Lake District and a Ski Trip. SPORT The Physical Education Department has an extensive extra curricular programme offering students the opportunity to participate in both individual and team activities. Alongside this, activities are offered that are competitive and recreational to give all students the opportunity get involved. Membership of School teams is encouraged, not only to give an opportunity for individuals to experience competition at a high standard, but also to develop the important experience of being a team member as well as fostering powers of leadership and developing organisation and confidence. Parents are also asked to encourage their children to represent school sides and a fixture list is arranged for matches. This is appreciated by both staff and pupils. Many of our pupils are involved in District County and Regional competitions. Winterton Comprehensive has an excellent reputation for sporting participation and success in the North Lincolnshire area. Clubs offered at Winterton include: Athletics Badminton Basketball

Cricket Cheerleading Dance

Fitness Football Gymnastics

Hockey Netball Rugby

Rounders Trampolining

MUSIC A flourishing extracurricular progamme of activities extends studentsâ&#x20AC;&#x2122; musical experience. The School has a large orchestra, string band, wind band, Senior Choir (Years 9-11, staff) and Junior Choirs (Years 7-8). These instrumental/vocal activities are supported well and students are able to showcase their talents at school concerts as well as at events in the community. Instrumental/vocal tuition is provided weekly by a team of six peripatetic teachers from the North Lincolnshire Music Support Service. The School regularly hosts ABRSM and Trinity Guildhall music exams. The department plays a vital role in the annual school production. This has become a major highlight of the school year, and a tradition hugely enjoyed by the whole community.

VISITS Throughout the year many theatre visits are arranged as are other excursions of educational value. The School currently runs a camping trip to Normanby Park for Year 7 pupils and residential trip to the Lake District for Year 9. Various extended visits are arranged by different subject departments.

WORK EXPERIENCE The School Policy is to provide one week of work experience for all pupils in Year 10. Work experience is one facet of bridging the gap between School and future employment and also between School and the more adult life of further education. Preparation for and debriefing this experience is an essential part of the School curriculum and makes a significant contribution to a pupil's Personal Profile. In addition, some KS4 pupils undertake extended work experience on a day release basis.

SCHOOL - INDUSTRY LIAISON Strong links with local industry have been developed. Pupils benefit from relating their curriculum studies to the reality of commerce, from gaining placement for work experience and receiving sponsorship for School competitions. This work raises the awareness of both pupils and teachers of the contribution made by our local industries to the immediate community and beyond it. Excellent links between the School and John Leggott and North Lindsey Colleges exist in Scunthorpe, further afield in Grimsby, Hull, Lincoln and Beverley are also places where our students eventually progress to.

COMMUNITY/CHARITY WORK Our young people are involved with a broad spectrum of voluntary activities throughout the community, developing skills in preparation for adult life. They also make a considerable contribution to the work of various charities. All pupils are encouraged to develop a sense of the wider community through such activities. SCHOOL COUNCIL There is a school council as a forum for pupils putting forward their ideas for discussion. Firstly pupils elect representatives, a boy and a girl, in each tutor groups, then from those year representatives are elected and attend the full School Council. The meetings are chaired by the School Presidents selected by Senior Management. Decisions are made of the relevant issues which are then discussed with the Head Teacher. A Governor Representative attends the full School Council meeting to advise the council on the views of Governors and to keep them informed on issues as appropriate. Occasionally guest speakers will be invited or may request to be present; particularly when the council become involved in community projects. 16

The Council have raised funds for charity, organising various activities and events. They have also negotiated improvements around the School including healthy eating in the canteen and seats in the quad area. The pupils discuss their own learning and consider the positive aspects which improve the quality of their lessons and examine areas which they feel can be improved upon.

HOME - SCHOOL LIAISON

CONTACT We welcome and encourage parental interest in all aspects of the life of the School. Whenever, there is something a parent does not understand, or something that is worrying, we want to hear. We trust that parents will support the School in all our work and activities so that their children will recognise that they do care about their education and the quality of the work undertaken by the School. Parents who need to speak to the School at any time, can telephone and an appointment will be made for them to speak to whoever is most appropriate. The School operate an "open door policy" and parents are always welcome at the School.

PUPIL ABSENCE When a child is absent from school we ask to be informed of the reason via telephone between 8 a.m. and 8.50 a.m. on the first day of absence. Additionally, we require a dated letter on return to School explaining the absence. Unauthorised absences will be reported on the child's Annual Report to Parents.

ILLNESS IN SCHOOL When a child feels ill in school, s/he first reports to the subject teacher (when in class) or to the teacher on duty (when out of lessons) and, if necessary, is sent or taken to the Medical Room and the School Reception informed. If the child is unfit to be in lessons the parents are contacted. In such situations it is essential for us to be able to contact parents quickly, and so you are asked to keep us up-to-date with any changes, whether of address or telephone numbers.

MEDICAL INFORMATION The School appreciate parents passing on any medical, or personal facts which would help the School in dealing with their children. Any information will, of course, be treated as confidential. A dated note is also essential if a pupil is to be excused from participating in Physical Education.

PUPIL JOURNAL In order that day-to-day contact between home and school can be maintained each pupil is given a Journal. The purpose of the Journal: To enable pupils to record daily, the homework that they have been given and to help them organise their time to complete this homework. To provide parents with a daily link with the School. To provide parents with readily accessible information on school procedures and activities. To be an aid to learning using the resources printed within it. A pupil is expected to carry her/his Journal with her/him in school and present it to their parents each evening for inspection. Parents are requested to sign the homework section at the end of each week and, if this is not possible, parents are asked to inform their child's Form Tutor. The homework section will then be signed by the Form Tutor on a Monday morning. This two-way method of communication is invaluable and we rely on everyone making full use of it.

REPORTS We will send you a report detailing progress, attendance and attitude once every term. In the Summer Term we will send you an extended report giving more detail about progress in each subject. All students will receive reports giving a grade (A, B or C) relating to their Work in Class, their Homework and their Behaviour in Class. The grades are explained on the report. In addition, Key Stage 3 students (i.e. Years 7, 8 & 9) will be given: • A KS3 Target. This is the National Curriculum (NC) Level they should reach at the end of Year 9, based on a prediction which assumes 2 levels of progress between Year 7 and Year 9. • An End of Year Target. This is the level they should achieve at the end of their current year in order to progress to their KS3 Target. • A Current NC Level. This indicates the level at which the student is currently working. Key Stage 4 students (i.e. Years 10 & 11) will also be given: • An End of KS4 Target. This is the GCSE/BTEC grade the student is expected to achieve based on their KS2/3 achievements  An Estimated GSCE/BTEC Grade. This is the grade that, given current standards of work, the student is likely to achieve at the end of the course. 19

SCHOOL ORGANISATION AND ROUTINES

DAILY ROUTINE The routine of the day follows a set pattern. The pupils move round the School to their lessons at the following times; 8.50 a.m. 9.20 a.m. 9.55 a.m. 10.30 a.m. 10.45 a.m. 11.20 a.m. 11.55 a.m. 12.55 p.m. 1.30 p.m. 2.05 p.m. 2.25 p.m. 3.00 p.m. 3.30 p.m.

Registration/Tutorial/Assembly Lesson 1 Lesson 2 BREAK Lesson 3 Lesson 4 DINNER Lesson 5 Lesson 6 BREAK Lesson 7 Lesson 8 END OF SCHOOL

Pupils should not normally arrive on school premises before 8.40 a.m. DINNERS School Meals are prepared on the premises and are served, cafeteria style, to staff and pupils in the Dining Hall. An emphasis on healthy eating is reflected in the menu. A Cashless Catering system is in operation. Only pupils who live in Winterton and go home for lunch will be allowed off the premises at lunch time. They require a â&#x20AC;&#x2DC;dinner passâ&#x20AC;&#x2122; which is only given when the child returns the appropriate form duly completed and signed by the parents. Any pupil who leaves the premises in the lunch hour with or without parental permission automatically becomes the responsibility of the parent. ENTRANCES The main entrance to the School is by Newport Drive off North Street, Winterton. In order to allow free access for the School buses, parents bringing children to school in cars on normal school days are requested to drop them at the entrance and to use the turning bay at the end of the road. On the occasion of school functions, special arrangements will be made for the parking of cars, often on the tennis courts at the rear of the School. Pupils coming to school on foot or by bicycle may use the main entrance or the narrow entrance leading from Wesley Close and Northlands Avenue. They may not approach or leave the School across the playing fields, from Churchfields, or through the Infant School. 20

EQUIPMENT The School provides exercise books and text books, but it is helpful if each child equips herself/himself with a calculator, compass, eraser, pen, pencil, ruler and sharpener. Pupils can purchase these items supplied in a pencil case, from Reception at a cost of approximately £2. Logo memory sticks can be purchased at a cost of £4. Each pupil is responsible for the books entrusted to her/his care. It is helpful if each pupil has her/his own copy of either the "Pocket Oxford Dictionary" or the "Little Oxford Dictionary". They will need a bag, in which to carry her/his books. Pupils are advised to bring to school only items which are to be used in lessons. Other items of personal property such as personal stereos, computer games, etc. are not permitted in school. Pupils are discourage from bringing expensive items of electrical equipment, including mobile ‘phones, to school. MEDICAL APPOINTMENTS When it is essential to make medical appointments for a child during school time, this should be recorded in the appointments section of The Pupil Journal. On leaving for an appointment and on returning from an appointment, pupils report to the School Reception. Any subsequent medication brought to the School should be handed to the Reception for safe keeping. If a child is receiving treatment that necessitates taking medication at School this should also be handed over to the School Reception for safe keeping together with details of when and how much medication should be administered. HOLIDAYS The dates of School holidays are circulated to parents at the beginning of the previous school year and again in the Summer Term preceding academic year. The Headteacher can only authorise holiday requests in term time in very certain exceptional circumstances. BICYCLES The School can accept no responsibility for the safety of pupils using a bicycle to travel to and from School. Parents are advised to ensure that their child wears a safety helmet and; (a) (b) (c) (d) (e) (f)

that the bicycle is in safe working order that the pupil hires a space in the bike stand (£12 a year including a returnable £5 when the key is handed in) that the pupil has a suitable lock to secure the bicycle during the day that the pupil is willing to submit the bicycle to a test conducted by the Police that the pupil will accept responsibility for the safe keeping of all detachable items. that the pupil will not use or loan the bicycle to another pupil in school hours.

When reaching the School gates a pupil will dismount and walk to the cycle shed. A similar procedure must be followed when leaving the premises. This rule is necessary on the grounds of safety. 21

DESIGN AND TECHNOLOGY Voluntary contributions will be sought (ingredients, materials) for practical subjects such as Design and Technology. Charges for ingredients and materials from school stock will be compulsory where the finished product is to be taken home. TRANSPORT The School is served by special buses from Alkborough, Burton, Flixborough, West Halton, Whitton, Winteringham, Appleby, Santon and Roxby. Travel on these buses is free. Whilst so travelling, the pupils are the responsibility of the Local Education Authority and it is very important that they obey the instructions of the bus driver and bus prefects at all times.

SCHOOL UNIFORM (for 2012/13)

The School has a dress code which is detailed below. This standard dress must be worn by all pupils at all times. It is a way of identifying with the School and reinforces the sense of belonging. No other alternative forms of dress will be permitted. This school dress is thought appropriate in a learning environment. BOYS Plain (i.e. not striped) Dark Grey or Black Trousers School Badged Navy Polo Shirt (from Intersport or Shahs) Navy Badged Sweater or Cardigan (purchased from the School) Black or Dark Brown, sensible shoes (sports or canvas shoes are not considered suitable).

GIRLS Plain (i.e. not striped) Dark Grey or Black Skirt/Trousers School Badged Navy Polo Shirt (from Intersport or Shahs) Navy Badged Sweater or Cardigan (purchased from the School) Black or Dark Brown sensible shoes (sports shoes or canvas are not considered suitable) Any normal type of outdoor coat, anorak, waterproof, etc. is acceptable.

FOR PHYSICAL EDUCATION. Indoor Kit Indoor Trainers Plain Black Shorts Plain White T-shirt (round neck or collared) or White logo Polo Shirt (Intersport) White socks Outdoor Kit Appropriate outdoor training shoes Plain black shorts Maroon football socks BOYS - Maroon rugby shirt – non reversible with logo (as supplied by Intersport) GIRLS – Maroon hooded sweatshirt (as supplied by Intersport) Optional black Pro-Star waterproof jacket with Winterton Comprehensive School embroidered log. (Available from Intersport, priced at £18 for junior sizes and £20 for adult sizes). Any normal type of outer coat, anorak, waterproof, etc. is acceptable.

ALL PUPILS: Equipment: Equipment packs are available from the School at a cost of £2.00. They contain – ruler, pencils, pens, eraser, sharpener, compass, calculator, glue stick and post-its, all in a pencil case. For Art and Technology - Protective clothing should be worn. For technology this should be an apron or pinafore. For Art it may be an apron, pinafore, old dress, pyjama jacket or shirt. Jewellery - In the interests of safety and to prevent loss, jewellery should not be worn in school. Studs may be worn only in pierced ears. Cosmetics should not be worn in School. Extreme and bizarre styles of appearance are inappropriate and are not allowed.

ALL CLOTHING/EQUIPMENT SHOULD BE CLEARLY MARKED WITH THE OWNER’S NAME. INSURANCE The Local Education Authority have informed us that pupils’ property which is lost in school as a result of fire, vandalism or theft is not insured by them. We suggest that if an article of value is taken to school, parents should insure this themselves.

10.

SUMMARY

We have a happy school and a disciplined school, one where relationships, based on mutual respect, can flourish and one where learning is an exciting and stimulating process. But as we never do anything without a great deal of thought, it is also an 'open' school. We have nothing to hide and nothing to fear, therefore we welcome any constructive critical appraisal of what we are doing, particularly if it comes from our parents. We are very conscious of the responsibilities we take on when parents entrust their children to us, and we welcome the opportunities we have to involve parents in their children's education. A Termly Report to parents is issued on each child with an annual after school parents evening when parents are invited to discuss with the staff any points which they may wish to bring forward. In addition, any parent can at any time have a further report on request if there are matters which are causing concern. This offer of co-operation is very important we feel, but it cannot be only one way. Just as parents are encouraged to come into school to discuss any problems they might have, so too do we expect to be able to provide parents with as much information as we can. In return we expect to be informed of anything that will help us in our dealings with our pupils and, as we support our parents and understand their hopes and aspirations for their children, we require equal support and understanding of what we are trying to do. We are proud of the achievements of our pupils. It requires us all - Staff, Parents & Governors - to work wholeheartedly together to ensure that they profit from and enjoy their time at Winterton.

APPENDIX 1

WINTERTON COMPREHENSIVE SCHOOL MISSION

It is the purpose of this School to ensure that all pupils maximise their potential to achieve personal success and fulfilment through the high quality provision of wide ranging learning opportunities in a challenging and caring environment.

PERSONAL SUCCESS FOR ALL THROUGH HIGH QUALITY LEARNING.

APPENDIX 2

WINTERTON COMPREHENSIVE SCHOOL OUR VALUES It is our firm belief that the regard with which we are held by our parents and the community is significantly affected by the values we hold and operate as an organisation. Principally, our key values are those which result in high quality learning for all our pupils. We firmly believe that learning takes place most effectively in an orderly and disciplined atmosphere but we also value informality when it promotes better relationships. It is our firm belief that our pupils will maximise their opportunities at this school with the support and involvement of their parents. STAFF We can only achieve the best for our pupils through the total commitment of a caring, and appropriately skilled staff. We have high expectations of our staff and we believe that in order for them to realise these expectations we must continually invest in their personal and professional development. We will strive to ensure that the high quality interpersonal relationships that exist between staff are based upon mutual respect, mutual accountability, courtesy, tolerance, fairness, humour and honesty. We expect all our staff to act as positive role models for the high standard of behaviour we wish to develop in our pupils. PUPILS We have high expectations of all our pupils. We expect them to be disciplined and to show a conscientious commitment to hard work in order that they can capitalise on the learning opportunities provided. We expect every pupil to strive at all times to achieve the best of which he/she is capable. We expect them to be courteous, tolerant, respectful, honest and thoughtful towards others. ENVIRONMENT We attach great importance to the quality of the environment within which our pupils learn and our staff work. It should be safe, stimulating, clean and comfortable. CURRICULUM We will plan, structure and organise the curriculum to ensure equality of opportunity for all our pupils to be challenged and to achieve personal success and fulfilment. We will enhance the statutory curriculum with the provision of many other wide ranging opportunities for learning.

APPENDIX 3

WINTERTON COMPREHENSIVE SCHOOL AIMS

ALL PUPILS 1.

To provide educational opportunities and experiences for ALL pupils in the School irrespective of their gender, ability, special educational need, creed, ethnicity and social background.

CHALLENGING ENVIRONMENT 1. 2. 3. 4. 5. 6.

To provide stimulating and challenging teaching and learning materials. To set targets for pupils that are demanding and achievable To provide extension and support teaching and learning materials suitable for all ability levels. To set high standards of discipline To create a school culture in which achievement in all its forms is valued. To provide a stimulating environment for learning.

MAXIMISING POTENTIAL 1. 2. 3. 4. 5. 6.

To help pupils to set ambitious personal targets. To encourage pupils to welcome intellectual, physical and social challenges and apply themselves to tasks with enthusiasm. To help pupils to develop self esteem and pride in their achievements and successes. To encourage the parents and guardians of our pupils to participate in the education of their children by actively supporting the School's mission and values. To provide a variety of differentiated and challenging curricular and extra-curricular learning opportunities for all our pupils. To help pupils to develop high standards for their own discipline, commitment and achievements.

HIGH QUALITY PROVISION OF WIDE RANGING LEARNING OPPORTUNITIES 1. 2. 3. 4.

5. 6. 7. 8.

9. 10.

To create a school culture in which continuous improvement of all that we do is the norm. To continuously develop the knowledge, skills and competencies of all our staff in keeping with the requirements of our mission. To provide a wide range of curricular and extra-curricular learning opportunities. To help pupils to acquire the communication skills, problem-solving skills and personal skills in addition to the basic mathematical, scientific and technological knowledge necessary for success and fulfilment in a rapidly changing world. To help pupils to use language effectively and imaginatively in reading, writing and speaking. To help pupils to develop effective listening skills. To help pupils to understand the world in which they live and the interdependence of individuals, groups, nations and the environment. To help pupils to understand the multicultural nature of society to foster respect for those with different religions, beliefs and ways of life and to develop an attitude which is opposed to discrimination against any person or group on the grounds of socio-economic background, creed, ethnic origin or sex. To help pupils to develop aesthetic awareness and to appreciate human achievements and aspirations. To help pupils to develop healthy fit bodies with a wide range of physical skills.

ACHIEVE PERSONAL SUCCESS AND FULFILMENT. 1. 2. 3. 4.

To provide wide ranging opportunities for all pupils to achieve personal success. To help pupils to develop the interests and skills necessary for the effective use of leisure time. To ensure that the achievements and successes of pupils are continuously recognised and praised. To create a School ethos where all staff are valued, motivated and committed to the School Mission.

CARING ENVIRONMENT 1. 2.

3. 4.

To provide a clean, safe, comfortable and stimulating school environment. To help pupils to develop a sense of self respect with the capacity to live independently as self motivated and disciplined adults as well as contributory and caring members of co-operative groups among which the family is the most important group. To help pupils to develop the social skills needed for maintaining good relationships with both their peers and adults. To create a school ethos where all staff are responsible for providing an efficient and effective service to their colleagues, the pupils, parents and all other school stakeholders.

APPENDIX 5

SCHOOL POLICIES The following school policies can be viewed on our website under ‘About Us’ - ‘School Policies’;                         

Admissions Policy Anti-Bullying Policy Attendance Leaflets Behaviour & Discipline Policy Bereavement Policy Best Value Policy Careers Education & Guidance Policy Charging Policy Children in Need & Protection Policy Community Cohesion Curriculum Policy Diversity – Equality Equal Opportunities Policy Gifted & Talented Policy Health & Safety Policy Healthy Schools Scheme Home School Agreement Information & Communications Technology Policy Internet Usage Policy Privacy Notice Race Equality Policy Safeguarding Policy Sex & Relationships Education Policy Special & Additional Education Needs Policy Security Policy