Holmfirth High School MATHEMATICS, COMPUTING AND APPLIED LEARNING SPECIALIST
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A WARM WELCOME A warm welcome to our school prospectus - we hope that you will find it useful and interesting and that it will provide a flavour of life at Holmfirth High School. A prospectus is a legally required document for schools and much of its content is dictated by law, but we also hope that you will get a feeling for the special ethos that prevails in our school. We also warmly welcome you to visit our school to sample the atmosphere here and learn, in detail, more of our work. Over recent years, the success of the school has been recognised externally in a whole variety of ways. In our most recent Ofsted inspection, we became the first Kirklees comprehensive to achieve an ‘outstanding’ overall grading. Examination results at the school have risen to all time highs, with over 75% of pupils achieving the landmark national figure of a minimum of five A* - C passes at GCSE. The examination results show not just high levels of achievement, but excellent value added scores which is testimony to the progress made by pupils across the ability spectrum. These successes were recognised nationally when the school achieved the status of National Leaders of Education, one of only a hundred schools across the country in all sectors that have achieved this success. The school has also achieved the National Sportsmark and Artsmark awards to demonstrate that our success is not just in the areas of academic subjects and we strongly believe in ensuring that pupils have a well-balanced and allround education during their time with us.
In analysing the success of the school, we would identify three key factors. Firstly, excellent relationships and support exist between pupils, parents and staff. These relationships have been fundamental to the progress we have made In recent years. Secondly, there is no fear of hard work at the school and both pupils and staff commit themselves with tremendous endeavour. Staff are enormously generous with their time in supporting children’s learning and providing a huge array of additional learning opportunities in our extra curricular programme which you will read about elsewhere in this prospectus. Finally, although we have spent the last few paragraphs boasting about our successes (!) we do not allow ourselves to become bigheaded and one of the most pleasing comments, for us, in the Ofsted report was that “there is not a shred of complacency evident in anything the school does, no matter how well it does it” . No school is ever perfect and much hard work remains before us to drive the school onto new levels of success and opportunity. We look forward to those challenges and to working with you to achieve our ambitions for the school and your children.
Dr Andrew Williams Executive Headteacher
Mrs Gail Howe Acting Headteacher
A POSITIVE ATMOSPHERE We expect the highest standards of achievement, behaviour, appearance, attendance and punctuality and encourage all our young people to take a personal pride in their school. Our code of conduct incorporates simple rules based upon mutual respect and co-operation which are well understood by all our pupils. Pupils are encouraged to accept responsibility and to make positive contributions to the school and to develop their skills and understanding of citizenship. We have a prefect system and elect senior prefects, a head boy and a head girl. Pupils can take an active role in extra-curricular activities, charity events and helping younger children to read. Each class elects a form representative and we have a thriving school council. We have an extensive reward system which recognises all of the achievements of our students both within and outside of the classroom, which culminates each year in the Evening of Excellence in June and Year 11 Presentation Evening in November. We actively encourage parents to participate in the reward process through the SIMS Learning Gateway, which allows parents to view positive comments made by teaching staff about their children.
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‘Inspectors confirm that it is providing an outstanding education for its students and provides excellent value for money.’
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A HIGH PERFORMING SPECIALIST SCHOOL As far back as 2003, the school achieved recognition as a specialist school in Mathematics and Computing. We chose to specialise in this area because numeracy and ICT skills are important in most walks of life and development of skills in these areas would benefit teaching and learning in other subject areas. We have been delighted with the impact the specialism has had upon life at Holmfirth High School. Since the advent of the initiative, additional funding has allowed us to develop resources in these areas to great effect. A new Maths classroom teaching block has been built, incorporating the department’s own ICT suite. A whole school computer network has been included, new ICT suite developed and ICT facilities for specialist use have been introduced in Technology, Modern Foreign Languages, English, and Science. Class sets of lap top computers are in use throughout other departments in History, Religious Studies and Geography. The school has created its own Virtual Learning Environment (VLE), which provides materials for learning in class and, equally important, to support learning and revision for examinations out of school. This facility will continue to evolve. Clearly, ICT and modern technologies are not the ‘be all and end all’ of teaching, but we are finding that their use can complement traditional approaches to provide a more varied and stimulating educational offer for children. Our specialist status has allowed us to work with other partners and we are particularly pleased with the work we have done
with the partner primary schools on providing additional learning opportunities for gifted and talented children in their younger years. The specialism has also seen the advent of accelerated learning programmes and a host of networking projects involving universities and other partners. In 2007 our specialist status was due to be reviewed by the Department for Children, Schools and Families and we were delighted when, as a result of that review, we were awarded the status of ‘High Performing Specialist School’. This gave us the opportunity to become involved in another specialism and we chose Applied Learning as our second point of focus. We feel that it is a very important part of our duty to ensure that children do not simply do well in examinations but that they are ready for the world and the future that lies before them. In recent years, there has been criticism that school leavers, whilst many are well qualified, are not always well prepared in terms of their work skills. We have developed this area of our work in education to become leading exponents in helping to ensure that our children are well prepared for their working years ahead. Our Applied Learning approaches have developed over the whole curriculum – over the next five years this will entail much wider provision of explicit vocational learning courses in trade, craft and skill areas, as well as ensuring that work skills form a fundamental part in all of our courses across the curriculum. These are exciting times at our school, as we have the opportunity to develop leading practice and blend it with traditional approaches and values to provide important additional opportunity for our young people.
PREPARING FOR THE FUTURE All Year 10 pupils are given the opportunity to take part in a work experience placement to gain a valuable insight into the world of work. Some pupils, as part of the vocational courses they are following, will have the chance to take up extended work placements with local companies. We have an experienced team of people, both in and outside school, who can offer expert careers advice and a full careers programme is available within the school timetable. In recognition of our expertise in this area the school has been awarded the Kirklees and Calderdale Quality Standard in Careers Information, Guidance and Advice. A high proportion, currently over 90%, of our pupils move into further education and training schemes, and NEET figures (Not in Employment, Education or Training) are less than a third of the national average. We benefit from excellent relationships with Greenhead College, New College and Kirklees College.
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A HAPPY AND CARING ATMOSPHERE Effective Relationships We value the close relationships with our primary colleagues that enable us to organise a smooth transition into secondary education. The Pastoral team is able to gather information that assists in creating balanced tutor groups that are mixed socially and academically. These groups are led by a tutor who is likely to stay with the student as they progress through the school, providing guidance and support, and acting as a point of contact between home and school. Academic departments have also established contacts that ensure continuity in teaching and learning as students bridge that gap between us and partner primaries.
parents to contact us whenever the need arises, however parents can follow their child’s academic progress, attendance and behaviour online.
The Year Head has a key role in overseeing the progress, welfare and behaviour of students in their year groups, but it is the form tutor who provides the vital role in knowing and supporting each individual and maintaining contact with parents. We have very effective channels of communication through the student planners, reports, consultation evenings and newsletters. Furthermore, the exciting developments in electronic communication have presented us with opportunities to contact the community via the VLE (Virtual Learning Environment), email and electronic attendance monitor. We warmly encourage
Ofsted inspections have always highlighted a happy and caring atmosphere around the school, and we constantly strive to maintain this.
The school’s Health and Information Centre, Spectrum, and our counselling service, Kronos, are both well established and complement the excellent support systems. These include a very experienced support team, the Careers Officer and Work-Related Learning Co-ordinator, the Librarian, a full time Welfare Officer and full-time School Nurse.
‘Students enjoy school very much, as shown by their excellent attendance.’
PARTNERSHIPS The school holds great store in establishing partnerships. Through these partnerships we are able to provide richer opportunities and provision. We have many partnerships with other schools. All of the primary schools in the Holmfirth High catchment area are partner primary schools, who work collaboratively on a range of transition, curriculum and partnership projects. Holmfirth High is the hub school for the Pennine Sports Partnership, a group of 48 schools who work together on developing coaching skills, organising sports activity and developing school-sports club links. We are also twinned with Newsome High and work in a consortium with Honley High, King James’s and Shelley High School to develop a wider range of vocational course options for children across the partnership. We established the Holmfirth Community Forum and work in a partnership to lead education in a second school in Kirklees - the North Huddersfield Trust School. Holmfirth High School plays the part of Lead Educational Partner and works with other Trust partners to ensure good quality educational opportunities and outcomes for children in this school, which is based on the old Fartown site.
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PROVIDING A BREADTH OF STUDY Our Curriculum We aim to provide a breadth of study for all pupils throughout Key Stage 3 (Years 7, 8 and 9) and Key Stage 4 (Years 10 and 11), to cover both the core and foundation subjects and a range of optional and enrichment activities. In Key Stage 3, pupils study Art, Design and Technology, Drama, English, Geography, History, ICT, Mathematics, Modern Foreign Language (French, German or Spanish), Music, PE, Religious Education and Personal, Social and Health Education and Science. Children will have studied some French in Key Stage 2 and will continue to study this, along with a second language during Key Stage 3.
Personal, Social and Health Education and Science. Apart from the other Key Stage 3 subjects, which then become optional, further options are available in Geology, Media Studies, Music BTec and Separate Sciences. Technology options include GCSE courses in Electronics, Food, Graphics, Resistant Materials and Textiles. The school also has a range of vocational course opportunities. Internally, we offer the IT Diploma and Hair and Beauty NVQ and Diploma courses. We also contract Kirklees College to deliver NVQ level one (or equivalent) courses for our pupils in a range of vocational areas such as Engineering, Hospitality, and Motor Vehicle. We endeavour to ensure our curriculum is flexible, personalised and meets the needs of pupils of all abilities and interests.
In Key Stage 4, pupils will continue with a core curriculum of English, ICT, Mathematics, PE, Religious Education and
Homework
Successful Progression
We believe that homework is an integral part of the learning process, and it is set regularly for all pupils. Planners aid pupils in organising their own work and help communication with parents. We are developing the use of the VLE for pupils to have 24 hour access to a wide range of meaningful, extended homework tasks which will support learning in the classroom.
Pupil progress is tracked and rigorously monitored and effort and attainment grades are given at regular intervals. Parents can ‘track’ their child’s progress on-line. We have a wellestablished system of individual target setting and place great emphasis on celebrating success at every opportunity, through a variety of reward systems.
‘The importance the school attaches to promoting students’emotional and personal well-being is a real strength and is reflected in the outstanding arrangements for their care and support.’
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AN OUTSTANDING REPUTATION Beyond the Classroom We believe that the opportunity to experience new activities outside the curriculum enriches the quality of education at Holmfirth High School. Extra-curricular activities build character, realise potential and present challenges for pupils of all abilities and backgrounds. Team sports are very strong at Holmfirth, and we have significant success in local, district and national competitions every year. These include soccer (boys and girls), rugby (league and union), netball, hockey, tennis, athletics, cricket and basketball. Many of our students have won representative honours in these and other sports and a significant number of our students are junior sports leaders. The school has established an outstanding reputation locally for both its public musical performances and in-house activities. Our orchestras (Junior and Senior), brass band, smaller ensembles and choirs regularly stage concerts and performances and have won awards at several prestigious events. Our senior orchestra combines with the Art department to stage joint projects abroad and we have a growing number of talented contemporary musicians who compete at annual concerts. Many of our pupils take advantage of the opportunity to participate in our drama productions which have included Sweet Charity, Oliver,
and Blood Brothers. Dance has become increasingly popular at the school with after school clubs open for all pupils and includes workshops run by professional organisations such as Opera North and Pheonix Dance. The annual Talent Show provides a platform for all students to demonstrate their abilities in dance, music and drama. The Art department produces an annual exhibition at the North Light Gallery and students have the opportunity to work with artists in residence. The library hosts visiting authors, holds readathons and enters students into the Times Literary Quiz as well as supporting the work of the Young Writers’ Club. There is a Duke of Edinburgh’s Award Scheme group and numerous activities at lunchtime. We organise summer camps, a computer camp, Science weekends and frequent school outings. Over the past three years the school has been forging links with a partner school in Malawi. Students have raised money from ‘Stayawakes’ and non uniform days and our first visit to Malawi took place in August 2008. Other international trips include French and German exchanges to Besancon and Braunschweig, a residential experience in France for Year 7 and Spain for Years 8 and 10 and ski trips to Italy, Austria or the USA.
Our Expanding Services In April 2006, the school officially became an extended school. This recognises the work the school already undertakes in providing extended services to the local community. These include a wide and varied extra-curricular programme for our pupils and easier access to services other than education. The school has a full time counselling service and we have a drop-in health and information facility operating during school lunch time. The school manages the Community Sports Centre out of school hours, providing open access to high quality leisure activities and facilities. In April 2011, we opened our new indoor Community Cricket Academy working in partnership with the Yorkshire Cricket Board and local cricket clubs. The Kirklees Music School use the school as one of its bases for Saturday morning music tuition. The school also has a very active PTA which provides invaluable support for the work of the school and which hosts a wide variety of social events for parents and friends of the school. We also provide an after school homework club and an after-hours club to encourage learning and support families. Over the next decade, extended school activity will expand further.
Aims of the School • To enable all members of the school community to achieve their full potential. • To ensure every person feels valued both as individuals and as part of a team. • To inspire our pupils through innovative and leading edge curriculum. • To develop independent, self motivated young people with a strong sense of community and an innate respect for others. • To foster an environment where people immediately feel secure, cared for and respected. • To provide a wide range of support services to give our young people the best start in life whatever the circumstances. • To enrich the lives of our pupils with a wide range of extra curricular activities. • To place the school at the centre of the community, providing facilities, services and support to our local area, working closely with identified key partners.
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‘The outstanding curriculum has a range of innovative features that meet the needs of all students exceptionally well. It is enhanced by a stunning menu of extra-curricular activities that are cherished by the students.’
Welcome to Holmfirth High School Thank you for your interest in Holmfirth High School. The decision as to which school to send your child to is a major one for any family. We invite you to read these pages to find out a little more about our work, however, we would also like to invite you to visit our school and see it in action. We believe that our key strength lies in the special relationships and the positive atmosphere within the school and this cannot be felt or appreciated through reading a prospectus! A positive, well-ordered approach and atmosphere is fundamental to children feeling safe, secure and, above all, happy at school, and then there is every chance of youngsters achieving and expanding their potential. In July 2012 the school was inspected by Ofsted. As far back as 2007 the school had become the first Kirklees Comprehensive to be graded outstanding overall. The outcomes when Ofsted returned were: Exam Result standards Teaching and Learning Behaviour & Safety Leadership & Management The overall judgement
Outstanding Outstanding Outstanding Outstanding Outstanding
This represented an improvement on the 2007 outcomes – it is rare for schools to achieve outstanding judgements across the board and it was pleasing to get such affirmation of the quality of our work. Some quotes from the report follow:
“Achievement is outstanding. When students join the school, their standards of attainment are above average. All groups of students make progress at better than expected rates and they attain very high standards by the end of Key Stage 4. This is underpinned by the extremely well-developed communication skills they gain throughout their time at the school.” “Students benefit from excellent teaching which develops independence, creativity, innovation and risk taking. They are encouraged to think for themselves and explore ideas through a range of challenging activities and tasks, which move learning forward at a fast pace.” “Behaviour and safety are outstanding. Students engage respectfully with each other and with adults, within a calm orderly environment. They take responsibility for their own learning and they actively ensure an exceptionally positive, safe climate for learning.” “Leadership and management are excellent at all levels. There is strong drive and ambition, with priorities firmly centred on continuous improvement. Data is used effectively to inform planning in order to further improve the quality of teaching and learning. Self-evaluation is accurate and leads to targeted actions which secure rapid improvements in outcomes. The curriculum offers exceptional opportunities to all students and promotes extensively their spiritual, moral, social, and cultural development. Performance management systems are robust.” The full report can be found on the Ofsted web site at www.ofsted.gov.uk – then click on inspection reports, secondary schools and go to Holmfirth High School in the list. In terms of GCSE success, the school has been one of the top achieving Kirklees Comprehensive Schools over the last ten years. School league tables report the percentage of pupils achieving at least five A*-C passes at GCSE including English and Maths but at Holmfirth High the average child achieves 10 GCSE grades at C grade or better, including the academic subjects of English, Maths, Science, and Languages. Whilst some schools are achieving their league table success by
introducing a wide range of non-GCSE subjects, the figures above are based upon our tradition of maintaining a full programme of the academic GCSE subjects. In fact, 44% of our pupils achieved at least 3 A*/A successes with many getting A*/A passes across the whole spectrum of subjects. The C grade pass rate across all students and subjects over the last five years is 80%. The school has been heavily oversubscribed. The pupil numbers have grown by over 200 during the last eight years. The Local Authority raised admission numbers for each year group from 239 to 247 to help cater for demand, and five years ago raised it again to 260. We have recently been informed that the admission number for 2014 will go up to 264. These increases have allowed us to cater fully for all pupils in our catchment and provide approximately 60-65 places for children from outside of the catchment area each year. The Ofsted inspection team described our curriculum as exceptional. Whilst we are a Mathematics, Computing and Applied Learning Specialist school, we ensure a very broad and balanced curriculum. We offer a full range of academic courses but also wide access to vocational options. We try to ensure pupils are well prepared for work – an illustration of this is that apart from their GCSE qualifications our pupils leave school having had access to courses and qualifications in Food Hygiene, First Aid, e-safety and Health and Safety at work. Our children have access to activity and courses in vocational areas such as Hairdressing, Health and Social Care, Catering and Motor Vehicle Maintenance as well as a full range of GCSE courses including the separate Sciences, three Languages, Geology, Sociology, Dance, Drama, and so many more. Page 7 of this document details the curriculum more fully. The school is also involved in the Kirklees Authority PPP Initiative. This has meant considerable development of our accommodation facilities. As a result of this partnership, the school has three newly re-modelled Science laboratories, two newly re-modelled Technology workshops, a new and larger main entrance, a proper medical room for pupils, improved office facilities, a visitors’ room for parents, and extended and improved dining facilities. New link corridors have been built between buildings that were previously separate and there are much improved facilities for the Arts, with a new Music suite and a properly developed Drama studio. A computer network has been installed, providing a networked computer in every classroom, nine general purpose ICT suites, and a host of computer clusters in departmental areas. In fact, apart from the computer suites used by the ICT department, departments such as Science, Maths, English and Foreign Languages all have their own computer suites and other departments such as Geography, History, RS and Technology have class sets of lap tops. All windows around the school have been replaced, all classrooms redecorated and re-carpeted, and new classroom tables and chairs have been purchased for all general purpose classrooms. In May 2007, we opened a new classroom block for the teaching of Mathematics. This has provided seven state-of-the-art classrooms and an ICT suite, along with new pupil toilets and improved office accommodation. The summer of 2009 saw the development of our first ever Hairdressing salon and we have seen a considerable investment in making our school more accessible to the disabled. Current premises projects include the construction of a motor vehicle maintenance bay, an ‘outdoor classroom’ and a re-fitting of our multi-gym with the incorporation of the latest high-technology fitness equipment – these developments should all be in place by September 2013. The last few years have been a fantastic time for the school. Apart from our best ever GCSE results, our “outstanding” Ofsted, and the award of “High Performing Specialist School”, we have also become an NLE/NSS secondary school. The National Leader of Education/National Support School status is conferred on schools where there is evidence of outstanding leadership (at all levels) and schools where staff are willing and able to support the work of schools in challenging circumstances. It is good to see the work of the school being recognised and we are now working with four other schools to support their drives for improvement. In particular, the school has led a National Challenge Partnership with Fartown School and to support this partnership we provided executive leadership of this school. Such was our success, that our bid to run the new school, on the same site, beat off national competition and we proudly opened our second school, the North Huddersfield Trust School, in September 2011.
Holmfirth High School is a comprehensive school that caters for the full ability spectrum in the 11-16 age range. We are not selective and treat very seriously our role in ensuring the very best education provision whether individual pupils have severe learning difficulties, or whether they are able pupils with university potential. To this effect:•
Members of the school community are encouraged to achieve their potential – academically, emotionally, socially, physically and spiritually and the school aims for the highest possible standards for all.
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The school aims to ensure that members of the school community feel valued and appreciated.
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The school aims to encourage pupils to enjoy learning through a broad curriculum delivered in a wide variety of ways and thus helps prepare them for later life.
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The school aims to develop qualities of mind, body, and spirit through the encouragement and development of various senses; reasoned thought; the ability to question and discuss rationally, to state a point of view and accept other points of view.
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The school aims to develop self-discipline, self-respect, respect for others and their property, thereby enhancing relationships with others and providing the capacity to live as independent, self-motivated adults with the ability to act as contributing members of society.
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The school aims to encourage that all members of the school community respect religious and moral values, and show tolerance and understanding of other races, religions and ways of life.
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The school aims to provide a wide range of support services for our young people in order to help them manage and cope well with concerns and problems not just with their education, but more generally with their life in and beyond school and as preparation for later life.
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The school seeks to offer a wide variety of learning and activity opportunities through our extracurricular programme and hope that these will help encourage the development of interests and skills and social interaction.
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The school seeks to work and interact with the wider community to support local efforts to address issues and provide services and to ensure good use of school facilities in out of school hours.
We trust that you will find the information within this prospectus very useful, but would encourage you to contact the school if you require any further information.
Dr A Williams Executive Headteacher September 2012
Mrs G. Howe Acting Headteacher
Admissions All admissions to the school are now administered by Kirklees Education Authority. Applications for entry in September to Year 7 are processed via the primary schools (except for students in the private sector who will need to apply directly to the LA). Applications for entry into other years are via the new (turquoise) admission forms, which can be obtained from the school reception or from the Admissions department of the LA, telephone 01484 225007. Student totals for each year as at September 2012 are shown in the table below. Student totals for each year as at Sept 2012 Year 7 Year 8 Year 9 Year 10 Year 11 Totals
Boys
Girls
131 124 136 135 144 670
132 133 123 123 116 625
Total
The admission limit for each year group is currently 260 but this will rise to 264 in 2014.
263 257 257 258 260 1295
The Authority’s admissions policy changed in September 2004 and there is no longer a guaranteed place for any child in any of the priorities. Places at Holmfirth High School are offered by the Authority in the following order of priority: For Admission to All Key Stages 1) 2)
Children in public care (Looked after children) Children who live in the school’s Priority Admission Area (PAA) who have an older brother or sister attending from the same address at the date of admission Children who live in the school’s PAA Children who live outside the school’s PAA who have an older brother or sister attending from the same address at the date of admission Children who live outside the school’s PAA
3) 4) 5)
Community and voluntary controlled schools will admit children with Statements of Special Educational Needs where the statement names the school Notes a) b) c)
d)
Children in priority 1 above may also be admitted above the Published Admission Number (PAN). If we cannot agree to requests for admission in priorities 2 to 5 above without exceeding the PAN, we will give priority up to the PAN to children living nearest the school. Distance is measured in a straight line. ‘Live’ means the child’s permanent home at the date when applications close or, if a significant house move is involved, the latest reasonable date prior to the final allocation of places. A Priority Admission area means a geographical area determined by Kirklees in consultation with the Governing Body of the school.
H.H.S. Partnership with Parents All pupils have a Student Planner. This is designed to help pupils take appropriate responsibility for their own work and to enable staff to help them in this respect. It also provides parents with regular information about their child’s progress in a way which allows them to be more involved. Basic information is also included, as well as the opportunity for parents to communicate with staff. The planner is checked on a weekly basis by form tutors and we ask parents to do the same. Holmfirth High School recognises the importance of the school, the pupil and the parents/carers working together as partners to ensure the successful education of each pupil. We therefore invite you to examine and agree the home-school agreement in the student’s planner. It is important that all parents feel free to contact the school on any matter of concern to them. The initial contact should usually be with your child’s form tutor and if he or she is unable to help, the form tutor can refer you to the appropriate person. Should there be any doubt, or serious concern over a particular matter, the initial approach could be through the Head of Year. The office staff will advise should you be in doubt. Parents can expect feedback on how their child is progressing every term. Feedback each term will either be given verbally through a Parents’ Evening, through a full written report or through a briefer interim report. If parents have any questions about any of the reports they receive, or they want to know about progress between reports, we encourage them to contact their child’s form tutor who will collect together an updated report to feed-back to parents. In between these official reports, parents have access through the internet and our parent portal to daily information updates for their child. Families can check attendance, punctuality, behaviour and assessment records online and make payments to their child’s school lunch account, and even check what their child has been choosing for lunch! If at any stage you or the school become concerned about your child’s progress then prompt direct contact is encouraged. Each year, six newsletters provide parents with information about general school issues. Three of these are general letters and the other three are distributed at the end of term. These are fuller, glossier newsletters, which summarise some of the events that have taken place in and around school. An electronic texting service provides families with more urgent news but parents can be kept in touch with school news generally by entering the school website at www.holmfirthhighschool.com.
The School Day The school day is as follows: Registration and Assembly or Tutorial Time 0845 - 0910
Assemblies Year assemblies are held in the school hall on a rota basis.
Period 1 Period 2
0910 - 1010 1010 - 1110
am break
1110 - 1130
MON
Y7
Period 3
1130 - 1230
TUE
Y8
Lunch
1230 - 1330
WED
Y9
Period 4 Period 5
1330 - 1430 1430 - 1530
THUR
Y10
FRI
Y11
Other assemblies are frequently held in the gym.
This format provides a convenient distribution of time to implement the National Curriculum and allows a significant proportion of teaching to take place before lunch. All teachers and pupils recognise that levels of concentration are higher, and thus learning more effective, earlier in the day. We aim to capitalise on this. Under this arrangement, pupils spend a total of twenty five hours per week studying a wide variety of subjects. In addition, a further two hours and five minutes per week is spent on form tutorial periods or on collective worship. During form tutorial time pupils are engaged in self-focused tasks, for example, improving their study skills; or they may be exploring further the issues raised in assemblies or as part of a programme dealing with social aspects of education. Occasionally, the normal timetable is suspended to provide additional time for coverage of these topics. Pupils should arrive on site at least five minutes before registration so that they are in their form bases ready for a prompt start. Teaching staff are on duty for ten minutes before the start of school in the morning and for a similar period at the end of the day. All pupils are issued with an individual timetable, which cycles on a 2-weekly (50 hour) basis. The school telephone switchboard is staffed from 8.00am to 4.30pm Monday to Thursday and 8.00am to 4.00pm on Fridays and there is a voicemail service which allows messages to be left at other times. The Parentline for the reporting of pupil absences is 01484 691468. During holiday periods the school office is staffed between 9.00am and 4.00 p.m. on Monday to Thursday and 9.00am to 1.00pm on Fridays (closed on Bank Holidays). After school, younger children can attend our after school club, which runs free of charge until 5.30pm on Monday – Thursday, or our after school ‘Twilight’ club where they can access light refreshments whilst catching up with homework in the library with access to books, computers and staff help.
Eating Arrangements •
Pupils can buy food at morning break and lunchtime. All pupils eat in the newly refurbished dining room, and Year 11 pupils may also use the dining area of Prospect House.
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Pupils are admitted to the dining room at lunchtime one year group at a time, according to a revolving rota published half-termly.
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Pupils bringing their own packed lunch should queue and eat with their own year group in the dining room.
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Only pupils who have brought a signed letter from home are allowed off site at lunchtimes – the letter needs to declare that the parents accept full responsibility for the safety and behaviour of their child and children should be go directly home and not wander around local streets or spend time at the shops.
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All pupils are issued with a lunch account on entry to the school. The account is the only way by which pupils can purchase meals or snacks. The children can enter credit for food onto their account by putting coinage or notes into slot machines situated in the hall, dining room, and in the main school corridor, or they can hand in cheques, made payable to Kirklees Metropolitan Council to the kitchen, where the amount will be transferred directly to their account. Accounts are activated using the latest fingerprint technology which prevent mis-use of accounts. The school have introduced a system called Parentpay, which allows parents to make payments to school lunch accounts using credit or debit cards from home through the internet. This system also allows payments for school trips or other purchases and allows parents to keep a record of payments and check the detail of what their children have eaten at lunchtime!
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Eligibility for free school meals is dealt with by the Education Office on 01484 221919.
The school has achieved the National Healthy School Gold Standard. The benefits of this award are outlined in the Appendix. Detailed criteria are available from Mr Alastair Ross (Healthy School Coordinator).
The Curriculum The curriculum includes all the planned learning experiences in the school. These are detailed in the School’s “Curriculum Statement”, which is available for inspection on request. All pupils are taught in mixed ability groups in Year 7. Individual teachers will group pupils into ability sub-groups within the lesson. In Years 8 – 11 some departments opt to ‘set’ pupils according to their ability. There is progressively more, and finer, grouping as pupils move up the school. In all subjects a combination of whole class teaching, group work and individual guidance is used.
KS3 CURRICULUM SUBJECT English Maths Science Arts (Art, Music, Drama) Technology Physical Education Modern Foreign Languages Information Technology Humanities (Geog, Hist, RE) Enrichment KS4 CURRICULUM SUBJECT English Maths Science Physical Education
(Hours per 10 days) Year 10 6 6 9
Year 11 6 7 6
4
4
5
5
4
4
16(4)
16(4)
Information Technology
Religious, Personal & Social Ed Three/Four options
(Hours per 10 days) 7 6 6 6 6 3 4 6 2 7 4
YEARS 8 5 6 6 4 4 4 6 2 9 4
9 6 6 5 7 4 4 6 2 8 2 Notes
Includes English Literature Some students also enter GCSE Statistics Separate Sciences have extra time from options Some students may follow a half course GCSE and/or Junior Sports Leader qualification Students to follow the OCR Nationals in Y11. Y10 follow OCR Cambridge Nationals or GCSE Computing A short course entry is available for most students See below – MFL subjects are available to all, and more able students are strongly advised to maintain a language study
Options available in 2012 were: Entry for three Sciences French, German & Spanish History Geography Sociology Business Studies Home Economics: Food & Nutrition Geology Youth Award Scheme Media Studies Resistant Materials Graphic Products Electronic Products
Music (2 courses) Drama Physical Education (GCSE) ICT (Additional units, OCR) Home Economics: Child Development Art Applied GCSE in Leisure and Tourism Applied GCSE in Health & Social Care Dance Hairdressing Textiles Product Design
A number of students follow vocational courses at other centres. These include: Specially commissioned courses at Kirklees College in Hospitality, Public Services and Beauty Therapy. Kirklees Collegiate courses are available at a variety of centres including Photography, Dance, Animal Care, Construction and Motor Vehicle Maintenance. Several students attend work-based learning courses scheduled on one day per week, and we now also offer
Personal, Social and Health Education This is delivered as part of the RPSE curriculum in all years by a team of specialist teachers. Topics are based on current government guidance and include education in Sex and Relationships as well as drugs, alcohol and a wide range of other life-focused topics. The school has a separate PSHE policy which is available to parents on request. The department also oversees the delivery of education in the areas of careers and economic awareness and financial management.
Religious Education Religious Education is delivered to all pupils in the school as part of their Religious, Personal and Social Education programme, (RPSE). Religious Studies is also offered as a GCSE course for Years 10 and 11. The school recognises that pupils should: • •
Understand the teachings and practices of Christianity and other world religions. Be encouraged to develop their own beliefs and values.
The department welcomes all pupils and is careful to respect the various beliefs, cultures and lifestyles of the local community. Whilst respecting the right of parents to withdraw their children from RE lessons, it is hoped that our open approach to the subject will enable pupils of any religious persuasion, and those with none, to feel comfortable in our lessons.
Collective Worship A weekly act of collective worship is held on a year group basis in the Hall. Most acts of worship are wholly, or mainly, of a broadly Christian character. The school respects the right of withdrawal for both pupils and staff. Any parent who wishes to exercise this right is asked to inform the school of their intention.
Relationships and Sexual Health Education The school recognises that parents have an important role to play in helping children cope with the physical and emotional aspects of growing up, and in preparing them for the joys, challenges and responsibilities that sexual maturity brings. It believes that any teaching should be complementary to and supportive of, the role of the parents. Appropriate and responsible relationship & Sexual Health Education is an important element of the personal and social education work undertaken by the school. The school policy on Relationship & Sexual Health Education is the result of discussion between teachers, pupils, parents and governors of the school. Parents have a statutory right to withdraw their children from Relationships & Sexual Health Education lessons. Relationships & Sexual Health Education is taught in mixed classes and to all pupils in the school as part of the RPSE curriculum - some biological aspects are also taught in Science. Information about the courses, is available on request, as is a copy of our Relationships & Sexual Health policy.
Languages Abroad At Holmfirth High we believe very strongly in the importance of languages and of international links. As a school, we believe that it is very important for all students to learn a minimum of one language through to GCSE level. We are fortunate to have a very strong team of specialists and we pride ourselves on our excellent language results. We send a good number of pupils on to study languages at Sixth Form College, and language work at school is enhanced for many students by a number of well established links with European schools. This is particularly important for Year 10 and 11 students prior to examinations, so we budget carefully to make these Key Stage 4 visits accessible for all. If you can only afford one visit abroad we would suggest that the Key Stage 4 visit is of most value linguistically. We run exchange programmes with our partner schools in Besançon, France, Braunschweig, Germany and Madrid, Spain. This gives many of our Key Stage 4 students the opportunity to stay with a family abroad, visit places of interest and welcome guests here if they have the space. Students come home from these visits much more aware, much more confident in their language and with an enormous sense of achievement. It is FUN with a real purpose! Here are some of their comments: “Great!” “Absolutely unforgettable!” “The best trip I ever went on!” “Everyone should go!”. The school also offers an “Introduction to France” long weekend trip for Year 7 pupils of French. Pupils studying German visit Cologne and the Christmas markets in Year 7 and Year 8 and Year 8 Spanish pupils visit Cantabria in Spain.
Special Educational Needs The term ‘Special Educational Needs’ refers to the individual needs of pupils that are above and beyond the usual educational needs of other children. We aim to enable pupils with special educational needs to function successfully in both the learning and social environment of the school. This involves the entire school community. All teachers have a responsibility to provide an inclusive curriculum and to employ teaching and management strategies which are appropriate for all pupils. Support staff at the school are largely linked to faculties or departments, and this helps to provide continuity and to aid curriculum planning. In addition to working with students during mainstream lessons and running a range of programmes, support staff are available in the school library from 8.00am and also run the daily lunchtime club where students can go to play games, use the computers, receive help with homework or socialise. Further details and a copy of our Special Educational Needs Policy are available from Mrs M Thomas, Special Educational Needs Co-ordinator.
Other School Resources The school library is open daily from 8.00am until 5.00pm including lunchtimes, except Friday (8.30am – 4.00pm). There is a wide range of fiction and non fiction books available on loan. After school, the library is staffed by a teacher who is available to help pupils with their homework. This arrangement is part of our ‘Twilight Club’ which offers the opportunities for pupils to do their homework in a pleasant environment, with access to help and resources – light refreshments are also offered. The ICT rooms open before and after school and at lunchtimes for pupil use. Internet access is available and this is protected by sophisticated software filtering. Parents are fully informed of the school’s ICT policies. The Music classrooms and practice rooms are used during and after the school day for instrumental and voice teaching by Kirklees peripatetic music staff. The Holme Valley Music Centre meet here on Saturday mornings. Please address all queries on these issues in the first instance to Mrs J Brear or Mr M Bentham (joint Heads of Music). The school has a resource centre, which in addition to storing the audio-visual equipment, is able to produce black and white, and colour photocopies and publications. This service is available to members of the public on enquiry to Mrs K Bottomley (Finance Officer).
Post 16 One of the advantages enjoyed by an 11 to 16 school is that all pupils are involved in their final year in making choices about their future and pupils at Holmfirth High School have a range of opportunities available to them. These include further education at Greenhead College, Huddersfield New College, Kirklees College and other Sixth Forms. Increasing numbers of pupils choose to take up a variety of vocational training courses and modern apprenticeship schemes attached to permanent jobs. However, typically around 81% of our students progress into college sixth forms or a further education college. The table below give a breakdown for the last three years. Destination
No. of pupils 2012
2011
2010
Sixth Form/Further Education
242
238
212
Training/Employment
15
16
38
Unemployed/Moved away/Unknown
1
3
1
258
257
251
TOTAL
Partner School with Greenhead College In common with the 11-16 schools in Huddersfield, Holmfirth High School is one of Greenhead College’s partner schools. This means that our students, on leaving, are guaranteed entry to GCSE Advanced Levels provided minimum entry requirements are satisfied. This gives our pupils more choice of where they may continue their education after leaving us, than those in an 11 to 18 state, or independent schools are afforded. The school has a similarly close relationship with New College and Kirklees College (formerly Huddersfield Technical College). A bus is now provided from various parts of our catchment area to New College. Our young people are extremely fortunate that three such diverse and quality providers are accessible and the range of courses and opportunities provided is immense.
School Structure •
Management has the general responsibility for the smooth running of the school on a day to day basis, but each member of the senior team also has specific responsibilities
Dr A Williams – Executive Headteacher Please consult concerning – issues affecting the school, its pupils and its staff, where consultation with other senior members of staff is impossible or inappropriate; policy and practice; external relations; monitoring and evaluation/quality assurance; strategic direction and day to day operation; community working; finance and resources. Mrs G Howe – Acting Headteacher Please consult concerning: - Overview of teaching and learning; structure of school curriculum; collegiate courses; school assessment strategies, policy and practice; strategic and day to day operation.
Mr D Cumming Assistant Headteacher
Mr C Taylor Assistant Headteacher
Mr I Curry Assistant Headteacher
Extended school, including extra-curricular, pupil services, community engagement. Induction of new staff, newly qualified teachers and staff CPD. Progress of SEN and Level 4 pupils
Tracking systems Intervention strategy Assessment systems
Reports to parents, Pastoral systems, lunchtime duty. Parents’ Forum. Enrichment
Mr L M Barson Senior Systems Administrator
Mrs M Stephenson Head of Lower School
Associate Senior Leaders
Timetabling, central academic records, school organisation and administration, examination entry and issue
Lower School pastoral arrangements and Primary to Secondary transfer and liaison
Mrs J Adams – Performance management Mrs M McLoughlin – Gifted & Talented pupils, Enterprise
Mrs C Mason – Headteacher’s PA/School Administration Manager Mr M Galloway – Strategic Finance & Premises Manager Mrs K Bottomley – Finance Officer Mrs M Thompson – Operations Manager Heads of Department English History Science (Acting) Information Technology RPSE (Acting) Art PE Business Studies
Mr T Stringer Mr R Samphire Mrs J Ison Mrs B Gilbert Mrs C Holdsworth Mrs S Hall Mr J. Battye Mrs M McLoughlin
Geography Mathematics Modern Foreign Languages Technology Head of Special Needs Music (Joint) Drama
Mrs J Thomas Mrs J Adams Mrs C Lees Ms H Stothard Miss M Thomas Mr M Bentham/ Mrs J Brear Mr A Archer
Pastoral Organisation Our pastoral system is planned to assist the educational, social and personal development of every child, and to ensure that the achievements of our children are well recognised. When problems or issues occur which hamper the child’s development our pastoral systems are designed to initiate positive intervention. We believe in ensuring that parents are fully involved and we work with them in order to address issues. Our desire to support children in their development, along with our growing pupil numbers, has caused us to expand our pastoral organisation. The form tutor is the key figure in the pastoral structure, and they have overall responsibility for the progress and conduct of the members of his or her tutor group. As far as possible, the tutor remains with their group for the full five years duration of their education at the school, in order to provide continuity and in-depth understanding of the individuals in their charge. There are ten form tutors in each year group, and this team of tutors is led by a Head of Year and their assistant. This team remain together through the schooling of each cohort. The first three year groups, Years 7- 9 are described as the Lower School and this section of the organisation is led by Mrs Stephenson in her position of Head of Lower School. Upper School, which is made up of Years 10 and 11 is led by Mr Curry, Assistant Headteacher, who also takes a strategic overview of the whole Pastoral organisation. Mrs Stephenson and Mr Curry are responsible for ensuring continuity between the year groups and in our links with partner primary schools and Sixth Form Colleges. Current Year Team Leaders Year 7 Year 8 Year 9 Year 10 Year 11
Miss S Gagic Miss F Dickinson Miss L Geisel Mr D Flack Mrs D Antich
Behaviour The school is characterised by a pleasant, relaxed but positive and purposeful atmosphere. Good relationships between the youngsters and their teachers help ensure that behaviour standards are high. We believe this to be imperative in order to ensure that the children can concentrate on their work and enjoy what they are doing. A classroom code of conduct ensures that rules and expectations are clear and this is consistently applied. Indiscipline is followed up quickly and the school operates a six stage process for dealing with behavioural problems. The school uses the traditional school sanctions where necessary and there are after school detention classes on Mondays and Thursdays. If a child is placed into an after school detention, parents are given 24 hours notice in writing. However, the vast majority of our pupils behave very well and a positive attitude and effort are encouraged through use of our reward systems. In the Lower School, a merit system is in place and children can use their merits to collect Bronze, Silver, Gold and Platinum Awards. In recent years such has been the level of success with this scheme that we have had to introduce Rhodium and Iridium awards too! In the Upper School a “Plus Points” rewards system is in place and this is linked to the award of certificates and prizes. Positive acknowledgement of good behaviour and attitude is of great importance in maintaining discipline standards. We also believe that our pupils should be encouraged to wear their uniform with pride and to ensure that it is tidy and that they are well presented.
School Dress Ties – Compulsory for boys and girls in all year groups. They are red with a black and white stripe for Years 7 - 10. Year 11 ties are coloured differently in order to differentiate from the rest of the pupils. Ties are only available from school. Sweatshirts – Black, v-neck with school embossed logo - these are available from Rawcliffes, Byram Street, Huddersfield and a small stock is kept in school. This is compulsory and should be worn at all times. Jumpers – Available for Key Stage 4 students Shirts and Blouses – White with a proper collar. Trousers – Black of regulation style and material. No jeans, cords or canvas. Skirts – Black, traditional knee-length skirts. Socks and Tights – Black, grey, white or natural. Footwear – Black, plain and functional – no high heels or platforms, backless or open-toed shoes, heavy boots, trainers or leisure shoes. Jewellery – Should not be worn to school, with the exception of one stud or sleeper type ear-ring per ear. No rings, necklaces, bracelets, nose studs or other body piercing. Outer Garments – To be worn to and from school, but not in the classroom. No denim or leather or sweatshirts etc. with obtrusive logos on them (e.g. football teams, pop groups, etc). Hair – Conventional and reasonably tidy. PE Boys – One pair of black and one pair of white shorts. White polo T-shirt with school logo. Red/black reversible rugby shirt. White socks and trainers, red football socks and boots. PE Girls – White polo T-shirt with collar and short sleeves and a school logo. Black pleated games skirt and black gym knickers OR plain black sports shorts (no cycling shorts), white socks and trainers. Red hockey socks and boots. Round necked black sweatshirt with school logo. Plain black track suit bottoms may be worn by boys and girls from October to February. All PE kit is available from PE Department Craft Aprons – Suitable aprons are supplied in Food Technology but aprons will be needed in Design Technology, Art and Pottery. Parents are asked to ensure that pupils comply with these rules at all times. Failure to do so can lead to tensions that can easily be avoided – the arguments in favour of a school uniform are well rehearsed and when pupils and parents accept a place at our school, it is expected that there will be full compliance with our uniform rules.
Links with Local Business and Industry The school has regular contact with a wide range of local businesses through our extensive Work Experience Programme, the annual Careers Convention and visits made by individuals or groups or pupils. There are an increasing number of curricular areas in which individual pupils approach business people directly or by letter and telephone in order to complete primary research and investigations on a wide range of topics. Business people are welcome to come to school at any time to assist with curricular matters or to discuss with staff and pupils matters of mutual interest. The school is open to suggestions from industry and business for ways of extending links of this nature and in ways in which the school can assist them. We have been particularly fortunate in forming partnerships with 24 local businesses of part of our Maths and Computing Specialist School status, without whom we could not have proceeded. Dr Williams and Mrs Howe would welcome contact from local businesses at any time.
The Holmfirth High School PTA The Holmfirth High School PTA plays a vital role in the success of the school. Parents, friends and staff make up the committee that meet on the last term-time Wednesday of each month. The committee listen to updates on news from the school and have opportunity to ask about issues or raise comment. The group also plan fund-raising events and social events for parents and families. Over recent years the association has raised many tens of thousands of pounds for the school and this funding has proved invaluable in helping the school provide in additional equipment and resources. All parents and friends of the school are welcome to join the PTA. Some parents prefer to serve on the committee whilst others cannot attend the meetings but are happy to help at events. All parents though can support the efforts of the association by attending events, buying raffle tickets, contributing items for sale or as prizes and so on. The committee maintain a section of the school web-site which is used to promote events and report to parents.
Term Dates 2012 - 2013 Autumn Term Tues 4 Sept – Fri 26 Oct 2012 Mon 5 Nov – Fri 21 Dec 2012
Summer Term Mon 15 Apr – Fri 24 May 2013 Mon 3 Jun – Tues 23 July 2013
Spring Term Tues 7 Jan – Fri 15 Feb 2013 Mon 25 Feb – Wed 27 Mar 2013
Good Friday – Fri 29 March 2013 May Day – Mon 6 May 2013
Staff Training Days Mon 3 Sept 2012 Thurs 4 Oct 2012 Fri 23 Nov 2012
Thurs 28 Mar 2013 Mon 1 July 2013
General Information Access to School Information Pupil Records - The records kept in school consist mainly of: copies of material sent home; the Record of Achievement; more detailed assessment records than you may receive; basic administrative information. The computer database contains domestic information, timetable and class details, some academic information, a conduct log and details of attendance. You may inspect your child’s record on request and comment as appropriate. Any necessary arrangements should be made through your child’s form tutor. Curricular Documents - The 1988 Education Act confirmed that parents have access to the various curricular documents, such as LA and School Curriculum Statements, National Curriculum Statutory Orders, Schemes of Work for each subject and Examination Syllabi. Please contact Dr Williams or Mrs Howe if you wish to inspect these documents. Freedom of Information - Following the publication of the updated Freedom of Information Act, the school has introduced its own policy which explains what other information can be obtained and how. Please contact Dr Williams or Mrs Howe if you would like a copy of the school policy. Charging for School Activities - The 1988 Education Act requires the School Governors to have a written policy on charging for various school activities. This section of the Act is very complicated and in some schools has led to a drastic curtailment of the opportunities available to pupils. Happily, this has not been the case at Holmfirth. We hope that common sense will continue to prevail and enable us to continue to offer all the activities which have developed over the years. The Statement on Charging Policy is available from the school. Complaints Procedures - Initial concerns or worries about an aspect of your child’s education should initially be raised with the form tutor or Year Head. If though, as a parent, you wish to make a formal complaint against the school, or an aspect of the work of one of the staff, you should, in the first instance, contact Dr Williams or Mrs Howe. It may be that through discussion the complaint can be addressed, but if not, there is a clearly laid down formal procedure for dealing with the complaint. The next step would be to raise the issue with the Chair of Governors by writing to him at the school. If this procedure needs to be initiated, you will be provided with a leaflet that explains how to proceed. Attendance and Punctuality - Pupils must attend school and lessons regularly and punctually. In the case of the tiny proportion of pupils who have excessive absence there is a clear link to underachievement. Parents are asked to contact the school immediately if their child is away from school. Upon their return please send a brief explanation of absence to the form tutor. The Planner may be used for this purpose if you wish. The school undertakes to notify parents as early as possible if their child does not register for school in the morning. Parents are contacted by phone either at home or at work so that there is early notification of any potential problem. Parents can pre-empt that follow-up call by simply leaving a message explaining their child’s absence on our absence line voicemail service. Parents can simply call the line at any time outside of office hours, leaving details of their name, their child’s name and the reason for the absence. The number for this service is 01484 691468. Pupils who have to leave school during the day should sign out at the school office. For appointments arranged by the family such as a dental or medical appointment, the pupil should show an appointment card or letter to their form tutor at the start of the day.
Pupils arriving late should sign the late register which is kept in the Upper School Office or Reception. Parents will be informed of persistent late arrival. If you wish your child to be absent for any other reason, please ask the form tutor by letter. Although term time family holidays of up to two weeks are permitted, we would ask, if possible, that parents do not remove pupils from school during term time.
Latest Available Summary % of GCSE Results for 2008/2012 Pupils
Entered for 5+ GCSE/GNVQ
Achieving 5+A* - C
Achieving 5 A*- C inc Eng & Maths
Achieving 5+A* - G
Entered for 1+GCSEs
Achieving 1+A* - G
Achieving no passes
2008
HHS
99.6
75
57.3
97.7
100
99.6
0.4
2009
HHS
98.8
78.6
69.0
96.4
100
99.6
0.4
2010
HHS
100
80
63
99.2
100
100
0
2011
HHS
100
86
73
98
100
100
0
2012
HHS
100
79
60
99
100
100
0
Pupils
Achieving 5+A* - C
Including Eng & Maths
2008
LA
61.3
45.3
2009
LA
64.1
47.1
2010
LA
72.0
52.4
2011
LA
80.0
59.2
2012
LA
82.2
61.7
Other Results
Subject/Qualification Animal Care Perf. Engineering Ops Horse Care Child Care Construction Engineering Sport & Active Leisure Construction & the Built Eng Hair & Beauty Cert. of Personal Effectiveness Workplace Hazard Awareness Junior Sports Leader Duke of Edinburgh Hairdressing Beauty Therapies Motor Vehicle
Qualification
Level
Number of passes
BTech NVQ BTech C & G Certificate BTech Diploma Diploma Diploma Diploma Diploma ASDAN BSC
2 1 2
Entry
2 Dist*, 2 Merit 1 Pass 4 in process 2 9 Pass 1 Pass PL 3 @ B; Diploma 2 @ B PL 2 @ B; Diploma 1 @ B PL 1 @ C PL 1 @ C; Diploma 1 @ C 13 257 Year 9 passes
NVQ NVQ ABC
Bronze 1 2 1
54 passes 20 passes 20 passes 9 passes
2 2 2 2 2
Return on Unauthorised Pupil Absence from School 2011/12
Number on Roll
Attendance Rate
Authorised absence
Unauthorised absence
% half days missed
% half days missed
4.3%
0.3%
1300 95.4%
Extra Curricular Activities LIsting (Exhausting but not exhaustive!)
Languages French Exchange – Besançon (Y10) German Exchange – Braunsweig (Y9, 10) Spanish Exchange – Madrid (Y10) Paris Taster Trip (Y7) Spanish Language Sampler (Y8) – Santillana Del Mar Spanish University Depts – Language Sampling (Y11) Germany - Christmas Markets
English/Media Theatre visits throughout year (inc. Stratford) Newspaper days Poetry Workshops/Visiting Writers Careers Convention
Humanities Civil War Days (Y8) Geography/Geology Fieldwork Trips Puppet Show/Theatre Workshops for dugs/sex education. RE Conference at Durham Berlin History visit Visits to Faith Centres
Technology ICT activities every day Computer Camp (Y7) Alton Towers – Behind the Scenes Women in Construction Events Tiger Print – Hallmark Cards
Social Science/Maths Kirklees Chemistry Quiz University Lecture Demos Nat West Bank Maths Challenge Motorcycle Maintenance/Trials Riding London : The Science Museums (Y9) Inter School Maths Competition
Summer Dinner Dance (Y11) First Aid Training (all) Fire Safety Talks/Exhibition Evening of Excellence Malawi partnership/exchange Uganda partnership
All Y10 students have 2 weeks Work Experience – February/March
Arts School Production - last production - Sweet Charity Sharing Memories Dance show Art exhibition (summer term) Cultured Art/Music trip to France/Austria
Music Catterick Camp visit Concerts in Summer/Christmas Various ensembles at many events Carol Service Kirklees peripatetic teachers orchestra Opera North workshops
Sport Full range of Inter-School competitive sports Spanish Sports Tour (Barcelona) Bude Outdoor Activity Week (Y9) Skiing (all years) Duke of Edinburgh – full programme Chess Club Dance and Gym Extravaganza Junior Sports Leadership Awards Gifted and Talented Summer School
Healthy School Standard A healthy school understands the importance of investing in the health and welfare of its staff and pupils to assist in the process of maximising the school’s achievements. It recognises the need to provide a physical and social environment that is conducive to teaching and learning. The concept of a ‘healthy’ school means thinking about how things are done, as well as what is done. The process or way of working is crucial, as well as the outcomes or what is achieved. An independent review of OFSTED reports found a number of areas where schools involved in the Healthy School Standard made improvements in behaviour, standards of work quality of PSHCE and support of pupils, at a faster rate than schools nationally. (NHSS report 2002)
Healthy Schools will… •
Improve performance in academic and non-academic areas.
•
Develop the PSHCE curriculum.
•
Develop links with and involve the whole school community.
•
Have opportunities to positively promote the school locally and nationally.
•
Improve their environment.
•
Develop stronger external partnerships, including sharing practice with other schools.
•
Develop a whole school approach to all aspects of school life.
•
Provide greater support and professional development for all staff.
•
Benefit from greater links and understanding between schools and external agencies.
Holmfirth High School Results Subject/Grade Analysis:
June 2012
Qualification: GCSE
Level: GCSE/FC
Scope: National Curriculum Year
Curriculum Year 11
Mode: Cumulative Percentage Subject Health & Social Care Additional Applied Science Biology Chemistry Physics Science Single Award Science Additional Science: Geology Mathematics Business Studies Home Ec:Child Development Home Ec: Food Art and Design Photography Fine Art Geography History English Language English Literature Drama Media Film & TV Studies French German Spanish Music Sport/PE Studies Dance D&T Electronic Products D&T Graphic Products D&T Resistant Materials D&T Textiles Technology
Entries 14 30 57 56 56 202 157 8 261 41 15 28 3 63 44 77 260 260 31 21 65 38 31 7 67 13 6 39 21 9
A* 0.0 0.0 33.3 41.1 33.9 2.3 8.9 0.0 8.4 0.0 6.7 21.4 0.0 11.1 6.8 6.5 3.1 1.9 19.4 4.8 16.9 13.2 9.7 14.3 3.0 15.4 16.7 5.1 0.0 37.5
A 7.1 0.0 73.7 75.0 69.6 18.8 28.7 50.0 23.0 7.3 6.7 46.4 0.0 28.6 31.8 22.1 25.4 21.9 41.9 23.8 43.1 47.4 22.6 42.9 49.3 38.5 16.7 30.8 4.8 75.0
B 35.7 0.0 91.2 92.9 89.3 42.1 52.9 75.0 43.3 39.0 26.7 78.6 33.3 42.9 70.5 45.5 51.9 49.2 74.2 61.9 66.2 76.3 41.9 71.4 77.6 61.5 66.7 51.3 14.3 100.0
C 78.6 26.7 98.2 98.2 100.00 77.7 82.2 100.0 63.6 75.6 46.7 92.9 33.3 74.6 77.3 66.2 73.1 67.3 93.5 95.2 90.8 97.4 71.0 71.4 94.0 84.6 100.0 79.5 28.6 100.0
D 85.7 96.7 98.2 100.0 100.0 94.6 95.5 100.0 83.5 82.9 73.3 100.0 33.3 85.7 93.2 88.3 90.0 81.9 96.8 100.0 96.9 100.0 87.1 71.4 98.5 92.3 100.0 92.3 52.4 100.0
E 92.9 100.0 98.2 100.0 100.0 97.5 98.1 100.0 94.6 97.6 80.0 100.0 33.3 93.7 97.7 94.8 98.1 93.8 96.8 100.0 96.9 100.0 93.5 71.4 98.5 100.0 100.0 97.4 85.7 100.0
F 100.0 100.0 98.2 100.0 100.0 99.0 100.0 100.0 97.7 100.0 100.0 100.0 33.3 98.4 100.0 94.8 100.0 98.5 96.8 100.0 100.0 100.0 100.0 100.0 98.5 100.0 100.0 100.0 85.7 100.0
G 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 99.6 100.0 100.0 100.0 66.7 100.0 100.0 98.7 100.0 98.8 96.8 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0
U 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 99.2 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0
X 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0
Q 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0
Results Subject/Grade Analysis:
June 2012
Qualification: GCSE Scope: National Curriculum Year Mode: Percentage Cumulative
Level: GCSE/SC Curriculum Year 11
Subject Religious Studies Sport/PE Studies
Entries 230 85
A* 8.7 17.6
Qualification: GCSE Scope: National Curriculum Year Mode: Percentage Cumulative Subject Statistics
Entries 11
A* 0.0
Qualification: GCSE Scope: National Curriculum Year Mode: Percentage Cumulative Subject Statistics Spanish Arabic (A Level)
Entries 57 1 1
A* 0.0 0.0 0.0
Qualification: GCSE Scope: National Curriculum Year Mode: Percentage Cumulative Subject Arabic
Entries 1
A* 100.0
A 37.4 45.9
B 63.5 67.1
C 77.0 90.6
D 85.2 95.3
E 90.0 97.6
F 93.5 98.8
G 97.4 98.8
U 100.0 100.0
X 100.0 100.0
Q 100.0 100.0
E 81.8
F 81.8
U 100.0
X 100.0
Q 100.0
D 100.0 100.0 100.0
E 100.0 100.0 100.0
F 100.0 100.0 100.0
G 100.0 100.0 100.0
U 100.0 100.0 100.0
X 100.0 100.0 100.0
Q 100.0 100.0 100.0
D 100.0
E 100.0
F 100.0
G 100.0
U 100.0
X 100.0
Q 100.0
Level: GCE/FC Curriculum Year 10 A 27.3
B 63.6
C 81.8
D 81.8
Level: GCSE/FC Curriculum Year 9 A 35.1 100.0 100.0
B 68.4 100.0 100.0
C 89.5 100.0 100.0
Level: GCSE/FC Curriculum Year 7 A 100.0
B 100.0
C 100.0
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Holmfirth High School MATHEMATICS, COMPUTING AND APPLIED LEARNING SPECIALIST
Heys Road, Thongsbridge, Holmfirth, West Yorkshire, HD9 7SE. Tel: 01484 691460 Fax: 01484 691469 E-mail: office.holmfirth@edukirklees.net Web: www.holmfirthhighschool.com