King's High Parent Pupil Handbook 2017 - 2018 by King's High Warwick

Parent Pupil Handbook 2017 - 2018

Index Our Statement of Ethos and Aims Who to Contact The Governing Body Members of Staff 2017 – 2018 Form Staff & Heads of Key Stage 2017 - 2018 School Officers 2017 – 2018 Fees 2017 – 2018 Term Dates 2017 – 2019 Regulations and Essential Information for Pupils and Parents Academic Monitoring Admissions Policy Appeals/Charity Giving Assemblies Attendance Behaviour Guidelines Bullying Careers Policy Chewing Gum Closure due to Adverse Weather Conditions and other exceptional circumstances Co-curricular Activities Communications from School Complaints Procedure Pupils Parents Concerns Contact Lenses/Eye Protection in Science Lessons Curriculum Policy Development Plans Diaries Disability Policy Driving Drugs and Substances Electrical Equipment English as an Additional Language Employment Events Examinations and Year 7 Tests Fitness Room Health: Illness in School, Health requirements, Medical Conditions, Medication Health & Safety Management Policy & Health & Safety – Policy on Activities Outside the School Homework Policy Landor Association Listening Service Lunchtimes Makeup Meals: Breakfast, Lunch, Snacks Messages from Parents to Girls Mobile Telephones 2

4 5 6 7 14 15 16 18 19 20

21 22 23 24

25 26

28 29

Money Mothering Musical Instruments Naming of Property Open Events– compulsory attendance for Years 7 & 8 Parent and Teacher Association (KHAPS) Parents’ Evenings and Reports Partnership with Parents Personal Possessions Policies Personal, Social & Health Education Policy Policies on Equal Treatment & Racial Equality Policy to Safeguard and Protect the Welfare of Children Presents Prizes Publicity and Use of Pupil photographs Punctuality Registration Reporting Policy Sanctions Scholarships School and Form Councils School Day : Lesson Times and After School Care Security Special Educational Needs Subject Support Trips and Visits Uniform: Dress – Years 7 - 11 and Sixth Form Valuables Views Water Appendices Appendix A Admissions Policy Appendix B a&b Behaviour & Anti-Bullying Policy Appendix C Careers Education and Guidance Policy and Programme Appendix D Communications from School Appendix E Curriculum Policy Appendix F Drugs and Substance Abuse Policy Appendix G External Examinations Procedures Appendix H Homework Policy Appendix I King’s High Association of Parents & Staff Appendix J Personal, Social, Health Economic Education (PSHEE) Policy Appendix K Reporting Policy Appendix L Uniform List Appendix M Complaints Policy Appendix N Destinations of Leavers – Summer 2016 Appendix O Degree Results 2016 Appendix P Schedule of Parents’ Evenings & Reports Appendix Q King’s High Partnership with Parents 3

34 35

Statement of Ethos We place great emphasis on a broad and inclusive education, in a nurturing and supportive environment, whilst striving for excellence in all that we do. In celebrating each girl for the unique qualities she brings to our community, we encourage her to explore and develop her interests, gain confidence in herself and in her abilities, and seize the rich opportunities life offers. We seek to prepare all our girls for a life of learning and fulfilment; for the fast-changing world of the 21st century as responsible, active, and compassionate global citizens. Throughout their lives, we encourage our girls to â&#x20AC;&#x2DC;Aspire, Achieve, Enjoyâ&#x20AC;&#x2122;.

Statement of Religious Ethos Founded on Christian principals, we welcome pupils of all faiths and none. Kingâ&#x20AC;&#x2122;s High School and Warwick Preparatory School are committed to enhancing the contribution we can make to society as a whole, and, in embracing diversity, to equal opportunities for all Aims Scholarship - To foster a love of learning, intellectual curiosity, independence of thought, and effective learning habits.

Environment - To provide a safe, stimulating and supportive school environment, where each pupil can feel inspired, challenged and valued.

Community - To foster a vibrant school community, built on trust and respect, and instil a sense of social responsibility.

Character - To develop resilience and confidence, and to inculcate integrity.

Opportunity - To provide a rich and stimulating school experience, where our pupils can explore and develop their interests, gifts and talents, and discover new ones.

WHO TO CONTACT CONTACT DETAILS Absences/Registration: For routine absences e.g. medical appointments etc

parents@kingshighwarwick.co.uk

For special absence requests (to Mr Nicholson):

d.ralphs@kingshighwarwick.co.uk

Admissions: Mrs Worrall

g.worrall@kingshighwarwick.co.uk

Information about daughter’s progress or any concerns you may have should be passed to Head of Key Stage in the first instance: Head of Year 7 - Mrs Steinhaus Head of Key Stage 3 Mrs Watson Assistant to Head of Key Stage 3- Mrs Gregory Head of Key Stage 4 - Mrs Hewitt Assistant to Head of Key Stage 4 – Miss Gilbert Head of Sixth Form - Miss Carney Assistants to Head of Sixth Form Year 13 Mr Henderson Year 12 Mrs Shaw Deputy Head (Pastoral) - Mrs Renton Deputy Head (Academic) - Dr Burley

l.steinhaus@kingshighwarwick.co.uk s.watson@kingshighwarwick.co.uk d.gregory@kingshighwarwick.co.uk k.hewitt@kingshighwarwick.co.uk c.gilbert@kingshighwarwick.co.uk e.carney@kingshighwarwick.co.uk r.henderson@kingshighwarwick.co.uk l.shaw@kingshighwarwick.co.uk c.renton@kingshighwarwick.co.uk s.burley @kingshighwarwick.co.uk

Special Educational Needs:

b.mcsorley@kingshighwarwick.co.uk

Medical information & Lost Property: Matron Mrs Rutter

t.rutter@kingshighwarwick.co.uk

Fees/Finance – Foundation Office - Billing 01926 735414 For all other matters of a financial nature - Mr Jones

billing@warwickschools.co.uk

General Admin & Enquiries incl. lunches, uploaded letters, event tickets, extracurricular

parents@kingshighwarwick.co.uk

stj@warwickschools.co.uk

Sports fixtures – please see the sports website for all fixtures and team sheets

http://www.kingshighwarwicksports.co.uk/

Co-curricular – please login in to Or contact Director of Co-curricular

htttp://www.misocs.com/ s.didlick@kingshighwarwick.co.uk

King’s High School 5 Smith Street, Warwick CV34 4HJ Tel: 01926 494485; Fax: 01926 403089 E-Mail Address - parents@kingshighwarwick.co.uk Website - www.kingshighwarwick.co.uk During term time the office is open between 7.45a.m and 5.00p.m. In holiday time it is usually open between 9.00a.m and 4.00p.m. 5

Warwick Independent Schools Foundation Office: Warwick School, Myton Road, Warwick, CV34 6PP, Tel: 01926 735400; Fax: 01926 735406 E-Mail Address - governors@warwickschools.co.uk Chairman of the Warwick Independent Schools Foundation (WISF), Chairman of King’s High School Management Committee and Foundation Personnel Foundation Secretary Mr S Jones stj@warwickschools.co.uk Chairman of WISF (Contactable via Foundation Office) Mr D Stevens Chairman of King’s High School Management Committee Mrs G Low

THE GOVERNING BODY Chairman of the Warwick Independent Schools Foundation Mr D B Stevens BA Chairman of King’s High School Committee Mrs G Low MA (Oxon) * Foundation Governors Mrs M B Ashe CA SA * Mrs S M Austin BA PgDPM MCiPD * Mr A Bell ACIB PIIA ACOR * Mr J P Cavanagh QC MA (Oxon) LLM (Cantab) Dr A D Cocker BA DPhil MBA * Mr T Cox LL The Lord Lieutenant of Warwickshire (Ex-Officio) Mr A Firth BSc MBA Mr C Gibbons MBA MSc MEng MAPM Cllr Mrs M Grainger Mr R Griffiths BA MBA Solicitor Mr N F Keegan MA (Oxon) FCA Mr T Keyes MA (Oxon) Mrs E J Lillyman Cert Ed NFF * Ms K Parr LLB Mrs C Sawdon BSc JP * Mrs P A Snape FCIPD * Vacancy * *Members of the King’s High School Committee

MEMBERS OF STAFF 2017 – 2018

* = part-time

Senior Management Team Head Master Deputy Child Protection Officer

Mr R Nicholson

Deputy to the Head Master/ Deputy Head (Pastoral)/Child Protection Officer

Mrs C Renton

Deputy Head (Academic)/Director of Studies Deputy Child Protection Officer

Dr S Burley

Head of Sixth Form

Miss E Carney

Head of Key Stage 4 (Years 10 - 11)

Mrs K Hewitt

Head of Key Stage 3 (Years 7 – 9)

Mrs S Watson

Director of Co-curricular Activities

Mrs S Didlick

Director of Educational Innovation

Mrs J Parkinson-Mills

Members of the Teaching Staff (by department) Art Ms S Jordan BA Wolverhampton Mrs E Ashby BA Kent Mrs J Knight * BA Portsmouth Miss A Wright * BA Leeds College of Art

Head of Department Second in Art Dept Artist in Residence

Careers & Higher Education Mrs J A Coplestone-Crow BA Durham Miss R Bradbury BA York MA Leeds Mrs A E Browning BA London Dr G Gifford MSc MA PhD Edinburgh Miss C Gilbert BA Liverpool John Moores Dr R Lidgett BA PhD Birmingham Mrs S Ostrander BSc Bristol Dr P Seal BA MPhil Bristol, DPhil Oxon Mr J W Wood BA Nottingham MSc Leicester

Head of Department Oxbridge Co-ordinator Work Experience Co-ordinator Careers Advisor KS3/4 Careers Co-ordinator Careers Advisor Sixth Form Careers Co-ordinator Careers/Oxbridge Advisor Careers Advisor

Classics Mrs J A Coplestone-Crow BA Durham Mrs L Shaw BA Warwick MA University of the West of England

Head of Department

Design Technology Mr N C Walker BSc Brunel

Head of Department & Duke of Edinburgh Award Co-ordinator

Mrs J Knight * BA Portsmouth 7

Drama Miss C Price BA Manchester Mrs J Wild * BA University of East Anglia

Head of Department & Head of House

Mrs T Bokota * BA Kingston Mrs M Mackenzie * BA Sheffield MA Derby RADA Dip. Mrs F Mills * BA Leeds

Teacher of LAMDA Teacher of LAMDA Head of LAMDA

English Miss R Bradbury BA York MA Leeds Mrs R Arun * BA MA Bangalore Dr S Burley BA PhD London MPhil Oxford [Miss P James * MA Warwick Mrs C Richards * BA Exeter Mrs W Saville * BA Birmingham Dr P Seal BA MPhil Bristol, DPhil Oxon

Head of Department Maternity Leave] Maternity Cover Second in Department & Able, Gifted & Talented Co-ordinator Assistant Head of Key Stage 5 (Year 12 & Co-ordinator of the KHS Baccalaureate)

Mrs L Shaw BA Warwick MA University of the West of England Economics & Business Studies Mr J W Wood BA Nottingham MSc Leicester Mrs A E Browning BA London

Head of Department Teacher of Business Studies

Food Mrs S Didlick BEd CNAA

Head of Department & Director of Co-curricular Activities Assistant Head of KS3

Mrs D Gregory BSc Birmingham Geography [Mrs K White BA Exeter MEd Cantab Mrs A E Browning BA London Mrs R Cresswell BA Georgia Development Mrs A Thompson-Flanagan BA Manchester Mrs C Walker * BEd Chelsea School of Movement Mrs S Watson MA Oxon History & Politics Mrs C Wellman BA Warwick Miss E Carney BA Manchester Dr G Gifford MSc MA PhD Edinburgh Mr C Grier BA York

Head of Department – Maternity Leave] Head of Department – Maternity Cover Co-ordinator of Pupils’ Personal Maternity Cover Head of Key Stage 3 Head of Department & Head of House Head of Sixth Form

Information Technology Mrs E Powell BSc Anglia Ruskin Mrs N Russell * BSc Loughborough

Head of Department

Mathematics Mr A Wild BSc Wales Mr H Ashby BEng CNAA Miss U Birbeck BA Warwick Mrs B Molesworth BSc Birmingham * Mr R Sharpe BEd Bristol Polytechnic Dip DA New College of Speech & Drama Miss S Shaw BSc Warwick Mrs C Topping BSc Wales MSc Warwick

Head of Department Examinations Officer Assistant

Modern Languages Mrs C Murphy BA Royal Holloway

Head of Department & Head of French Head of Spanish Second in French Head of German

Mrs N Lopez BA Madrid Ms K Gibson BA Salford Miss K Groร er BA Leipzig & Leeds MA Leipzig Mrs V McRoberts * Licence MA University of Saint Etienne Mrs E Montiel * Licenciatura en Educaciรณn Miss D Pearce * BA University of London Mrs H Brebner * MA Oxon Mrs M Esteban-Stephenson * Mrs M H Quinney * DEUG Nantes & Chartres

German Assistant Spanish Assistant French Assistant

Music Mr A Laing BA Cantab DPS Birmingham Conservatoire Miss K Potts BMus MMus Royal College of Music Mrs D Wallace BMus London University LRAM Royal Academy of Music LTCL LTCL Trinity College

Head of Department

Head of Academic Music

Personal Development: PSHEE, Springboard & Engineering Mrs R Cresswell BA Georgia Mr S Cleaver BSc Manchester Mrs S Didlick BEd CNAA Miss C E A Gilbert BA Liverpool John Moores Miss L Grant BA Cardiff Mrs K Hewitt BA Bristol Dr C M Pickup * BSc Manchester DPhil Oxon AMBDA Mr R Nicholson MA Oxon Mrs C Renton BSc Leicester MSc London Mrs S Watson MA Oxon

Personal Development Co-ordinator

Head of House

Physical Education Mrs S Parkinson-Mills BSc Loughborough Miss C E A Gilbert BA Liverpool John Moores

Director of Sport Assistant Head of KS4 & 9

Educational Visits Co-ordinator Mrs K Bryce * BSc Brunel Mrs K Riley * BA Exeter MSc Chester Mrs L Steinhaus BSc Sheffield Hallam Second in Department & Head of Year 7 Mrs C Walker * BEd Chelsea School of Movement Psychology Mrs S Ostrander BSc Bristol

Teacher in Charge

Religion & Philosophy Dr R Lidgett BA PhD Birmingham

Head of Department & EPQ Co-ordinator

Dr G Gifford MSc MA PhD Edinburgh Miss L Grant BA Cardiff Mrs K Hewitt BA Bristol Science Mrs A Sims MA Cantab Mrs S Didlick BEd CNAA

Head of Department

Biology Mrs A Sims MA Cantab Mr R Henderson BSc Durham

Head of Department Dual Award Co-ordinator & Assistant Head of KS5 Mr P McCorquodale BSc Imperial College, London Researcher in Residence Dr C M Pickup * BSc Manchester, DPhil Oxon, AMBDA Head of House Mrs K Pitchford * BSc Southampton Chemistry Dr A Grist BSc PhD Leicester Mrs R Chapman MA Oxon

Head of Department Assistant to the Director of Educational Innovation

Mr S Cleaver BSc Manchester Miss J Kneeland MPhys Durham, MA Warwick Miss E Lees MChem BSc Leeds Mr P McCorquodale BSc Imperial College, London Mrs J Parkinson-Mills MSc Cantab Dr C M Pickup BSc Manchester DPhil Oxon AMBDA Head of House Mrs K Pitchford * BSc Southampton Physics Miss J Kneeland MPhys Durham, MA Warwick

Head of Department & Engineering Co-ordinator Academic Administrator

Dr A Chamberlain BSc PhD Warwick Mrs K Clarke * BSc MSc Birmingham Mr S Cleaver BSc Manchester

Special Educational Needs Co-ordinator Mrs B McSorley * BEd Queens, BSc Warwick, PGDip, PGCert, AMBDA 10

Able, Gifted & Talented Co-ordinator Dr P Seal BA MPhil Bristol, DPhil Oxon Visiting Staff for Music Mrs K Alcock BA Miss F Barsby BMus Miss A Chalmers AGSM Mrs C Herbert BMus Mr N Hudson FLCM, LGSMD Mrs S M Irving BEd Cantab MMus Mrs R Jefferies BA MMus ARCM Mr N Jones Mrs C Leaper BMus Mr T Lindsay BSc Graduate Diploma Birmingham Conservatoire Mrs S Meteyard GBSM ABSM Ms C Mills BMus LTCL ABRSM LRSM ARCM Miss B Morley BA (Coll) Mr G Prosser HND Miss S Saunders BA Dr H Smith MA BMus DipABRSM Miss A H Whelan DRSAMD Mrs A Williams LRAM ARCM Visiting Coaches/Teachers for Activities Mr M Beckett Mr D Bryce Mrs S Cartwright-Randle Mr N Chapman (Warwick School) Mrs S Cleaver Mrs A Cooke SRN Mrs J Curry & Miss C Curry Mrs L England Mr P Fox Miss I Gray Mr P Helps (Warwick School) Mr G Henderson Mrs J Ho Mr A Hodskinson (Warwick School) Mrs E Holding Miss Melissa Ingles Mrs D Monnington Mr C Osborne Mr P Pardoe Mrs P Quinn Mrs L Rodriguez Mrs A Stanley Mr A Wilson Mrs C Wilson Mrs M Yates (Warwick School)

Duke of Edinburgh Hockey/Football Badminton Fencing Netball First Aid Gymnastics Dance/Hip Hop Clay Pigeon Shooting Ballet Clay Pigeon Shooting Tennis Mandarin Climbing Club Hockey Yoga & Contemporary Dance PE & Junior Badminton/ Rounders Badminton Clay Pigeon Shooting Fitness Martial Arts Zumba Duke of Edinburgh Duke of Edinburgh Lifesaving 11

Members of the Non-Teaching Staff Administration Administrative Assistant Administrative Assistant, Music Dept Data Manager Examinations Officer Head Masterâ&#x20AC;&#x2122;s PA Office Manager Office Receptionist/Administrator PA to Deputy Heads & Cover Manager Marketing & Alumnae Relations Admissions, Marketing & Alumnae Relations Manager Alumnae Relations Assistant & Administrative Marketing Assistant Marketing Assistant Marketing Lead: 16+ Recruitment Registrar

Mrs L Prescott * Mrs A Williams * Miss H Paddock BA Lancaster Ms L Darby * Mrs D E Ralphs TBC * TBC * Mrs S Norton *

Mrs J Horton * BSEd Indiana Mrs E Guest * Mrs D Shields * BA Oxon TBC * Mrs G Worrall *

Caretaking Head Caretaker Caretaker Caretaker

Mrs R Cox Mr C Thatcher Ms M Rudd

Catering Catering Manager Senior Chef Head Chef Sous Chef Catering Assistant Catering Assistant Catering Assistant Catering Assistant Catering Assistant Catering Assistant Catering Assistant Kitchen Porter

Mrs L Dudley * Mr C Charpentier * Mrs M Pettipher * Miss R Cheesman * Mrs H Jennings * Mrs N Couzens * Mrs J Davies * Mrs A Edwards * Mrs A Sheepy * Mrs J Smith * Mrs L Smith * Mr R Wilding *

Chaplaincy Honorary Chaplain

Rev P Burns *

Gardens Gardener

Mr P Hill *

Health Matron Well-being Mentor

Mrs T Rutter * RGN QARANC Ms E Williams * BA Warwick 12

Library Librarian

Mrs C Burman *

Supervisors Mrs C Brennan (Lunch Supervisor) Mrs N Hassall (After School Supervisor) TBC (Lunch Supervisor) Lt Col J W Rutter MCGI (Sixth Form Study Supervisor, Before School and Playground Supervisor) Technicians Audio Visual Creative Arts DT Technician/Technical Demonstrator Food Technology Science Science Science Science

Mr J Richards * Mr I Roberts * Mr P Pardoe * Mrs G Pearson * Mrs C Wiltshire * Mrs D Manion * Mrs V Roebuck * BSc Liverpool Mrs R Syson MA Oxon *

Foundation Managers Head of HR Head of Estates & Operations Foundation Head of ICT Head of Finance Head of Health & Safety

Mrs J Jones Mr M Reeve Mr H Spencer Mrs S MacKenzie Mrs G Miller

Supply/Invigilation Staff Dr M Barwell Mrs L Baragwanath Mr R Coleman Mrs T Drew Mrs T Garratt Mrs J Grant Mrs N Hassall Mrs S Irving

Mrs D Monnington Mrs B Pirie Mrs J Roberts Mrs K Skan Mrs D Stephenson Mrs E Stubbs Mr A Sutton Mrs M Uzice-Cruz

Cleaners Miss S Brooks Miss S Brown Miss M Callow Mrs A Edwards Mrs A Ferreira Mrs S Hunt Mrs M James

Miss J Jones-Hall Mr L Mitchell Mr J Neves Mr C Rudd Miss P Rudd Miss D Tabor Mrs S Tupman Mrs A Marriott - Casual Mr I Summerfield - Casual 13

FORM STAFF AND HEADS OF KEY STAGE 2017 - 2018 Head of KS3 07K

Mrs C Murphy

Mrs S Watson

RM1

07H

Mrs R Cresswell

Head of Year 7

RM2

07S

Mrs C Topping

Mrs L Steinhaus

RM3

07W

Mr P McCorquodale

KS3 Assistant

RM4

08K

Mrs E Powell

Mrs D Gregory

Pr4

08H

Miss K Potts

Attached to KS3

Pr3

08S

Mrs D Wallace

Mrs S Didlick

Pr1

08W

Miss E Lees

Mrs S Parkinson-Mills

Pr2

09K

Miss L Grant

Mr A Laing

09H

Miss J Kneeland

Mrs J Knight

09S

Mrs K Gibson

Mrs A Sims

09W

Miss U Birbeck

Mrs R Arun

Head of KS4 10K

Miss K GroÃ&#x;er

Mrs K Hewitt

STM3

10H

Mr H Ashby

KS4 Assistant

STM5

10G

Dr A Grist

Miss C Gilbert

SFCT2

10S

Miss S Shaw

Attached to KS4

STM6

10W

Mr C Grier

Mrs J Parkinson-Mills

SFCT1

11K

Mr A Wild

Miss C Price

STMCR

11H

Mrs Ashby

Mr N Walker

STM2

11S

Mrs S Jordan

Mrs K Riley

STM1

11W

Mrs C Wellman

Mrs D Pearce

STM4

Head of Sixth Form 12K

Mrs S Ostrander

Miss E Carney

CH4

12H

Mrs R Chapman

KS5 Assistant

CH1

12S

Mr R Sharpe

Mrs L Shaw

12G

Dr G Gifford

Mr R Henderson

CH3

12W

Mrs A Thompson-Flanagan

Attached to KS5

Pr5

13K

Mrs N Lopez

Ms R Bradbury

13H

Mr J Wood

Mrs J Coplestone-Crow

13S

Mr S Cleaver

Dr P Seal

Ansell Lab

13G

Dr R Lidgett

Mrs J Wild

PRCR

13W

Dr T Chamberlain

CH2

HARR

SCHOOL OFFICERS 2017- 2018 Head Girl Deputy Head Girl Senior Prefect

Alexandra Solt Saffron Rai Penelope Islef Eloise Bell Emily Boorman Charlotte Butler Lucy Ellwood Elys Healy Georgia Hill Lucca Hunt Elizabeth Huntzinger Lily Jones Eleanor King-Turner Priya Kundi Maya Lawton-Smith Alyssa Mildenstein Alexandra Saunders Fenella Twohig-Howell

Prefect -Head of House Dench Prefect -Head of House Hepburn Prefect -Head of House Pankhurst Prefect -Head of House Rowling

Sarah Chapman Harriet Connell Chloe Wiltshire Ruth Kupshik

SCHOOL FEES 2017 – 2018 King’s High School is part of the Warwick Independent Schools Foundation with Warwick School and Warwick Preparatory School. The Foundation Office administers matters relating to school fees. Tuition Fees

£4,159 a term

Additional charges Books - Text books are issued on loan – a charge will be made if they are damaged, lost or not returned. Pupils are required to have their own personal copies of a French and English dictionary and mathematical calculator. As it is important that all pupils use the same approved editions, these books and calculators are issued on entry and a charge is made on the school account. Dictionary £8.00 max. French Dictionary £8.00 max. Mathematical Scientific calculator £7.80 For some public examination courses girls require their own personal copy of a text. These books will be ordered by the school and parents billed after notification. Fobs - A fob based security system is used throughout the school’s premises. Your daughter will be receiving a digital key fob on a lanyard to access the school site. A one off charge of £10 is made. Padlocks - All girls are required to have two padlocks, one for their book locker and one for their PE locker. Padlocks are purchased by the school and parents are billed a total of £20 for them, as they are master key suited. Science Overalls - The school will provide each pupil with the use of a dark blue regulation science overall. Each pupil, when new to the school, will be charged a one off payment of £20 (added to your daughter’s bill) to cover the purchase and laundry costs of the school stock. School lunches - £190 per term All Year 7 – 11 pupils have a school lunch. Sixth Form students can opt in to have school lunches. Please note that no refunds are made for lunches for pupils on study leave across the Foundation Schools (from September 2013). This is because the basis of the lunch charge calculation takes into account the duration that a child is at school and includes study leave periods. Optional Extras After school care 4 - 6pm - £3.75 will be raised for each hour (or part of an hour) for supervision, whether your daughter is booked in or not.

Courses - Field courses essential to or linked to the syllabus will take place from time to time, the costs of which are usually billed to parents. In cases of genuine financial hardship the school will do its best to help and a letter marked confidential should be sent to the Head Master. Insurance - The Governors are unable to refund fees in the event of illness or redundancy and have made arrangements with their insurers to protect parents in the event. Details of both the Fees Protection Scheme and BUPA Schools Schemes are forwarded to parents before their daughter joins the school and a charge will be placed on the fee account. Parents are asked to complete and return the reply slip and Agreement Form indicating their choice. Lessons London Academy of Music and Dramatic Art (LAMDA) - £260 per term Music - £260 per term Special Educational Needs (SEN) - SEN lessons are charged per ½ hour. SEN assessments are also available. Please contact Mrs Renton for more information c.renton@kingshighwarwick.co.uk Co curricular activities - A number of paid for co-curricular activities are on offer termly to pupils and parents are required to sign up their daughters. The co-curricular website lists all these activities and details of your log in and sign up will be sent to you in the summer holidays. Charges vary depending on the activity and some activities require a term’s notice to be given to the Finance Office for discontinuation Public Examinations These fees are included, however fees for reviews of marking where requested by the student and retakes are not. Transfers If, for any reason, parents are intending to make an application to another school, the Head Master should be informed prior to an application being made. In the event of a pupil leaving King’s High School, a full term’s notice in writing is required. Withdrawal In the event of a girl’s withdrawal for any reason, or the discontinuation of an extra subject, one full term’s notice in writing must be given to the Head Master or a term’s fees paid in lieu of such notice. Notice time varies for LAMDA and Music lessons and other co-curricular activities. School Trips A range of day and residential trips are on offer. Parents will always be notified in writing if their daughter is to be invited to participate in a trip and parents are expected to complete the necessary paperwork. Attendance on trips is dependent on a pupil being enrolled in school i.e. they must be a current pupil, as well as on their behaviour. Deposits for residential trips are non-refundable unless there are insufficient numbers for the trip to go ahead. 17

TERM DATES 2017-2019 Autumn Term 2017

(Staff Inset Days Monday 4 & Tuesday 5 September & attendance for new Year 7 & for Year 12 on Tuesday 5 September)

Half-Term

Wednesday 6 September – Friday 15 December 2017 12.15pm Monday 16 – Friday 27 October inclusive

Spring Term 2018

(Staff Inset Day Monday 8 January)

Half-Term

Tuesday 9 January – Wednesday 28 March 2018 3.45 pm Monday 19 – Friday 23 February inclusive

Summer Term 2018

(Staff Inset Day Monday 16 April)

Bank Holiday Half-Term

Tuesday 17 April – Friday 13 July 2018 12.15pm Monday 7 May Monday 28 May – Friday 1 June inclusive

Autumn Term 2018

(Staff Inset Days Monday 3 & Tuesday 4 September & attendance for new Year 7 & for Year 12 on Tuesday 4 September)

Half-Term

Wednesday 5 September – Wednesday 19 December 2018 12.15pm Monday 22 October – Friday 2 November inclusive

Spring Term 2019

(Staff Inset Day Monday 7 January)

Half-Term

Tuesday 8 January – Wednesday 3 April 2019 3.45 pm Monday 18 – Friday 22 February inclusive

Summer Term 2019

(Staff Inset Day Tuesday 23 April)

Bank Holiday Half-Term

Wednesday 24 April – Wednesday 10 July 2019 12.15pm Monday 6 May Monday 27 May – Friday 31 May inclusive

Autumn Term 2019 (PROVISIONAL)

(Staff Inset Days Monday 2 & Tuesday 3 September & attendance for new Year 7 & for Year 12 on Tuesday 3 September)

Half-Term

Wednesday 4 September – Wednesday 18 December 2019 12.15pm Monday 21 October – Friday 1 November inclusive

REGULATIONS AND ESSENTIAL INFORMATION FOR PUPILS AND PARENTS Sixth Formers should read these in conjunction with the Sixth Form Handbook Academic Monitoring It is expected that every pupil will work hard at her studies and do her best. Her teachers will monitor her progress as will her form teacher and Head of Key Stage. Monitoring entries are recorded by staff as commendations, concerns or conduct and are stored on each pupil’s portal page in iSams, the Management information System (MIS). The purpose of recording this information is to enable parents to have real time feedback on their daughter’s progress and performance. The entry will be automatically emailed to parents on entry and serve as a means of keeping you in touch so that you can speak with your daughter when she receives one. Where a pupil goes above and beyond the expectation for her, a commendation may be issued by her teachers and it will also be fed back to the pupil via the subject teacher and form teacher. Congratulatory postcards are awarded for community service and when a pupil is awarded a number of commendations. A concern entry is a way in which staff can flag up a concern such as if she fails to hand in homework, or complete work to a satisfactory standard. The concern then allows a discussion to take place as to “why did this happen?” It may be related for example to disorganisation when handing in work, that they have left their homework at home or perhaps that the pupil has forgotten to do their homework. The conversation between pupil and parent, enables a strategy to be put in place so it doesn’t happen again. The form teacher and Head of Key Stage also provide support and intervention at an early stage with the pupil, if awareness is raised. This may take place either in a single subject or across subjects. A discussion will be organised with the pupil and, where appropriate, with her parents where a number of causes of concern are recorded. Please note that if two cause for concerns are raised in one subject e.g. two missing homeworks, the subject teacher will issue a detention to be taken on either a Tuesday or Thursday at 1.15 in Landor Library. Detentions are also recorded on the portal page. The conduct entry refers primarily to a pupil’s attitude and any behaviour concerns. Sixth Formers are formally monitored at half termly intervals over the year for achievement and attitude to work and the grades are sent to parents (please see the Sixth Form Handbook for further details). We know that a pupil’s achievement will be affected by prolonged periods of absence, the school will have to consider what is best academically for each girl and discuss this with her and her parents.

Admissions Policy – see Appendix A Appeals/Charity Giving It is the tradition that all girls are involved in raising money for charities. Each key stage will choose at least one charity and then spend a half term, working together to put on specific fundraising events such as a minipops or fete. Other charities are supported throughout the school year. The four houses also have charities which they support with one fundraising event per year. Assemblies A rota is drawn up each term to provide a wide and varied programme of morning assemblies. Assemblies start at 8.45am prompt. In addition to full school assemblies, a specific assembly time programme is created for each Key Stage, including Sixth Form, by the Head of Key Stage, and will include specific year group/key stage assemblies, talks, form time or PSHEE discussion sessions. At certain times of the year there may be special assemblies (e.g. to mark Advent, Easter and Remembrance Day).The themes of school assemblies are varied but are Christian in nature and usually include a hymn and a prayer. Achievements are celebrated with the presentation of awards and the announcement of results. At Christmas the annual Carol Service traditionally takes place in St. Mary’s Church. We regret that due to lack of space not all parents can be invited every year, however we have added to the School calendar an additional Carol Service with both King’s High and Prep girls featuring in it. Attendance The school day starts at 8.35am with form registration. We expect all girls to be in form registration. In order to comply with Government rules, pupils arriving after 9.15am are regarded as absent for that session. If your daughter is not going to be in school, you must telephone or e-mail by 9.15am on the day of absence and send a letter, addressed to her form teacher, with her on her return. All absences from school require written confirmation of where that pupil was or they are deemed to be having an unauthorized absence. Your daughter’s attendance can be found on her information page. If your daughter arrives late to school or misses form registration for any reason e.g. a Music or LAMDA lesson, she must sign in at the school office immediately on arrival in school. • •

Permission for routine absence (e.g. medical appointments) should be sought in advance (Attendance Officer parents@kingshighwarwick.co.uk ) Permission for exceptional absence for any reason should be addressed, well in advance, to the Head Master d.ralphs@kingshighwarwick.co.uk . You will appreciate that we strongly have to discourage the taking of holidays in term time. If a girl has special permission to be absent, it is her responsibility to excuse herself and to make up the 20

work. Parents of Sixth Formers should notify form tutors of Open Day visits and interviews in advance. When a girl is unexpectedly absent and we have not received a phone call, letter or email by 9:15am from you, the school will text/ring you, or the “emergency contact”, to try and identify the whereabouts of the girl concerned. The text message will state that your daughter is currently showing as absent on our register. Registration is a legal requirement. Please can you speak to your daughter about this. Parents will obviously find it distressing if we text/ring up to say their daughter is not in school when they think she is on site so it is imperative that if a girl arrives late at King’s she signs in to show her time of arrival. Where we think it is appropriate we may notify the police to help us find a pupil who has failed to appear in school. Every effort is made to ensure that reports of a girl’s absence are accurate. In the rare event that a mistake is made we apologise in advance and hope that parents will be patient with the system. All unauthorised absences must be backed up with a formal notification (telephone call, letter or email) from parents for the School’s records. If your daughter arrives in school after 8.45am she will be registered as being late for registration. Absence for holidays and any other reasons (except medical) Parents are asked never to take their daughter out of school for holidays, except in the most exceptional circumstances when they should seek permission from the Head Master well in advance. Medical Appointments Missing school for a medical or dental appointment counts as authorised absence. Wherever possible you and your daughter are encouraged to make appointments out of school hours. When it is unavoidable to miss school you should notify the form tutor/school office of the time of the expected absence well in advance (enquires parents@kingshighwarwick.co.uk ). Please put your daughter’s name and form at the top of each letter. Girls must always sign out at the office if they have to go out for an appointment during the day and back in when they return. Behaviour Guidelines – Behaviour Policy - please see Appendix B(a) Code of Behaviour for all Members of the School Community We believe we should show respect, kindness and consideration for others; we should cooperate and work together harmoniously; we should be thoughtful, responsible, helpful and appreciative in all we do. We should: • Consider the implications and effect of the way we act • Speak courteously and calmly to others, especially when we are feeling angry or upset • Listen attentively to others and not talk when they are 21

• • • • • • • •

Speak well of others and not participate in gossip or rumour Be punctual Keep our word in respect of what we have agreed to do Look out for others, their wellbeing, happiness and safety in all situations and at all times Show our appreciation for what others do, saying thank you at every opportunity Set an example by our own conduct, especially when we are in a position of leadership or have dealings with younger ones Observe all the small everyday courtesies that make life pleasanter e.g. saying good morning, holding doors Apologise graciously when need be and not bear any grudges

We also expect that all pupils will have respect for the school environment. It is the expectation that a pupil’s behaviour, in or out of school, should never bring the school’s name into disrepute. Under no circumstances should pupils bring into school any prohibited items and for the safety of all in the school community. Authorized staff have a statutory right to search a pupil and confiscate an item where there are reasonable grounds for suspecting such an item has been brought into school. School creates a positive learning environment for all within the community. Whether in form time or lesson time, we expect girls to be engaged with their teacher. We encourage good social relationships at all times but form and lesson time is for learning not to be socializing with friends. Forms are never constructed on friendships, as these change so frequently. Forms change from Year 7 to Year 8 and then again from Year 9 to Year 10 and Year 11 to Year 12. School will in certain circumstances change forms between these year groups if it is deemed necessary. The School’s decision when allocating girls to forms is final. Where behaviour is not acceptable the pupil will be spoken to, sanctions applied as appropriate to the concern and also parents will be informed. We do not make it our policy to publicise a pupil’s misdemeanors and sanctions to other girls and parents. We expect the pupils to raise behaviour concerns with their relevant pastoral staff, so that action can be taken to improve the situation. Bullying - Anti-Bullying Policy - please see Appendix B(b) A girl is being bullied when someone else, or a group of others, sets out to make her miserable and unhappy. Bullying can take many forms: it can be physical, verbal, or emotional. When someone is hit, threatened, humiliated, excluded, called names, taunted or when their possessions are interfered with, she is being bullied. Bullying is always wrong because of the hurt and distress it causes. This school does not accept or tolerate bullying and we will do all we can to prevent it happening and to deal with it sensitively when it does happen, recognising that both the victim and the bully need help. In accordance with the terms of its Disability Policy, the school will have particular regard to the potential vulnerability of any pupil with a disability in regard to bullying. The school employs a number of strategies to deal with bullying including discussing the policy with the Year 7 in the first few weeks of the Autumn Term, as well as utilising assembly time to 22

reinforce the policy at regular intervals with all Year groups. The supervision of all areas at break and lunch time is a priority and there are quiet supervised areas (library etc.) where girls can go. Bullying can only continue if there is a conspiracy to keep it secret. If a girl is being bullied she should be encouraged to tell someone: it could be the form prefect, form teacher, matron, or a senior member of staff. She will be taken seriously, but no action will be taken without discussion between her and a senior member of staff. Anyone seeing bullying or hearing of it (and parents or friends are generally the ones confided in) should tell someone who can help. Each year every girl will receive an anti-bullying wallet card, informing her that bullying will not be tolerated and what action should be taken if encountered. It also includes some useful contact numbers and websites. Careers Policy - please see Appendix C The Careers and Education Guidance (CEG) programme at King’s High School (KHS) aims to encourage each pupil to begin to develop skills which will enable her to assess, investigate, analyse and understand her abilities, potential and interests. The programme begins in Year 7 and continues into Year 13. Chewing Gum Chewing Gum is prohibited on all school premises, school bus journeys etc. Girls chewing gum may be put on chewing gum duty (wearing gloves) and/or their parents informed. Closure due to Adverse Weather Conditions and other exceptional circumstances The Foundation schools usually remain open unless the weather is very bad. We have to leave it to the judgment of parents as to whether it is safe and sensible for their daughters to come to school. We do not expect anyone to try to undertake a journey in unreasonable conditions or where there might be a risk of the home journey later in the day proving to be unduly difficult or unsafe. On recent snowy days it was impossible to run a normal school timetable, so girls who were absent were not in fact missing lessons. Exceptionally, if a decision is made jointly by the Foundation schools that conditions are so bad that it is best to close, an email will be sent out to you and a message will be posted on the school website and on the school telephone answering machine. Co-curricular Activities A termly programme is published which is uploaded to your daughter’s portal page and is displayed in all form rooms. It is also available on the website and on the co-curricular calendar which is linked to the main calendar and sports calendar. Your daughter should register her interest in these activities by logging into the SOCS co-curricular site http://www.misocs.com/. You should use your daughter’s school e mail address as user name and the password you have been given. Any difficulties can be directed to the Director of Co-Curricular. A wide variety of co-curricular activities are offered encompassing a range of musical, dramatic, academic, cultural, spiritual and sporting activities. Many of the co-curricular activities take place at lunchtimes to accommodate the large number of our girls who travel long distances and may be unable to stay after school. Sixth form and Key Stage 4 activities primarily occur in 1st lunch and Key Stage 3 activities in 2nd lunch.

It is expected that all girls will participate in at least one school activity. Suggestions for new activities are welcomed and will be implemented wherever possible. The Director of Co-Curricular is responsible for overseeing the co-curricular programme. Communications from School – please see Appendix D Appendix D illustrates the many different ways in which school and parents communicate with each other. All communications (mailing letters, school information, invitations to social events, term dates and programme of events and visits) will be uploaded, as relevant, to your daughter’s portal page and can be accessed using your username and password through the parent portal on the school website or downloaded iSams app. You will be notified by email when a mailing is posted. Please send back reply slips by the due date. All reports and monitoring sheets (Sixth Form) will be available on your daughter’s portal page, and an email will be sent to you notifying you when they are available. Only summary reports will be posted home to you. The online School calendar shows all the events and activities over the year including Sports and co-curricular activities. The Sports calendar element shows all the team fixtures and team selections for sports for the academic year, as well as times and locations of matches. All girls who attend squad practices or who are interested in participating in sport in school should check the sports website a number of times over the week and give at least two day’s notice to the PE Dept if they are not able to represent the school. Parents are also asked to check the sports website weekly and, for convenience, download the calendar and track certain teams. The school website houses news about school events, Departmental reports and information and news items. In addition you will receive several colour Newsletters over the course of the year. You will be notified by email when these are distributed. The school will communicate any emergencies via the website and will email/text parents. Please therefore keep us informed of any changes to your email address, as well as address and telephone details. Complaints Procedure Pupils Pupils who consider they have been unfairly treated and wish to make a complaint, should consult a member of the senior management team. Parents It is, of course, our hope that any concerns can be resolved amicably and informally at an early stage, so please do not hesitate to consult a member of the Senior Management Team. Please note that a meeting should always have been sought to discuss a complaint with the Head Master before the formal Complaints Procedure is invoked. See Appendix M 24

We are required to inform parents of the number of complaints under this formal procedure in any year. There were 0 complaints under the formal part of the procedure in 2016-17 Concerns While the Head Master is always willing to meet with parents, all enquiries should, in the first instance, be raised with the Head of Key Stage, Deputy Head (Pastoral) or Deputy Head (Academic). The Head of Key Stage (see contact list), is responsible for your daughter’s overall welfare in school and will either deal with your concern personally or ask the relevant member of staff to contact you. We request that you do not, please, contact subject staff or form staff directly. Please appreciate that school staff are usually teaching or in meetings for most of the day, and are not therefore able to respond immediately to messages. Please, therefore, telephone the school office and make it clear to them if your message or concern is very urgent. If you have any queries or concerns specifically about teaching and learning or the curriculum, please direct these to the Deputy Head (Academic). If we have a concern about your daughter at any time, please be assured that we will contact you. Posted in every form room in school is a “Need Help and Advice” notice. It outlines the sorts of concerns your daughter may have and provides her with advice on where she may seek help. In addition she will receive an anti-bullying wallet card each year. If you need to see the Head Master please contact his PA, Mrs Ralphs, and she will fit you in as soon as possible. Contact Lenses/Eye Protection in Science Lessons In Science, eye protection is used for the vast majority of practical work. Where it is deemed necessary for eye protection to be used, it is the expectation of the Science department that pupils will wear it continuously from before the equipment is collected until all the apparatus is cleared away unless they are told otherwise. The potential consequences of not doing so are severe and as a consequence any pupil who persistently refuses to co-operate with this policy may need to be excluded from practical lessons. In the event of an accident/injury to the eye it is essential that eye irrigation is commenced as soon as possible. It is therefore likely that if your daughter wears contact lenses these will be lost down the sink. Curriculum Policy - please see Appendix E. Schemes of work are uploaded annually to your daughter’s portal page. Parents will be notified of A level and GCSE/iGCSE results when they have been finalised. University destination of leaving sixth formers can be found in Appendix N. Known degree results for previous pupils can be found in Appendix O. 25

Development Plans The School has a 4 year Development Plan is drawn up by the Senior Management Team and communicated to our Governors. It focuses on developments in key areas of school life, always including learning and teaching. Departments and Key Stages also have their own annual plans which have sections relating, where relevant, to the School Development Plan. The Head Master talks about the plan at the AGM or a “club” meeting of the King’s High Association of Parents and Staff (KHAPs). Diaries Each girl in school receives a diary for the year in which she is required to record her homework and school commitments. Girls in Key Stage 3 and 4 are required, each weekend, to fill in all of their lessons for the following week in the diary. They should then use this as a checklist each evening to ensure that their bags are packed with everything they need for the following day. Homework should be recorded against the subject when it is given (or a “none set” recorded) together with the date due in. When homework is completed, it should be ticked off. Parents should check and sign the diary each weekend. Form tutors will then check the girls’ diaries weekly. Music diaries are also issued to those girls who have instrumental lessons and LAMDA books to those taking lessons. Disability Policy The aim of this policy is to afford opportunity to pupils who have a disability. The policy is available on request. Driving Parents of Sixth Formers are asked to confirm in writing to the Head of Sixth Form that they know their daughters are driving to school. Forms can be obtained from the school office for this purpose. Driving lessons should not be arranged in study periods. Specific advice concerning driving is in the Sixth Form Handbook including where to park. Girls who travel as passengers in a car driven by a pupil who drives to school also need parental permission, and forms can be obtained from the school office. Drugs and Substances - please see Appendix F No alcohol, tobacco, illegal drugs or any other potentially dangerous substances or objects may be consumed or brought into school or on the journey to and from school and school trips. Girls are not permitted to bring knives into school under any circumstances. In some cases girls have brought knives in for entirely innocuous purposes (such as cutting a birthday cake) but this is strictly forbidden. Birthday cakes should only be eaten in the school dining room and should not contain any nuts or nut products. Smoking is unacceptable and parents will be contacted if any pupil is found smoking during the school day or en route to and from school. Electrical Equipment Electrical equipment should not be brought into school and the school takes no responsibility for loss or damage to such items. The school is legally required to ensure that all electrical equipment on the premises is PAT tested and any girl’s possession which has not been tested would therefore contravene regulations. 26

From Sept. 2015 sixth formers will be allowed to bring in their own laptops or ipads and use the school’s wifi. The should remember that the Acceptable Use policy still applies to them and that they are liable for any loss or damage to their equipment. English as an Additional Language If we accept a pupil who does not have English as her first language it is our expectation that the entrance process (exam, school report, interview) will have given assurance that she will be able to cope with confidence with a curriculum delivered in English. Staff will be made aware of the position so they can show understanding and offer appropriate support. Should a pupil require more support than the subject teacher can reasonably be asked to give, the matter will be discussed with parents with a view to them arranging additional support on a private basis. Employment Whilst we recognise the educational benefit, to say nothing of the pecuniary advantage that may derive from paid employment, the amount undertaken should not be so excessive or tiring as to interfere with any pupil’s ability either to complete homework or to benefit fully from curricular and co-curricular activities. It is not desirable for any girl to work on the evening of a school day. Events During the school year a wide variety of events including plays and concerts are held to which parents and friends are warmly invited. The girls and staff greatly appreciate your support at these events. The Inspire booklet produced termly, outlines all forthcoming events organized for girls and parents and it is uploaded to your daughter’s portal page (at the end of every Autumn and Spring term and at the beginning of the Autumn term) to raise awareness of forthcoming events and with details of how to book seats at these events. Examinations Girls in Years 7 – 10 inclusive have formal examinations in the “exam week” usually before the summer half-term. Girls in Year 10 & 11 also have examinations in January and Year 13 have mocks after February half term and Year 12 in exam week. Our aim is very much to give the girls plenty of practice in sitting exams so they feel confident when they reach their GCSEs. For some general information about arrangements for public examinations please see Appendix G. Fitness Room The fitness room is open at lunchtimes and after school when supervised. All girls may use the fitness room once they have been inducted. The PE Department will work to create a personalised programme for girls who wish to obtain maximum benefit from the facilities. The use of the fitness room is monitored and girls are required to sign in and out. Health Illness in School - If a girl feels ill in school she must go to Matron’s office or to the school office if Matron is not there. Under no circumstances should she go straight to 27

the medical room or telephone her parents to ask them to collect her. Matron will do this if she considers it is necessary. Health Requirements - If a pupil has been exposed to any infection at any time during the holidays, the Head Master must be informed and the pupil must not return to school without an appropriate medical certificate. The following illnesses are to be regarded as certifiable – Chicken Pox, Diphtheria, Glandular Fever, Measles, Meningococcal Infection, Mumps, Rubella, Scarlet Fever, Salmonella, Smallpox, Tuberculosis, Typhoid Fever, Whooping Cough. Medical Conditions - Parents must inform the school about any medical condition that: • •

May affect emergency or first aid treatment that may have to be administered during the school day or a school trip May affect your daughter’s academic or pastoral progress through King’s High If you have any concerns over a medical or pastoral issue please contact Matron, your daughter’s Head of Key Stage or the Deputy Head (Pastoral) directly to discuss the matter. If King’s High has any concerns about your daughter’s welfare you will be contacted by either Matron, Deputy Head (Pastoral) or the Head of Key Stage. Medication - For safety reasons, we ask that girls do not bring medication into school unless Matron has been informed of a medical condition. Where it is necessary to bring medication into school this should be given to Matron for safekeeping. They may keep inhalers and epipens with them. Allergies – No nuts are permitted in school (this also includes school outings). Girls should never bring nuts into school in their snacks etc and food in the dining room never has nuts in it.

Health & Safety Management Policy & Health & Safety – Policy on Activities Outside the School The school takes its responsibilities in Health & Safety very seriously and expects all pupils and staff to adhere to Health & Safety procedures and to be mindful of their individual responsibilities in this regard. There is a comprehensive Health and Safety Policy, available to parents on request, and a Health & Safety Committee comprising academic and support staff and a member of the Governing Body, which meets at least termly. The Foundation Health & Safety Officer should be contacted with any general questions, observations or concerns. The Deputy Head (Pastoral) with the Educational Visits Coordinator oversees the part of the Health & Safety Policy which concerns School Trips. Homework Policy Homework plays a crucial part in ensuring a successful, happy school career. It is a way of making sure that pupils are developing independent thought and habits of work which will secure individual success. Parental support is vital in this area and helps parents keep in touch with the learning process. A homework timetable is produced for every year group each academic year showing when homework is set and how long, approximately, it should take. 28

Homework policy - Please see Appendix H. Landor Association This was established in 2017. The association exists to formalise and consolidate the existing links between all the people who interact within the community of King's High School and Warwick Preparatory School. This will promote communication between members and encourage and improve networking to the great advantage of all those associated with our community. It will also seek to actively promote King's High School and Warwick Preparatory School, both locally and further afield. Up to three events per term will be held for members of the Association e.g. lunches, invitations to school events, Members of the Association include: • Existing and past pupils, parents, staff and governors of King’s High School & Warwick Preparatory School • Other friends of King’s High School & Warwick Preparatory School • The town of Warwick, and the local and wider area • The important work of existing representative bodies of Parents - KHAPS and WPSA - and Old Girls - OGA - will continue. Groups, such as former parents and former staff who have not had formal representation in the past will now have the opportunity to be part of the Association. Listening service A number of sixth formers provide a “listening service” at lunchtimes, where girls may go to have a chat or raise a concern. The sixth former volunteers are supported and mentored by the Heads of Key Stage, so that appropriate support can be provided for all girls in the school community. Lunchtimes (see Meals) All girls up to, and including Year 11, remain in school at lunchtime except senior girls undertaking Voluntary Services activities. Permission to go out for other reasons, must be sought from a member of the Senior Management Team and will only be given in exceptional circumstances on receipt of a letter from parents. Sixth Formers may leave the school site to visit shops in the immediate vicinity of the school. They must sign out and in again. Guidelines are given in the Sixth Form Handbook. Make up Years 7 - 11 No make up is to be worn Sixth Form Discreet make up is permissible Meals The Dining Room redevelopment was completed for September 2011. The school has in-house catering and there is a focus upon healthy eating. The Catering Manager Mrs Dudley is in charge and any concerns should be addressed to her or to Deputy Head (Pastoral). Breakfast is served in the Dining Room from 8.00am onwards. Lunches – All Year 7 – 11girls eat school lunch. Sixth formers may also opt in to eat school lunch. In exceptional circumstances only e.g. for medical or dietary reasons, 29

School will be able to modify, as is reasonable, the lunch provision. Please contact Deputy Head (Pastoral) or the relevant Head of Key Stage accordingly. Sixth formers may change to or from school lunch with a full half term’s notice with changes for the following September must be notified by the summer half-term. There is a good choice of menu, including specials, salad and vegetarian choices each day. Suggestions and constructive criticism are always welcome and there is a Lunch Committee where girls may discuss these with the Catering Manager and a senior member of staff. Snacks - Snacks such as sandwiches, fruit and homemade cookies and cakes are available at break time in the Dining Room. Girls should only eat in the dining room and drink in the designated places and not around the school, in form rooms nor outside on their way to and from school. No nuts are allowed in school. Messages from Parents to Girls In an emergency where you need to get a message to your daughter we will do our best, but after 2.00pm this can be difficult and we cannot guarantee that it will get through. Mobile Telephones Many parents wish their daughters to have a mobile telephone for reasons of security. Mobile telephones are, therefore, currently permitted, but must be used with the utmost discretion, for emergencies only. They must be switched off at all times and locked in pupils’ lockers and used only with permission from a member of staff (Key Stage 3 & 4). Sixth formers should be discreet in using their mobiles around school. The Acceptable Use Policy applies to the use of mobiles and other devices that can access the internet such as smart watches i.e. Apple Watch. The taking of pictures with camera phones which have this facility is strictly forbidden in all circumstances including outside of lesson times. Mobile telephones will be confiscated if misused and under no circumstances may they be recharged in school. The school cannot accept any responsibility for mobile telephones brought onto the premises. It is strictly forbidden to bring a mobile telephone into any public examination. Money Girls should not bring large amounts of money into school. If it is necessary to do so, for any reason, then it should be handed to a senior member of staff for safe keeping. Small amounts of money brought into school must be kept on the person at all times. Permission must be obtained to collect money in school for any purpose, including sponsoring. Mothering Sixth formers traditionally volunteer to act as mothers to year 7s so as to give them an older girl to whom they can turn to for support or advice. They have a “big sister” in year 8 to whom they can also turn for advice.

Musical Instruments Musical instruments must be clearly labelled with the owner’s name and if they have to be left in school they must be stored in the space provided in the Music Department’s Orchestra Store and top of Landor store, not left in form rooms or cloakrooms around the school. Any musical instruments found lying around school are handed into Matron. Naming of Property All uniform, games kit and personal possessions must be clearly marked with the owner's name. Open Events- compulsory attendance for Years 7 & 8 The success of our annual Open Events relies principally on the availability of current pupils to act as guides. We ask, therefore, that all Year 7 & Year 8 pupils attend to help us at the Autumn Open Evening – Friday 22 September 2017 and the Summer Open Evening – Friday 6 July tbc. Open Evening’s success depends on volunteers from across the school. Parent Teacher Association (KHAPS) - please see Appendix I There is a flourishing KHAPs and committee, chaired by a parent. The committee is very active and organizes social events, raises money for the school, provides support e.g. organizes second hand uniform sales. All parents are warmly welcomed to KHAPs events and to volunteer for the committee. Parents’ Evenings, Parents’ Meetings & Reports - please see Appendix P. We currently communicate formally with parents once a term, either in the form of a written report or a Parents’ Evening. Additional monitoring takes place at regular intervals in the Sixth Form. The schedule for Parents’ Evenings and Reports is issued in advance for the academic year ahead. We consider it essential that all parents attend the Parents’ Evening as it is an invaluable way of communicating directly with her teachers about their daughter’s progress. We operate an appointments system for these evenings and your daughter will make arrangements for you in advance. We expect girls to accompany their parents to Parents’ Evening in Year 9, Year 10, Year 11 and 6th form (not in Year 7 & 8). There are also meetings for parents in most year groups during the academic year on important matters relating to their daughter’s particular stage. Again, it is vital that you attend these. Partnership with Parents Appendix Q outlines the many ways in which parents can support their daughter. Personal Possessions Personal possessions, including musical instruments, must be clearly marked with the owner’s name. Lost Property is taken to Matron, from whom it may be reclaimed at specified times. School cannot take responsibility for these personal possessions. Policies The following policies are available to parents on the school website, on paper or in school on request: 31

Admissions; Behaviour; Anti-bullying; Child Protection and Safeguarding; Complaints; Curriculum; Discipline; English as an Additional Language; Health and Safety on Trips; Pandemic. Personal, Social, Health & Economic Education Policy - please see Appendix J. Policy on Equal Opportunities The school is committed to Equal Opportunities and our policy is available on request. Policy to Safeguard and Protect the Welfare of Children Under the Education Act 2002 (Section 175), schools must make arrangements to safeguard and promote the welfare of children. Parents should know that the law (Children Act 2006) requires all school staff to pass on information which gives rise to a concern about a child’s welfare, including risk from neglect, physical, emotional or sexual abuse. The staff will seek, in general, to discuss any concerns with the parent, and where possible, seek their consent to a referral to Social Care. This will only be done where such discussion will not place the child at increased risk of significant harm. Schools will seek advice from Social Care when they have reasonable cause to suspect a child may be suffering or likely to suffer significant harm. Occasionally, concerns are passed on which are later shown to be unfounded. Parents will appreciate that the designated person for child protection was carrying out their responsibilities in accordance with the law and acting in the best interests of all children. Ini addition, staff have a statutory responsibility now under the Keeping Children Safe in Education (May 2016) to ensure that they report any concerns with respect to a pupil being radicalized or having been (or may be) subjected to Female Genital Mutilation (FGM) There is a Child Protection Policy, available to parents on the school website. The Deputy Head (Pastoral) is designated as the Child Protection Officer. Any girl who needs to speak on this matter on her own or someone else’s behalf to a member of staff will be treated with sensitivity but must realise that confidentiality cannot be promised. Presents Pupils are asked not to bring presents into school either for other girls or individual members of staff. Prizes The school holds a significant number of named prizes which have been gifted by friends, former parents, Governors etc. over the years and are traditionally presented at our annual Speech Day. Some of these are for academic achievements, others for achievements or progress in extracurricular areas. In Years 7 - 10 KHAPS funds prizes for academic achievement: there are usually two or three of these per form and they are awarded on the basis of examination results, with reference to academic attainment throughout the year. Girls are not awarded these prizes two years running. The “Lloyd Evans” Prizes (one per form) are awarded to individuals who have made notable progress or a significant contribution to school life. Publicity and Use of Pupil Photographs From time to time the School may wish to use photos of the girls for publicity purposes. This includes school publicity material such as the Prospectus and items in the press and on the school website. No names are linked to photographs on the website except where specifically promoting an achievement but local newspapers usually wish to include names in their features. 32

We hope that parents will agree to their daughters appearing in publicity material as it is very helpful to the school, but if at any time they decide they do not wish this to happen they should write to the Head Master. Note: a standard form is issued to all new parents on joining school, seeking their agreement or otherwise to this point. Individual photos of girls are taken at various stages for internal identification and records. They would not be shown to anyone outside the school except in appropriately serious circumstances. Punctuality It is essential that girls arrive in good time for registration (8.35am) at the start of the school day, and punctually to all lessons and activities thereafter. There are inevitably unavoidable late arrivals sometimes for girls who use public transport. Girls who establish a pattern of late arrival in the morning without good reason will be spoken to and parents contacted if there is no improvement thereafter. Registration (see Attendance) All girls should be in their form room by 8.35am for morning registration and 2.15pm for afternoon registration. Any girl who misses form registration MUST go first to sign in at the school office. Reporting Policy - Please see Appendix K. Sanctions A pupil will not be suspended or expelled without grave cause. The circumstances which may lead to expulsion (or required removal as an alternative to expulsion) include: • Supply/possession/use of certain drugs and solvents and their paraphernalia or substances intended to resemble them, and alcohol and tobacco • Theft, blackmail, physical violence, intimidation, racism and persistent bullying • Offences of a sexual nature; supply and possession of pornography and unauthorised firearms • Vandalism and computer hacking • Persistent attitudes or behaviour which are inconsistent with the School’s ethos • Other serious misconduct towards a member of the school community which brings the school into disrepute (single or repeated episodes) on or off the school premises A complaint which could lead to your daughter being suspended or required to leave the school permanently will be investigated thoroughly and fairly. There is a right of appeal by a panel of Governors. A copy of the full policy on removal is available in school and on the website. Scholarships Governors’ scholarships are awarded at 11+ (entry to Year 7) on the basis of performance in the entrance examination, school report and interview. In addition there are mathematics and English scholarships awarded on the basis of performance in the relevant parts of the Entrance Examination and scholarships in PE, Art/DT, drama and music which can be applied for in advance. These are award on the basis of auditions or presentation of a portfolio. Further details are available from the Registrar.

Scholarships are also awarded in the Sixth Form (entry to Year 12) to candidates of merit, both internal and external, who do not already hold a scholarship. Further details are available on request and are communicated to girls and parents in Year 11. School and Form Councils There is a School Council which usually meets at least twice a year. Each Key Stage may propose items for discussion which originate in the form council meetings. The Lunch Committee meets regularly to discuss food related issues. The Sixth Form also has its own Forum. School Day In term time school opens at 7.50am and at this time, all girls must go to the dining room, so that they are in an area where they can be supervised. They must sign in there and only at 8.20am may they go to their form rooms which are supervised by early morning duty staff. The early morning staff remain in these areas until form staff arrive to register the girls. Staff (on a rota) are on duty at break and lunchtimes and when school finishes at 3.45pm, those girls who do not go home, go either to a supervised co-curricular activity or to the after school care club. Please note that afternoon Sports lessons will finish at 3.45pm at the Field and all girls may now leave for home directly from the Field or they may come back to school on the coaches. Lesson Times – All girls, including Sixth Form, should be in school by 8.35am (Breakfast is available from 8.00 a.m.). N.B. any girl arriving later or during the day must go first to sign in at the office. With permission from the Head of Sixth Form and parental consent, Year 13 may opt to study at home for one double period (if they have no taught lesson or other commitment) and abide by the guidelines in the Sixth Form Handbook. This is a privilege and may be removed if a sixth former is not meeting her school commitments. After School Care – If a girl needs to stay in school after 4.00pm parents must sign her up for the after school care sessions which run from 4.00pm – 6.00pm. For safety reasons she must remain in the designated homework room which will be supervised by a member of staff. Year 11 and Sixth Formers may work in Room 2 until 5pm, having signed in with the after school care supervisor. A supervised break of 15minutes will be provided at 4.50pm. For this break your daughter may bring in a drink and snack. A member of the Senior Management Team is always available until 5pm. After 5.00pm girls should be collected from Landor House. We do not recommend that they stand and wait in the street. No girl should be in school after 4.00pm unless she is attending after school care or is in an after school activity. She should then leave the premises promptly when the activity has finished. If you are collecting your daughter, please be sure you know the exact time the activity will end and where you are meeting her. No girl should be in school after 6pm unless she is in a supervised activity. All girls in after school care must be collected by 6.00pm. BELL TIME 8.35am 8.45am

School day School Starts (AM Registration) Period 1 (Pastoral Period 3 days per week – Assembly or Form Time) 34

9.20am

Period 2

9.55am 10.30am 10.50am

Period 3 BREAK End of Break Warning

10.55am

Period 4

11.30am

Period 5

12.05am

Period 6

12.40pm

Period 7

1.15pm

LUNCH BREAK

1.50pm

2nd Lunch

2.20pm

End of Lunch Warning

No Bell

PM Registration at 2.25pm

2.35pm

Period 8

3.10pm

Period 9

3.45pm

School Ends

Security The personal safety of your daughter is of paramount importance and access doors to the playground and main buildings use an electronic key-based system (fobs). Each pupil is given a fob on a lanyard to wear around her neck. The fobs open all main buildings and the gates to the playground between 7.50am and 4.30pm. If your daughter arrives in school before 8.20am, she must go straight to the dining room and must remain there until 8.20am, when they may go to their form rooms. After school activities should not be affected as your daughter will register as usual with the extra-curricular leader and should only move around school as directed by them. She must however remember to take her belongings to her activity, so that she does not leave school without them. In order to ensure everybodyâ&#x20AC;&#x2122;s safety, on no account is any girl to open a door for anyone else or lend her fob; the fob is electronically tagged to each individual student and it is essential that this one to one correspondence be preserved. Replacing a lost fob will incur an expense of ÂŁ10. Special Educational Needs (SEN) SEN lessons and assessments are now available to be taken in school and are provided by a specialist teacher. If your daughter has an Educational Psychologist report or you have a concern about her, please contact the SEN Coordinator b.mcsorley@kingshighwarwick.co.uk directly or Mrs Renton c.renton@kingshighwarwick.co.uk for more information. Subject Support If a girl is finding difficulty with an aspect of her work this will usually be spotted by the member of staff and appropriate support be offered. There are lunchtime clubs and workshops run by some departments, where staff and senior girls are available at designated times to help girls (see Co-curricular calendar).

Trips and Visits Parents are advised of future trips in writing and must give permission, completing the appropriate consent form, or their daughter will not be able to participate. Costs are usually added to the bill. A good number of trips of an educational nature (mainly day) are arranged in the course of the school year linking with the curriculum in various subjects. We hope all girls will be able to participate in these, and we will try to support any girl who is in receipt of a full Foundation Award and may otherwise find it difficult. (Any requests for such help should be addressed, in confidence, to the Head Master.) There are also longer, residential trips linked to the curriculum, such as field studies, which are essential if your daughter is to complete her course. You should be made aware of these when she chooses her options for GCSE, AS and A2. Recreational trips during the holidays are also arranged both in this country and abroad. These tend to be of a broadly cultural or sporting nature. They are, of course, entirely optional. Staff encourage, but are always careful not to suggest to any girls that they should participate, being mindful of the fact that the expense involved regrettably makes them impossible for some pupils. It is expected that girls participating on school trips will still be enrolled in the school as pupils at the time when the trip takes place. In addition, pupils will only be allowed on trips if staff can be confident of their behavior and their safe participation in the trip. Uniform - Please see Appendix L. Dress - Years 7 â&#x20AC;&#x201C; 11 - Regulation school uniform must be worn. Please refer to the uniform list. All girls are expected to wear the uniform in such a way as to look smart and bring credit to the school. Girls who fall short of these standards will in the first place be spoken to and asked to put whatever it is right. If they fail to do so, a Concern will be given and girls are expected to sort the problem out immediately. Sixth Form dress in accordance with the guidelines issued. Valuables Valuables, including ipods, must not be brought into school. The school accepts no responsibility for such items and cannot be expected to spend time looking for them if they are lost. All girls have a school locker and padlock and should lock away their belongings for safety. Views We welcome the views of our pupils and parents on the quality of education and service we provide. From time to time we give questionnaires on particular issues and we are grateful to you for helping us by filling them in. The Head Master holds discussion groups from time to time with pupils and pupils are able to express their views on school life through the School Council, Lunch Committee, Sixth Form Forum and Uniform Committee. Pupils can also speak to their form teachers and senior staff. Water Water machines are provided in various locations throughout the School. Water should generally only be drunk between lessons, not during them. 36

As part of the Schoolâ&#x20AC;&#x2122;s environmental programme, we are aiming to reduce plastic bottle waste and offering all girls the opportunity to buy a plastic bottle which they can fill up at the various water dispensers around school. The water bottle is a clear plastic drinks bottle with the Schoolâ&#x20AC;&#x2122;s crest on it. It is manufactured from strong, hygienic PET (fully recyclable) with a pushpull cap. You may of course wish your daughter to bring in her own water bottle from home.

APPENDIX A ADMISSIONS POLICY

Author

Version Date of Approval Review Next Approval

M Turner, Headmaster, Warwick Preparatory School E Surber, Headmistress, King’s High, Warwick A R Lock, Head Master, Warwick School 1.0 Spring Term 2015 (E&R Committee) Spring Term 2018 Summer Term 2018 (E&R Committee)

1.0

Introduction

1.1

Warwick Independent Schools Foundation (“the Foundation”) consists of three independent day Schools in Warwick: • • •

1.2

Warwick Preparatory School – boys aged between 3 and 7 years and girls aged between 3 and 11 years, King’s High School for Girls – girls aged between 11 and 18 years, Warwick School – boys aged between 7 and 18 years. Warwick School also has a small boarding house.

The aims of this Policy are: i) ii) iii)

To ensure compliance with the School’s charitable purposes. To set selection criteria and procedures that are consistent with this charitable purpose and fair to applicants. To identify applicants whose academic and other abilities appear to match the ethos and standards of the School, and whose personal qualities suggest they have the potential to contribute sufficiently to the School community and benefit from the many opportunities that are offered here

2.0 Equality, diversity and disability 2.1

All candidates for admission will be treated equally, irrespective of their, or their parents', race, sexual orientation, religion or belief, pregnancy or maternity, gender reassignment or any disability. Candidates will also be treated equally in respect of their parents' age, gender or marital or civil partnership status.

2.2

The School is inclusive and welcomes applicants with disabilities and special educational needs. It promotes a positive culture towards inclusion of disabled people and those with special educational needs. The School's facilities, physical and otherwise, for the disabled and those with special educational needs are limited, but it will do all that is reasonable to comply with its legal and moral responsibilities under the Equality Act 2010 and the Special Educational Needs and Disability Act 2001 in order to accommodate the needs of applicants who have disabilities for which, with reasonable adjustments, the School can cater adequately.

2.3

If the applicant has any special educational needs, learning difficulties or a disability, parents or guardians must notify the School on the Registration Form, providing full written details, including a copy of all reports prepared by an Educational Psychologist and/or other appropriate specialist where available. If the special educational needs, learning difficulties or disability become apparent after the Registration Form has been submitted, parents or guardians must notify the School by letter or e-mail addressed to the Head, again providing full written details as explained above. The School needs to be aware of any particular requirements which may affect a child's ability to participate in the admissions procedure and take full advantage of the education provided at the School.

2.4

The School shall determine the reasonable adjustments that are required for the applicant based on the information provided, in accordance with the School’s obligations under equality legislation as explained above. The School staff will assess the child's needs and consult with parents about the adjustments which can reasonably be made to ensure that the application procedure is accessible for the child and that the School can provide adequately for them should an offer of a place be made.

2.5

This policy can be made available in large print or other accessible format, if required.

3.0 Entry Points 3.1

For the purposes of entry applicants' ages are calculated according to UK custom. The School does not rigidly apply the 1 September birthday watershed for determining the applicant's eligibility for entry, but an applicant whose birthday falls after 1 September in the year of entry will need to demonstrate that he/she is of sufficient maturity to cope with the academic and social demands of the School.

3.2

In exceptional circumstances, an applicant may have fallen behind in his/her education due to illness, time spent abroad, etc. In such a case, the School may offer a place in a year lower than the applicant's age would normally imply. Likewise in exceptional circumstances, the School may also offer an applicant a place in a year ahead of his/her chronological age group if it is deemed by the Head to be in the pupil’s best interests so to do. Parents or guardians will be consulted before such an offer is made, but the decision as to the appropriate year for the applicant, taking into account all the relevant circumstances, is a matter for the Head, whose decision is final.

3.3

Warwick Preparatory School i)

Pre-Prep Department – The School usually accepts 60 pupils into the Nursery (3+). In addition, approximately 20 places are available for entry into Reception (4+). ii) Prep Department – Other standard entry points are for girls only into Year 3 (7+). iii) Places may also be available at non-standard entry points in all year groups, subject to availability. 3.4

King’s High School i) The School usually accepts between 90 and 100 pupils in Year 7. ii) Other standard entry points are at GCSE (Year 10) and Sixth Form (Year 12). iii) Places may also be available at non-standard entry points.

3.5

Warwick School 39

i) ii)

The School usually accepts approximately 50 boys at 7+, 120 at 11+, 8 at 13+ and 15 at 16+. A small number of places may also be available at non-standard entry points.

4.0 Registration 4.1

Parents or guardians of applicants must complete a Registration Form and pay the Registration Fee. The Registration Fee is set as a payment towards the costs incurred by the School in administering the admissions process and is non-refundable irrespective of whether or not the registered child actually attends an assessment.

4.2

The completion and signing of a Registration Form does not guarantee admission by the Head nor does it in any way bind parents.

4.3

Kingâ&#x20AC;&#x2122;s High School only The Registration Form and Registration Fee must be received by the School by the closing date for the intended year of entry which is published in the Admissions area of the School website.

4.4

Warwick School only It is recommended that the Registration Form and Registration Fee be submitted by 31st December of the year preceding the intended year of entry.

5.0 Offers of Places 5.1

Parents will receive a copy of the Warwick Independent Schools Foundation's Terms and Conditions with the offer letter together with any Conditions of Award of a scholarship or other awards if applicable.

5.2

Warwick Preparatory School only: First Contact Open Days are held at various times throughout the year. The details of these are published on the school website. Parents or guardians of prospective applicants are strongly advised to arrange a visit to the School for an Open Event or to have an individual tour and meeting with the Head, if possible with the prospective applicant, prior to applying for admission in order to assess the suitability of the School for the prospective applicant.

5.3

Warwick Preparatory School only: Procedures following acceptance of a place i)

ii)

Once the Acceptance Form has been received together with the Acceptance Deposit, arrangements for the pupilâ&#x20AC;&#x2122;s admission to the school are made. For most new pupils this will involve being invited to a session in June where classes for the following year meet their new teacher and classmates. If deemed desirable by the School, a child may also be invited to come in for a further Induction Day if it is felt in the best interests of the child concerned in order to assist with a smooth transfer into the School.

6.0 Admissions 6.1

Admissions apply as outlined in the School-specific appendices to this document. 40

Clauses 6.2 to 6.6 apply to Warwick Preparatory School. Clauses 6.7 to 6.9 apply to King’s High School. Clauses 6.11 to 6.13 apply to Warwick School. 7.0 Preconditions for Admission and Selection 7.1

The preconditions for admission are that : i) ii) iii) iv) v) vi) vii)

7.2

The academic criteria for selection are: i) ii)

7.3

The applicant is of the appropriate age and sufficient maturity. The applicant’s learning difficulties and other special needs (if any) have been fully disclosed at the point of registration to the School. The School is able to provide adequately for any disability or special educational needs (if any) the applicant may have, making reasonable adjustments as necessary. The School, having made reasonable adjustments, has the capacity to cope with any disability the applicant may have. The present school reports satisfactory attitudes and conduct on the part of parents or guardians and the applicant (if applicable). Fees (if applicable) at the present school have been paid. Commitment on the part of the parents or guardians to the School’s academic, extra-curricular, pastoral and co-educational ethos as described in the School’s aims.

Success in the School’s Assessment or Entrance Examination/Test (or predicted grades at GCSE for entry to the Sixth Form) as applicable. A positive recommendation and reports from the Head of the applicant’s present school or Nursery.

Warwick School and King’s High School only The curriculum is taught in English and pupils will need to meet the required academic criteria in order to be able to access the curriculum. Additional support for pupils for whom English is an additional language might be required. Where available within the School, it will be provided in consultation with parents should a place be offered. The cost of this additional support will be borne by the parents.

8.0

Warwick School and King’s High School only: Scholarships

8.1

Pupils eligible for scholarships are those who have already achieved a place at the Foundation Schools through the normal entry requirements.

8.2

King’s High School i) ii)

iii)

Academic Scholarships may be awarded at entry into Year 7 and to internal and external candidates entering the Sixth Form. Subject Scholarships for Music, Drama, Art, Sport, Mathematics and English may be awarded to pupils entering the School at Year 7. Mathematics and English are awarded on the basis of the entrance examination. Shortlisted candidates for Music, Drama, Art and Sport will be invited to an audition or other assessment. Sixth Form Performance Awards may be awarded for Drama, Art, DT, PE and Music. 41

8.3

Warwick School i)

ii)

Academic Scholarships may be awarded at entry into Year 7, Year 9 and to internal and external candidates entering the Sixth Form. Scholarships may occasionally be awarded to pupils at the school before they enter Year 9. These awards will be based on the pupilsâ&#x20AC;&#x2122; progress and performance in school examinations. Music scholarships may be awarded at entry into Year 7, Year 9 and the Sixth Form. There are usually two Music scholarships at 11+. Parents are asked to register their interest in writing by 31 December prior to the year of entry. Short-listed candidates will be invited to audition.

8.4

All scholarships are awarded up to 20% of the school fees and are based on assessment of academic merit and interview.

8.5

For further details about eligibility, application and the conditions that apply to the award of a scholarship, please contact the Admissions Registrar.

9.0

Warwick School and Kingâ&#x20AC;&#x2122;s High School only: Foundation Awards

9.1

Financial assistance may be available (subject to applicants meeting set criteria) to enable talented pupils from households with low incomes to gain places at the School. There are two types of funds, Foundation Awards and Bursaries, which are both means-tested and may be up to the full value of the fees. They are usually awarded on entry to Year 7 and, thereafter, the application has to be resubmitted annually for review as a result of which, if necessary, the Foundation Award/Bursary may be adjusted accordingly.

9.2

A number of the Bursaries are reserved, by virtue of their provenance, for pupils living in Warwick (i.e, with a CV34 postcode). The remainder (Foundation Awards) are open to girls and boys from any area.

9.3

The application process for either type of financial assistance is the same. Parents wishing to apply for financial assistance should tick the relevant box on the Registration Form. They will then automatically be sent information from the Foundation Office.

9.4

In order for an applicant to be considered for a Foundation Award or Bursary, the pupil must first satisfy the usual entry criteria.

10.0

Responsibility for Admissions

10.1

The Heads of the three schools are responsible for admissions and the operation of this Policy.

10.2

The selection criteria and admissions procedures are determined and reviewed from time to time by the Foundation Governors.

10.3

The admissions process is supervised by the Head. Those involved in assessment, selection and interviewing have received appropriate preparation and training.

10.4

Documents supporting each application for admission, together with assessment, selection and interview notes will be retained by the School for at least one year after the interview, whether or not the Applicant is offered a place.

10.5

Correspondence regarding unsuccessful candidates will be dealt with by the Head. 42

ADMISSIONS DETAILS 6.2

Admission into the Nursery (3+) and Reception (4+) i) ii) iii)

6.3

Admission during Nursery, Reception and into Year 1 (5+) and Year 2 (6+) i)

ii) iii) iv)

v) 6.4

The process of making offers commences in the autumn term prior to entry by date of registration and in accordance with the preconditions for admissions set out in Section 7.0 (see below for Preference Factors as well). Prior to entry, contact will be made with the child’s current setting, where applicable. Places are offered to Nursery applicants according to set criteria. The School sets its schedule for the Nursery sessions the following May/June, after which parents/guardians will be contacted and asked to confirm which sessions their children will be attending in September.

If places are available, entry during the Nursery or Reception years and into Years 1 and 2 are determined by informal assessments which take place on a ‘taster day’ at the School. These assessments enable the School to ensure that Warwick Prep will be a suitable environment in which the child will flourish. Parents or guardians who have completed a Registration Form and paid the Registration Fee will be sent details of the date and times of the Assessment Process. The School will seek a written reference from the applicant’s current school or Nursery, if applicable. Results of the Assessment Process are confidential to the School and are not normally released. Letters offering places will normally be sent out within one month of the Assessment Process. Parents or guardians will be asked to accept the offer, complete and return the Acceptance Form and pay the Acceptance Deposit within the time specified in the offer letter. If no response to an offer has been received within the time specified in the offer letter, the School will assume that the offer has been declined and the place may be offered to another applicant. Letters will also be sent out to those parents or guardians whose applicant has not gained a place and to those whose name has been placed on the waiting list.

Assessment into the Prep Department - Year 3 (7+), Year 4 (8+), Year 5 (9+) and Year 6 (10+) i)

Entry into the Prep Department is determined by an Entrance Assessment. This assessment enables the School to ensure that Warwick Prep will be a suitable environment in which the child will flourish.

ii)

Parents or guardians who have completed a Registration Form and paid the Registration Fee will be sent details of the date and times of the Entrance Assessment, together with any relevant additional information relating to the tests. Parents or guardians who have not heard from the School by four School days before the published date of the Entrance Assessment are requested to contact the School urgently. iii) External applicants are required to sit the Entrance Assessment on the date set by the School which is usually in February of the year of entry. iv) If the Entrance Assessment day in February has already taken place, the School will accept a Registration Form and Registration Fee for a prospective pupil. If a space is available or likely to become available, an individual Entrance Assessment will be arranged. v) The School will seek a written reference from the applicant's current school before an offer of a place is confirmed. vi) Girls moving from Warwick Preparatory Schoolâ&#x20AC;&#x2122;s Pre-Prep do not sit the Entrance Assessment for entry into Year 3. vii) Boys who enter the Warwick Preparatory School in Year 2 may be required to sit the Warwick Junior School 7+ Entrance Assessment. This is a matter for the Head, (in consultation with the Head of Warwick Junior School), and his decision is final. viii) Results of the Assessment Process are confidential to the School and are not normally released. ix) Letters offering places will normally be sent out within one month of the Entrance Assessment. Parents or guardians will be asked to accept the offer and complete and return the Acceptance Form and Acceptance Deposit within the time specified in the offer letter. If no response to an offer has been received within the time specified in the offer letter, the School will assume that the offer has been declined and the place may be offered to another applicant. x) Letters will also be sent out to those parents or guardians whose applicant has not gained a place and to those whose name has been placed on the waiting list within one month of the Entrance Assessment. 6.5

Preference Factors The Head may (at his discretion) also take into account (in no particular order) whether: i)

ii) iii) 6.6

The applicant demonstrates a high level of ability or aptitude in one or more aspects of learning. As part of the Foundation, the School is looking for intellectually strong and balanced pupils and those with talents in sports, music and the arts, and for pupils who will benefit from the educational provision the School offers and contribute to school life. The applicant has a sibling at the School or at Warwick Junior School. Once the place has been accepted, other children within the family on waiting lists are treated as siblings for this purpose. The applicant is the child of an employee of the Foundation.

Admissions Record: a confidential form of Admissions Record will be completed for each applicant.

ADMISSIONS DETAILS 6.7

11+ (Year 7) Admissions Timetable i) ii) iii) iv) v) vi)

vii)

6.8

Girls applying to join the school in Year 7 take the entrance examination in Year 6. The School will write to parents of girls registered two weeks in advance of the entrance examination, giving detailed information about the schedule. Parents who have not heard from the School by two weeks before the examination are requested to contact the Registrar. Applicants will be invited to attend the School for examination. Exceptionally, overseas candidates may take the papers in their own school where satisfactory invigilation arrangements can be assured. An assessment and interview forms part of the entrance process. Letters offering places and scholarships or other awards will be sent out usually within one month of the entrance examination. Parents will be asked to accept the offer by returning the Acceptance Form and paying the Acceptance Deposit within the stated period, or decline the offer by the stated deadline (usually the common acceptance date in March for GSA schools), so that the place or award can be offered to another family if necessary. The Acceptance Deposit will be retained in the general funds of the School. Any variation in these arrangements from year to year because of the timing of the announcement of places by the local grammar schools will be made known to prospective parents. Parents will receive a copy of the Warwick Independent Schools Foundation's Terms and Conditions with the offer letter together with any Conditions of Award of a scholarship or other awards, if applicable.

Mid School (Years 8 – 10) Admissions Timetable Entry is usually on the basis of an examination in English, Mathematics and a Modern Foreign Language, an interview and a report from the candidate’s current school.

6.9

Sixth Form Admissions Timetable A provisional offer of a place will usually be made after an interview and assessment and on receipt of a satisfactory school report and reference and set of GCSE and A Level predictions. Candidates will be expected to gain a very good set of GCSEs with an “A” or “A*” in the subjects they intend to study at A Level and with at least grade “Bs” in the rest of their subjects. The “timetable” for the admissions process is flexible and depends on the timing of the application in respect of the entry date. Offers are confirmed on publication of the GCSE results.

ADMISSIONS DETAILS 6.10 i) ii) iii) iv) 6.11 i) ii) iii)

iv)

6.12 i)

Junior School (boys aged 7-11) Admissions Boys are assessed to enter the School at each age group. At 7+ there are assessments in English, Mathematics, Reading and a short story exercise. For boys currently attending Warwick Prep School, they are continually assessed in the years preceding their application to the Junior School and this obviates the need to sit a formal 7+ examination. At 8+, 9+ and 10+ assessments in English, Mathematics, Reading and Non Verbal Reasoning take place. 11+ (Year 7) Admissions Timetable Each year, the School will write to parents of boys registered for the intake due to start the School the following September giving detailed information about the schedule for the entrance procedure. Parents who have not heard from the School by early January are requested to write to the Head Master and, in case of doubt, also to telephone. Applicants are invited to attend the School for examinations during January in Mathematics, English and Non Verbal Reasoning. All candidates will be invited to interview with a small number being invited specifically for scholarship or bursary award interviews. Letters offering places and scholarships or other awards will be sent out usually within one month of the Entrance Examination. Parents will be asked to accept the offer and pay the Acceptance Deposit within the stated period or decline the offer by the stated deadline which will be agreed in advance, so that the place or award can be offered to another family if necessary. The Acceptance Deposit will be retained in the general funds of the School. Any variation in these arrangements from year to year, because of the timing of the announcement of places by the local grammar schools, will be made known to prospective parents. Parents will receive a copy of the Warwick Independent Schools Foundation's terms and conditions with the offer letter together with any Conditions of Award of a scholarship or other awards if applicable. Middle School (Years 8 to 10) Admissions Timetable Entry for Year 8 is usually on the basis of examinations in English, Mathematics and Verbal Reasoning, and a report from the candidateâ&#x20AC;&#x2122;s current school is also required.

6.13

Candidates seeking entry to Year 9 will also be required to sit a Science and Modern Language paper, with the option of sitting examinations in Music and Latin. Candidates may also choose to sit the Common Entrance papers.

6.14

Sixth Form Admissions Timetable *

A provisional offer of a place will usually be made after an interview and assessment and on receipt of a satisfactory school report and set of GCSE predictions. Candidates will be expected to gain a very good set of GCSE’s with at least a Grade “A” in three subjects and Grade B in five other subjects, with preferably an “A” in the subjects they intend to take at AS Level. GCSE grades at A or A* are required for the study of Mathematics and Science A level subjects. The “timetable” for the admissions process is flexible and depends on the timing of the applicant in respect of the entry date. Offers are confirmed on publication of the GCSE results.

ii)

Candidates wishing to apply for Sixth Form scholarships will be invited to sit papers and attend interviews to assess their ability in their chosen subjects for AS/A2 Level.

iii)

iv)

Overseas entrants whose first language is not English must satisfy the school in respect of their ability to cope with the curriculum in English and may be requested to complete a written test in their chosen subject. ______________________________________________________________________________________________________________________________________________

APPENDIX B(a) BEHAVIOUR POLICY This policy follows the guidance set out in the “Behaviour and Discipline in Schools guidance February 2014”. It should be read in conjunction with the Anti- Bullying policy, Policy for Discipline and Exclusions, Expulsion, Removal and Review, Policy for the use of Force to Restrain and Control, Searching and Confiscation Policy, Supervision Policy and the Child Protection and Safeguarding Policy. Introductory Statement The aims of our school are clear that we wish both the individual and the community to thrive, and they tell us in themselves a great deal about the kind of behaviour we need from every member of the school if they are to be fulfilled. We believe we should show respect, kindness and consideration for others; we should cooperate and work together harmoniously, we should be thoughtful, responsible, helpful and appreciative in all we do. Code of behaviour for all members of the school community We should: • Consider the implications and effect of the way we act. • Speak courteously and calmly to others, especially when we are feeling angry or upset. • Listen attentively to others and not talk when they are. • Speak well of others and not participate in gossip or rumour. • Be punctual. • Keep our word in respect of what we have agreed to do. • Look out for others, their wellbeing, happiness and safety in all situations and at all times. • Show our appreciation for what others do, saying thank you at every opportunity. • Set an example by our own conduct, especially when we are in a position of leadership or have dealings with younger ones. 47

• Observe all the small everyday courtesies that make life pleasanter e.g. saying good morning, holding doors. • Apologise graciously when need be and not bear any grudges. Working in School Council meetings over the 2016-2017 academic year, Year 7 – 13 girls and staff collaborated and drew up a code of conduct entitled “our School’s Aims and Pledges”.

School Aims and Pledges To foster a love of learning, intellectual curiosity, independence of thought and effective learning habits. We will: • • • •

Approach all lessons with open minds Take every opportunity to learn and go beyond the boundaries of the curriculum Be brave, take risks and be resilient in our learning Make the most of both independent and collaborative learning

To provide a safe, stimulating and supportive school environment, where each pupil can feel inspired, challenged and valued. We will: • Support all year groups by being friendly and inclusive • Take advantage of all the facilities and look after them • Be more motivated and willing to fill leadership roles To foster a vibrant school community, built on trust and respect and instil a sense of social responsibility. We will: • Get involved in fundraising events and other volunteering opportunities • Be inclusive and supportive of all people in the school community • Be prepared to fulfil leadership roles • Encourage the inclusion of the local community To develop resilience and confidence and to inculcate integrity We will: • • • • •

Be ourselves Always be honest Take risks and challenges Not to be afraid of failure Have confidence to speak up

To provide a rich and stimulating school experience, where our pupils can explore and develop their interests, gifts and talents and discover new ones. We will: • Take every opportunity offered • Do things outside of our comfort zone • Seek additional support when needed • Volunteer to help in and out of school • Put forward our ideas and get involved Teachers (and all staff who have responsibility for pupils) have statutory authority to discipline pupils whose behaviour is unacceptable, who break the school rules or who fail to follow a reasonable instruction1 . Teachers can discipline pupils at any time the pupil is in school or elsewhere under the charge of a teacher, including on school visits and within the agreed policy. It is the expectation that all pupils and staff within the school community will behave in accordance with this policy and the other related policies. The expected code of behaviour is raised both formally (.g. during form times, assemblies, PSHEE time, and informally and pupils are encouraged to respect each other and speak out if there are any issues. Pupil support systems are in place, where every pupil knows who they can go to for support. All members of the school community, pupils and staff are expected to behave accordingly to their behaviour policy and sanctions and disciplinary action will be taken as is reasonable and appropriate to the wrong doing. This may involve liaising with parents and other agencies and also for example disciplinary action against any pupil who is found to have made malicious accusations against staff. The rewards and sanctions system is clearly outlined to all parents, pupils and staff in order to support good behaviour. All rewards and sanctions are listed on the pupil’s portal page and parents have immediate daily access (real time reporting) to this information. Rewards Girls should always be encouraged to find satisfaction in conducting themselves well for its own sake. They do, however, respond well to a variety of rewards which are listed below: • • • • • • • • • • • 1

The personal satisfaction of knowing one has done well Verbal praise/encouragement/feedback Written praise/encouragement/feedback on work and in reports Commendations Sixth Form: award of good grades in monitoring Prizes and awards Public congratulations in assembly Sent to receive congratulations privately from HM for a special achievement “Postcards” home for exceptional work Head Master’s commendations and recorded on Roll of Honour noticeboard Head Master’s breakfast for achievement

(Section 90 and 91 of the Education and Inspections Act 2006). 49

Sanctions The school has always been proud not to have to impose a lot of sanctions. Those listed below should be used with discretion and fairness and always in the context of a clear explanation of what was wrong and what is positively required in the future. • • • • • • • • • • • • • • • • • • • •

Verbal reprimand/warning Sent to more senior colleague for reprimand/punishment Move seat Move to another class Sent out to designated central place and seen by SMT Placed on report School based community service or imposition of a task e.g. chewing gum, dining room, chair duty, litter, tidying of a classroom or other community activity Do or repeat work Do extra work or other appropriate written task in own time Remain after school to do work either as a one off or regular arrangement Contact/Meeting with parents Withdrawal/Removal of privilege of being taught in subject(s) Removal of other privilege e.g. going on a trip, internet access, free time at lunchtime, free afternoon Completing a reflection sheet Letter of apology Replacing damaged materials Confiscation Sent to lunch-time or after-school detention (teaching staff can put a pupil into lunchtime detention for subject concerns and only Heads of Key Stage and SMT can give a lunchtime or after school detention for disruptive or poor behaviour2 Suspension – HM only Expulsion – HM only

Pupils’ conduct outside the school gate Subject to the behaviour policy, teachers may discipline pupils for: 1) misbehaviour when the pupil is: • taking part in any school-organised or school-related activity or •

travelling to or from school or

•

wearing school uniform or

•

in some other way identifiable as a pupil at the school.

2) or misbehaviour at any time, whether or not the conditions above apply, that:

Lunchtime detentions are 35minutes of a 1hr 10 lunch break and so always allow reasonable time for the pupil to eat, drink and use the toilet 50

•

could have repercussions for the orderly running of the school or

•

poses a threat to another pupil or member of the public or

•

could adversely affect the reputation of the school.

Sanctions will only be imposed for the above only “to such an extent as is reasonable” and these sanctions can only occur on school premises or elsewhere when the pupil is under the lawful control of the member of staff. How does school help to encourage positive behaviour through teaching and learning? Positive behaviour and teaching and learning are inextricably linked. Effective teaching and learning can only take place in a well-ordered environment. Teachers establish clear and accepted routines: for example pupils in years 7 to 11 have formal introductions to their lessons and do not sit until greeted by the teacher and invited to take their allocated places. Students cannot learn and teachers cannot teach where there is disruption or lack of focus. To unlock our pupils’ potential, teachers: • prepare well focussed and structured lessons so that the learning objectives are clear and relate to prior learning • actively engage pupils of all ages in their learning • develop learning skills systematically so that learning becomes increasingly independent • use assessment for learning to reflect on what is known and set targets for the future • have high expectations for effort and achievement • motivate by well paced teaching and a variety of activities matched to varying learning styles • create an environment that promotes learning in a settled and purposeful atmosphere • evaluate the effectiveness of teaching styles and methods To unlock their potential, pupils: • complete their homework or any preparation required in advance of the lesson • use independent learning resources such as the library • give their lessons their full attention • participate actively in all activities • work collaboratively or independently as required by the teacher In addition, there are a number of specific support systems in place to help students who misbehave. The form tutor and Head of Key Stage are the main academic and pastoral mentors for the pupil. They will work closely with the pupil, to talk through difficulties and put in place targets. For example, a report card may be used to support the student in focussing upon these targets during the school day. The Head of Key stage will meet the pupil on a regular basis for example every break time, to reflect upon progress with the targets. Also senior pupils can act as pastoral mentors where appropriate. Subject workshops run by teachers and 6th form subject mentors, also are offered as additional support for students that may be struggling with the expectations. We recognise that transition between primary and senior school as well as between Key Stage 3, 4 and 5, can prove difficult as they meet new expectations. We recognise this and ask teachers and form tutors to be particular mindful to immature behaviour that may occur naturally at such 51

times and that therefore a degree of leniency in the application of sanctions may be appropriate for instance, we do not give out cause for concerns to our Year 7 girls until the end of September. We also have dedicated Year 7 form tutors who are experienced in managing this transition year. In addition, students from other schools joining may have difficulty assimilating the culture of the school and may appear disrespectful. In scuh cases, staff are expected to employ tact while also making the expectations clear. The School makes a concerted effort to tailor its curriculum to the needs of each pupil and makes reasonable adjustments to the learning environment for those pupils with SEN such as modifying their curriculum and co-curricular timetables. School keeps an electronic register of the rewards and sanctions imposed on the pupil’s portal page (and accessible to parents) and in additional, any records of conversation that are had with staff or parents about a pupil’s behaviour are kept in the student’s file. Where any serious sanctions are recorded, these are held with the Deputy Head (Pastoral) who has an overview of all misbehaviour in school and can identify where patterns may be developing. How Parents Can Help We need and greatly value the support of our parents in upholding our Behaviour Policy. We particularly appreciate their support in these ways: • • • • • • • • •

Ensuring their daughter attends school regularly and punctually Ensuring she has checked that she has packed everything she needs for the following day Ensuring she leaves home each day wearing correct uniform with no jewellery or nail varnish (Years 7 – 11) or wears appropriate school dress (Sixth Form) Ensuring she has a regular evening and weekend routine which enables her to complete her homework to the expected standard and on time and without being interrupted by TV, phone, computers Ensuring all equipment, possessions and uniform are clearly marked and that valuables (n.b. iPods) are left at home Monitoring use of mobile phones and computers to ensure that potentially hurtful messages and chat to and about other girls in the school are not being exchanged out of school hours Responding promptly to any message of concern from staff about their daughter’s behaviour in school and working with us to remedy any problems Signing her diary (Key Stage 3) Alerting us to any personal issues or circumstances which might lead to poor behaviour or performance in school

Links between the Behaviour Policy and other School Policies: We recognise that the behaviour policy is one of a suite of policies that is in place to safeguard our pupils and staff. We are required by national guidance to include the following policy reference links in our Behaviour Policy: Links with the “Use of Force to Control or Restrain Pupils Policy” It is the expectation that at King’s High we will never have to employ the procedures laid out in the policy: The Use of Force to Control or Restrain Pupils. However, all staff members have a 52

responsibility to ensure that good order and discipline are maintained and the safety of pupils ensured and so will, if deemed absolutely necessary, (and acting in accordance with the policy), use reasonable force. This would only ever be as a protective measure and never in a disciplinary sense. The school does not, of course, use corporal punishment, nor does the school place any pupil in an isolation room for disruptive behaviour. Links with the Anti-Bullying policy All schools are required to address antisocial behaviour within their school such as gang culture, racism, and any forms of extremism through their Behaviour and Anti-Bullying Policies. In addition, the behaviour policy and disciplinary action apply to pupils behaving antisocially beyond the school gate whether they are in the charge of a member of staff or not. Links with the Searching and Confiscation Policy Under no circumstance should pupils bring into school any prohibited items and the Headteacher and staff authorised by them, have a statutory power to search pupils or their possessions including lockers and desks, without consent, where they have reasonable grounds for suspecting that the pupil may have a prohibited item. Prohibited items are: • knives or weapons • alcohol • illegal drugs • stolen items • tobacco and cigarette papers • fireworks • pornographic images • any article that the member of staff reasonably suspects has been, or is likely to be, used i) to commit an offence, ii) to cause personal injury to, or damage to the property of, any person (including the pupil) • head teachers and authorised staff can also search for any item banned by the school rules which has been identified in the rules as an item which may be searched for. (Note: Weapons and knives and extreme or child pornography must always be handed over to the police, otherwise it is for the teacher to decide if and when to return a confiscated item.) The behaviour policy is publicised and made available to all parents, pupils (on the portal page) and staff yearly (beginning of September term at the latest) and is on the website. Reviewed: July 2017 Policy to be reviewed: June 2018 DH(P) Behaviour Policy - APPENDIX A -Lunchtime Detentions Why? •

To act as a deterrent to girls who ▪ fail to comply with homework expectations in terms of handing in homework on time and completing it in a satisfactory manner; ▪ fail to behave in an appropriate manner

•

To relieve staff of the burden of supervising girls at lunchtime. 53

How might it deter? • It is a withdrawal of privilege i.e. of free time and opportunity to eat during first lunch. • •

3 consecutive offences trigger contact with parents from the Head of Key Stage and an after school detention 3.45 – 4.45 pm supervised by Head of Key Stage. NB failure to attend after a reminder will also result in an after school detention with the Head of Key Stage

When? • Twice weekly, usually Tuesday and Thursday 1.15 – 1.40 pm. Where? • Landor Library. With Whom? • Deputy Heads Operation by Staff 1. Giving the Detention For Homework • For the first offence complete a cause for concern. On second offence, detention given and record it on a Concern. • Register the detention by entering the girl’s name, form and offence electronically into the Day Book in ISams or enter it in the detention file in the Staffroom cupboard on the page for the relevant date. Set work to be completed and if applicable put it in the detention file before the detention date. For Conduct • Complete a Concern outlining the behavioural concern. Make a recommendation/action that the girl be given a detention. • The form tutor or Head of Key Stage will then authorise a detention and enter the detention as above and will let the pupil know when the detention is required. For not signing in • It is a requirement that all girls register am and pm (daily attendance register). If a girl misses form registration am or pm because she is late or has a lesson e.g. Music or LAMDA scheduled at that time, then she must, as a priority, on arriving at school sign in in the signing in book. If she forgets she is registered as absent and an automatic text is sent home to notify parents. If it is made know that she is actually on site, then matron will find her and issue her with a detention slip for missing signing in/registering. N.B. Always complete Concern 2.

Supervising the Detention • Fetch the file and tick or cross each girl’s name. Return it to the staff room at 1.40 pm. (The electronic list of those girls attending detention is printed off on each detention day, by the Studies Secretary and put in the detention file. 54

• • •

If a girl is absent from detention, an absence slip (found in the detention file) is completed and put in the form teacher’s pigeon hole for actioning. A second consecutive absence should be passed directly to the Head of Key Stage for the issuing of an after school detention. Make a date record on the relevant form/year group list (in back of file) against the attendees names. If a girl has reaches three detentions then notification is sent to the relevant Head of Key Stage to see the girl and contact parents, so that an after school detention can be given.

Form Teacher’s Role • • • •

Monitor cause for concerns and requests for “behavioural” detentions. Give detention for behaviour as appropriate, completing the detention file and notifying the girls when it is. Follow up on any girl not attending detention (slip sent from staff taking the detention ) and reschedule it Keep Head of Key Stage informed and trigger a request (from Head of Key Stage) for formal letter home for “after school detention” if three detentions given across subjects.

Head of Key Stage Role • • • • •

Provide support for the form teacher See any girl who fails to attend (but is not absent) as soon as possible See any girl who gets 3 detentions in a row. Contact her parents, preferably in person, and send the standard after school detention letter in the post. Issue and afterschool detention for any student who misses her detention on two consecutive occasions. Monitor for improvement. If no improvement (i.e. continues to get detentions) ask parents to attend a meeting.

Administration Role Make sure that the detention file has: • recording sheets for the term • missed detention slips • small wad of lined paper • copies of code of conduct • an electronic register of detention attendees is provided for each detention session Behaviour Policy - APPENDIX B - Sixth Form In addition a sixth former may be placed in detention • • •

If she has missed deadlines on three subsequent occasions, a verbal warning and Concern having previously been given If she has failed to adhere to the dress code after two verbal warnings If she has been late for school on 3 occasions

Missing a lesson with no good reason at the Headmistress’s discretion. 55

Behaviour Policy - APPENDIX C If you need to send a girl out of a lesson • • •

Tell her to go straight to the school office and report that she has been sent out Fill in a cause of concern as soon as you can Inform Head of Key Stage

The office will contact a member of SMT who will see the girl and take the appropriate action ______________________________________________________________________________ APPENDIX B(b) Warwick Independent Schools Foundation Warwick School, King’s High School and Warwick Prep. ANTI-BULLYING POLICY

The basis of pastoral care at the Warwick Independent Schools Foundation Schools is of paramount importance for every pupil’s health and welfare. We are committed to creating a safe and caring school community where every pupil is valued and can realise their potential through the provision of stimulating teaching, a wide range of opportunities and excellent facilities. The schools will not tolerate unacceptable behaviour of any kind which prevents this from happening. We encourage an atmosphere where independence, individual talents and academic achievement will be celebrated and flourish without fear, recognising that bullying can cause psychological damage and even suicide. Bullying is defined as deliberately hurtful behaviour, repeated over a period of time, where it is difficult for those being bullied to defend themselves. Bullying results in pain and distress to the victim and impedes their learning. Bullying can take many forms and can be physical, emotional, verbal, racist, sexual, homophobic, cyber (social websites, mobile ‘phones, text messages, photographs, e-mail), disability, religious, and cultural, in nature. The Warwick Independent Schools Foundation Schools aim to: • take bullying seriously and demonstrate that it will not be tolerated • take measures to prevent all forms of bullying in school and on off-site activities • educate pupils through the teaching and pastoral care programmes to develop a culture of respect and responsibility towards others, staff, the school environment, and self thus using the positive behaviour policy to help avoid bullying • support everyone in the actions to identify and protect those who might be bullied • promote an environment where pupils are encouraged to tell an adult about bullying • promote positive attitudes in pupils, where there is a focus on helping anyone who needs help • develop responsible, self-confident, caring and adaptable students with the intelligence, character and skills to succeed in a changing world. 56

This policy is supported by the individual bullying procedures of the 3 schools within the Foundation.

Anti bullying policy3 In accordance with the aims of King’s High School and its behavioural policy, the basis of pastoral care at King’s High is that every pupil’s health and welfare is of paramount importance. We are committed to creating a school community where every individual is valued and can learn and develop in a secure and caring atmosphere. Actions such as bullying undermine this aim and will not be tolerated. If bullying does occur, all pupils should be able to tell, and know that incidents will be dealt with promptly and effectively. Anyone who knows that bullying is happening is expected to tell. The school also recognises that it must take note of bullying perpetrated outside of school which spills over into the school. The school will do what is reasonably practicable to help eliminate any such bullying. What Is Bullying? Bullying can be related to: ▪ Race, religion or culture ▪ Special educational needs or disability - young people with an SEN or a disability are more at risk of bulling than their peers and School needs to eliminate any SEN or disability related harassment ▪ Appearance or health conditions - where there is a health or visible medical condition such as eczema, or perceived physical limitations such as size or weight. ▪ Sexual orientation - young people who are gay or lesbian (or perceived to be) face higher risk of bullying ▪ Young carers or looked after children, those adopted or specifically their home circumstances - may be vulnerable as they face many difficulties, risks of ill health, stress, tiredness as well as falling behind because of home demands on their work. ▪ Sexist and sexual - both sexes may become victims of their own sex as well as those who are transgender, experiencing gender dysphoria or do not conform with their gender role. Methods of bullying can be: Cyber

Physical Sexual

All areas of internet, such as email/ social media misuse/ threats by text messaging/ calls/ posts. Misuse of associated technology , i.e. camera & video facilities Pushing, kicking, hitting, punching or any use of violence or aggressive behaviour Unwanted physical contact or sexually abusive comments

Policy reviewed in light of DfE publication “Preventing and tackling bullying” November 2014 57

Verbal Exclusive Behaviour Peer Pressure

Name-calling, sarcasm, spreading rumours, teasing, subtle comments, derogatory language. Adopting a policy of excluding someone from conversations and/or activities Pressure to conform.

Motivations for bullying can be: Cultural Special Educational Needs / Disability Emotional

Homophobic Racial Religious Sex or gender related Home circumstance

Focusing on different customs and practices. Verbal intimidation, name calling, specific physical comments/actions. Being unfriendly, excluding, social ostracism, tormenting (e.g. hiding books, damaging belongings, threatening gestures), Because of, or focusing on, the issue of sexuality. Racial taunts, graffiti, gestures. Abusing aspects of a religion, its founding member, observances, practices. Taunts of a sexist or gender nature (including transgender etc). Eg Family circumstances such as adoption, or a child acting as a carer, matters connected to parents, or comparative wealth

All of these are intended to make the victim very unhappy and may cause great distress. Bullying is thus different in nature and severity from minor teasing and the ordinary give-and-take of school life. Why is it Important to Respond to Bullying? Bullying hurts. No one deserves to be a victim of bullying. Everybody has the right to be treated with respect. Pupils who are bullying need to learn different ways of behaving. Schools have a responsibility to respond promptly and effectively to issues of bullying and to try and identify where there are patterns of bullying to aid the response. Aims of the Policy The school aims: • To take bullying seriously and show it will not be tolerated • To take measures to prevent all forms of bullying in school and on off-site school activities • To support everyone in the actions to identify and protect those who might be bullied • To demonstrate to all that the safety and happiness of pupils is enhanced by dealing positively with bullying 58

• • •

To promote an environment where it is not an offence to tell someone about bullying To promote positive attitudes in pupils in respect of their relationships with others To take action to reduce the risk of bullying at times and in places where it is most likely to occur

Objectives of this Policy • • • • •

All governors, teaching and non-teaching staff, pupils and parents should have an understanding of what bullying is. All governors and teaching and non-teaching staff should know what the school policy is on bullying, and follow it (when bullying is reported). All pupils and parents should know what the school policy is on bullying, and what they should do if bullying arises. As a school we take bullying seriously. Pupils and parents should be assured that they will be supported when bullying is reported. Bullying will not be tolerated.

Signs and Symptoms A child may indicate by signs or behaviour that he or she is being bullied. Adults should be aware of these possible signs and that they should investigate if a child: • • • • • • • • • • • • • • • • • • • • • • • • •

is frightened of walking to or from school doesn't want to go on the school / public bus begs to be driven to school, refuses to get out of the car changes their usual routine is unwilling to go to school (school phobic) begins to truant becomes withdrawn anxious, or lacking in confidence starts stammering attempts or threatens suicide or runs away cries themselves to sleep at night or has nightmares feels ill in the morning begins to do poorly in school work comes home with clothes torn or books damaged has possessions which are damaged or " go missing" asks for money or starts stealing money (to pay bully) has dinner or other monies continually "lost" has unexplained cuts or bruises comes home starving (money / lunch has been stolen) becomes aggressive, disruptive or unreasonable is bullying other children or siblings stops eating is frightened to say what's wrong gives improbable excuses for any of the above is afraid to use the internet or mobile phone is nervous & jumpy when a cyber message is received

These signs and behaviours could indicate many other problems, but bullying should be considered a possibility. Procedures Schools 1. If bullying is seen or suspected by a member of staff, it may be dealt with initially and immediately by that member of staff. A note should always be made and the relevant senior teacher informed. If a racial element is involved, the Head/Deputy Head(Pastoral) needs to be informed immediately 2. Where concern about bullying has been seen or reported, the incident(s) will be recorded and given to the Head of Key Stage, Deputy Head (Pastoral) and Head 3. The Head of Key Stage/Deputy Head (Pastoral) will interview all the parties and make a record 4. The Head of Key Stage/form teacher will determine with the Deputy Head (Pastoral)/Head the appropriate strategy and plan of action to combat the bullying 5. The form teacher will oversee the implementation of the strategy 6. Parents may be informed and will be asked to come in to a meeting to discuss the problem 7. If necessary and appropriate, police will be consulted 8. The bullying behaviour or threats of bullying must be investigated and the bullying stopped quickly 9. An attempt will be made to help the bully (bullies) change their behaviour 10. Form teachers will be kept informed and staff teaching the bullied pupil will be informed 11. Punitive measures (spanning the full range of available sanctions including suspension and expulsion) may be used as appropriate and in consultation with all parties concerned Pupils If a pupil is being bullied they should tell anybody they trust such as form teacher, Head of Key Stage, Deputy Head (Pastoral), subject teacher or any other member of staff or family or friends. Pupils who have been bullied will be supported by: 1. offering an immediate opportunity to discuss the experience with a form teacher or member of staff of their choice 2. reassuring the pupil 3. offering continuous support 4. restoring self-esteem and confidence Pupils who have bullied will be helped by: 1. discussing what happened 2. discovering why the pupil became involved 3. establishing the wrong doing and need to change 4. informing parents or guardians to help change the attitude and behaviour of the pupil Outcomes The following steps can be taken: • The bully (bullies) may be asked to genuinely apologise • Sanctions may be imposed such as detention and exclusion from certain areas of school. • An official warning may be given to cease offending • Suspension or even exclusion will be considered • If possible, the pupils will be reconciled 60

•

After the incident / incidents have been investigated and dealt with, each case will be monitored to ensure repeated bullying does not take place.

Anti-bullying education in school The School employs a number of strategies to educate the girls about bullying: • The School’s policy is discussed with year 7 in the first few weeks of term by their Head of Key Stage • PSHEE sessions in year 7 highlight the issues in the context of good behaviour and suggest appropriate ways of dealing with negative and unkind behaviour • Each form teacher in school makes girls aware of and talks through the “Need Help or Advice” notice found in each form room. A bullying wallet card is given out to all girls in school every Sept. with information on how to deal with bullying and useful contact numbers. • Form tutorial time is given over to discussing bullying issues as well as it being part of the PSHEE curriculum • Assemblies are used to ensure that the school policy is reinforced at regular intervals • Anti-bullying issues are raised in subject areas through the curriculum including Drama, History, English etc as well as in ICT with a specific internet usage and cyber bullying course • Awareness may be raised in School Council • Supervision of all areas at break and lunch time by staff is a priority and there are quiet supervised areas (library) where girls can go. • External agencies sometimes provide talks through the PSHEE curriculum • A positive school ethos is created by celebrating success in School e.g. in assemblies, noticeboards etc Involvement of Parents Parents should know that the school will not tolerate bullying and takes a positive approach to educating pupils to combat it. Parents of pupils who are being bullied and parents of the bullies will be involved in the solution to the problem as appropriate by the Head of Key Stage in consultation with the Deputy Head (Pastoral) Parents will be informed of the policy and procedures and the possibility of permanent exclusion (i.e. expulsion) following gross acts of bullying. Involvement of Pupils Pupils will have an input into the PSHEE anti bullying programme and through other strategies e.g. form time and will be consulted on how it could be developed. Part of this programme will focus on how to cope with bullying, how to report bullying both in and out of school and the consequences of bullying. Pupils will be assured that they will be listened to and that incidents are acted upon. Monitoring, evaluation and review The school will review this policy annually and assess its implementation and effectiveness. Pupils are made aware of expectations of behaviour and the sanctions that may be implemented. A bullying file is kept with records of incidences where disciplinary action has been implemented. 61

The school will update its approach and take into account developments such as in technology updating the “parent/pupil acceptable use” policy for using computers and other mobile devices in and out of school. The policy will be promoted and implemented throughout the school. Staff will receive training outlining their responsibilities regarding bulling, how to resolve problems and where to seek support. Where appropriate School will invest in specialised skills to train staff e.g. Special Educational Needs and/or disability (SEND) and will draw upon the experience and expertise of anti-bullying organisations. Responsibilities The Head will: •

ensure that all staff are trained and have an opportunity of discussing strategies and reviewing them

•

determine the strategies and procedures

•

discuss the development of the strategies with the SMT

•

ensure appropriate training is available

•

ensure that procedures are brought to the attention of staff, parents and pupils

•

report annually to the Governing body

The Deputy Head (Pastoral) will: •

be responsible for the day to day management of the policy and systems

•

ensure that positive strategies and procedures are in place to help both the bullied and the bullies

•

keep the Head informed of incidents

•

arrange relevant staff training

•

determine how best to involve parents in the solution of individual problems

•

support and advise all other staff in dealing with bullying incidents

•

make regular reports to the Head

Heads of Key Stage will: •

be responsible for ensuring that the school’s positive strategies are put into practice

•

know the school procedure and deal with incidents that are reported

Form Teachers will: •

be responsible for liaising with Heads of Key Stage over all incidents involving their pupils in their form

•

be involved in any agreed strategy to achieve a solution 62

•

take part in promoting the anti-bullying policy through the PHSE programme

All staff will: •

know the policy and procedures

•

be observant and ask pupils what is happening to them

•

deal with incidents according to the policy

•

never let incidents go unreported, whether on or off site

•

participate in promoting the policy

Governing Body The “nominated Child Protection Governor” will liaise with the Chairman of Governors, the Head and the Deputy Head (Pastoral) over all anti bullying strategies and individual cases where appropriate. The Governors will discuss, review and endorse agreed strategies on the initiative of the nominated Governor and in any case will discuss the Head’s annual report on the working of the policy. The Anti-bullying policy should be read in conjunction with the Behaviour Policy and Child Protection Safeguarding Policy. Policy Review date : May 2018 DH(P) Helpful Organisations and Contact Details Legislative links Schools’ duty to promote good behaviour: Section 89 Education and Inspections Act 2006 and Education (Independent School Standards) (England) Regulations 2010 Power to tackle poor behaviour outside school The Equality Act 2010 Specialist organisations: • • • • • •

Childline – 0800 1111 NSPCC Helpline – 0808 800 500 Parentline Plus - 0808 800 2222 The Samaritans – 01789 298 866 or 08457 909 090 Cruse Bereavement Line – 0208 940 4818 Relate Teenage line – 01926 403340

• The Anti-Bullying Alliance (ABA): Founded in 2002 by NSPCC and National Children's Bureau, the Anti-Bullying Alliance (ABA) brings together over 100 organisations into one network to develop and share good practice across the whole range of bullying issues. •

Beatbullying: A bullying prevention charity with an emphasis on working directly with children and young people. In addition to lesson plans and resources for parents, 63

Beatbullying have developed the Cybermentors peer support programme for young people affected by cyber-bullying. www.beatbullying.org •

•

Kidscape: Charity established to prevent bullying and promote child protection providing advice for young people, professionals and parents about different types of bullying and how to tackle it. They also offer specialist training and support for school staff, and assertiveness training for young people. Parents Helpline (Mon-Fri, 10-4) 0845 1 205 204 or www.kidscape.org.uk Restorative Justice Council: Includes best practice guidance for practitioners 2011.

Cyber-bullying: • ChildNet International: Specialist resources for young people to raise awareness of online safety and how to protect themselves.Think U Know: resources provided by Child Exploitation and Online Protection (CEOP) for children and young people, parents, carers and teachers. • Digizen: provides online safety information for educators, parents, carers and young people. • Advice on Child Internet Safety 1.0: The UK Council for Child Internet Safety (UKCCIS) has produced universal guidelines for providers on keeping children safe online. LGBT: • EACH: A training agency for employers and organisations seeking to tackle discrimination on the grounds of gender and sexual orientation. •

Schools Out: Offers practical advice, resources (including lesson plans) and training to schools on LGBT equality in education.

•

Stonewall: An LGB equality organisation with considerable expertise in LGB bullying in schools, a dedicated youth site, resources for schools, and specialist training for teachers.

SEND: • Mencap: Represents people with learning disabilities, with specific advice and information for people who work with children and young people. •

Changing Faces: Provide online resources and training to schools on bullying because of physical difference.

•

Cyberbullying and children and young people with SEN and disabilities: Advice provided by the Anti-Bullying Alliance on developing effective anti-bullying practice.

Racism: • Show Racism the Red Card: Provide resources and workshops for schools to educate young people, often using the high profile of football, about racism. • Kick it Out: Uses the appeal of football to educate young people about racism and provide education packs for schools. • Anne Frank Trust: Runs a schools project to teach young people about Anne Frank and the Holocaust, the consequences of unchecked prejudice and discrimination, and cultural diversity 64

APPENDIX C Careers Education and Guidance Policy and Programme Aims: 1. The Careers and Education Guidance (CEG) programme at King’s High School (KHS) aims to encourage a pupil to begin to develop skills which will enable her to assess, investigate, analyse and understand her abilities, potential and interests. 2.

The CEG programme at KHS aims to develop the individual pupil’s personal skills to allow her to undergo a continual reassessment of her own needs throughout her career.

The CEG policy at KHS aims to give objective and impartial advice and equal opportunity within the delivery of all aspects of the CEG programme.

Year 7-13: Pupils and students are encouraged to utilise the careers resources in school. The careers libraries are situated in the Sixth Form Centre and the main school library. Each area is extremely well stocked with relevant and freshly resourced literature on professions and jobs spanning all aspects of the Careers Library Classification Idex (CLCI), university admissions, employability skills, admissions testing, CV, interview and presentation skills, job market information, gap year opportunities, working and studying abroad, non-university options, internships and apprenticeships and university and course specifications and requirements. Unusual career pathways and jobs, (volcanology, motorsport industries, M15) are focussed upon to encourage students to engage in wide careers research. Pupils and students are invited to attend careers presentations that take place in the Autumn and Spring Terms. Talks cover a wide range of professions from archaeology to veterinary science and medicine, from product design to physiotherapy, from Oxbridge application to apprenticeship and internship opportunities at companies such as IBM. Hot-seating events in Year 9 and 11 allow students to explore careers opportunities by speaking with professions. Year 7 & 8: Pupils in Year 7 & 8 start to explore understanding of their own personal skills and talents. They are encouraged to explore opportunities by attending careers talks and think about matching personal preferences as they evaluate the employability and personality skills needed for certain professions. Year 9: 1.

Year 9 pupils and their parents receive a letter which outlines the schedule for the GCSE option choices. Each Year 9 pupil is issued a copy of the King’s High Careers Handbook which highlights careers resources available. 65

During lunch times pupils can visit the Careers Library and chat to members of the Careers Team about their career options. Training sessions of Careers computer software take place in Careers lessons to heighten the awareness of Year 9 pupils of the facilities available to them in school. Pupils are encouraged to take their own initiative and responsibility for their career planning by utilising the resources available and approaching members of staff for guidance.

Discussions with subject and form teachers in January and the distribution of the GCSE Choices Booklet serve to enhance the pupils’ personal skills to become their own career managers.

The Year 9 Parents evening early in the Spring Term provides the opportunity for parents to discuss with subject staff and form tutors suitability of subjects and options being considered by Year 9 pupils.

Careers presentations by the Head of Careers are designed to heighten the each pupil’s career management skills. The aims of the talk are as follows: • • • • • • • • •

• • • •

to provide each pupil with an overview of the path through GCSE, A level, higher education and foundation courses leading to career choice to encourage each pupil to embark on careers research to encourage each pupil to take responsibility for her own careers research as well as to foster within each pupil motivation to see guidance from relevant sources when required to engender within each pupil a feeling of excitement for the career planning and achievements it will bring throughout her career to introduce the Careers Calendar for the KHS Year 9 Careers and Education Guidance programme to introduce pupils to the internet facilities for careers to allow students the opportunity to use the above facilities as part of careers research to facilitate distribution of the KHS Year 9 Careers Handbook to allow each pupil the opportunity to explore the ‘The Investigator’ careers guidance software programme and research possible job areas and expand her knowledge of the wide range of specialist careers open to her; the careers theory (Holland’s Theory) behind the programme encourages keen analysis of personality traits and character strengths to encourage each pupil through her careers research and by developing self-assessment techniques to aspire to high goals of achievement in her career and focus on examples of successful women in the world of work through a research project to encourage each pupil to develop research techniques into career areas and develop ways of assessing the validity of her findings to her own personal preferences to encourage each pupil to develop CV writing skills to encourage each pupil to develop and update as a ‘live’ document, her CV as an ongoing record of her achievements.

Year 10-11: 1. Year 11 students are encouraged to complete self-assessment sheets and action plan sheets. The sheets are designed to encourage each pupil to undergo a process of self-assessment and career planning so that she makes the fullest use of all of the resources available to her in 66

school. The sheets are also designed to provide a catalyst for thought for each pupil to prepare for the Sixth Form Open Evening at which pupils and parents may attend presentations by current Sixth Form students and teaching staff on the A Level subjects in the Sixth Form Curriculum. 2. Year 11 students are encouraged to check suitability of A Level choices in accordance with UCAS and university guidelines with a view to higher education application and application to apprenticeship schemes. 3. In the Summer Term of Year 10, pupils take part in the Futurewise Profile Test which measures different abilities, key aspects of personality and the dexterity of the candidate. The test is administered on-line which facilitates use of data by pupils, parents and careers staff as part of the action plan processing. The aptitudes displayed by the individual are analysed and the report provides the student with a measurement of her powers of reasoning in solving abstract problems, of verbal and numerical ability, of perceptual ability in deciphering diagrams and pictures, of spatial ability and mechanical ability. Interests are also taken into consideration and personality is measured with reference to mental agility, aptitude for forming new ideas and confidence in expressing the ideas. The Guidance Report should be regarded by the student as a catalyst for further research and discussion with teachers, careers advisors and employers as consideration is given to A Level choices and subsequent Higher Education courses. Each pupil is invited to attend a Futurewise interview based upon the Guidance Report and careers options and the suitability of AS level choices are discussed with visiting representative. Further appointments are available with the Head of Careers and Careers Advisors throughout Year 11. Each student becomes a member of Futurewise in Year 10 and can benefit from the scheme throughout her school career. The programme allows each student to build up her own personal profile on the web and parents can track their daughter’s progress as she ventures through the careers cycle. 4. Each Year 10 pupil attends a workshop on presentation skills and on ‘being aspirational’. The workshop is delivered by an expert from outside school and constitutes the first session of the Professional Development programme that continues throughout Years 11-12. 5. The Year 11 Parents’ Evening provides the opportunity for parents to discuss with subject staff and form tutors suitability of subjects and options being considered by Year 11 pupils. 6. Discussions with subject and form teachers in the Autumn Term and the distribution of the A Level Choices Booklet serve to enhance further the students’ personal skills to become their own career managers. 7. Year 11 pupils have individual interviews with Careers Advisors as part of the option choice programme to discuss suitability of subject choice and university subject requirements to ensure that each student makes an informed decision regarding A Levels and thus keeps all options open whilst maximising her potential. 8. Each Year 11 student attends a presentation on the writing of a CV delivered by a specialist careers consultant from outside school and thus gains skills for life by benefiting from pertinent and expert advice from a specialist in the field of career planning. Each student is subsequently encouraged (by the Work Experience Co-ordinator) to compile her CV in preparation for her involvement in the Work Experience programme. 67

Years 12-13: 1.

The CEG programme at KHS for Year 12-13 students aims to provide stimuli to increase a student’s awareness of the opportunities available to her and to encourage her to be motivated and to use her initiative to assess the appropriateness and validity of the advice given by the careers staff and subject staff. This should enable the student to look beyond any restrictions that the environment may place upon her and be aware that the stimuli within school are merely part of a lifelong learning experience which she will need to adapt to suit different and changing environments throughout her career. 1. The Aim of the KHS CEG programme for Years 12-13 is to give relevant guidance to Year 12-13 students and help them make an informed choice as to university and course choices and to apprenticeship schemes. Students are encouraged to take into account the increasing flexibility of degree, sandwich and modular courses which facilitate the experience within the workplace and/or study of two or more subjects at university, some of which can be taken from scratch at university. The choice of university is also largely dependent upon these criteria and it is important for the careers advisor to provoke the student’s thoughts using these criteria as a base. General ability and special aptitudes determine the calibre of university; students are encouraged to adopt realistic aspirations- predicted grades issued at the end of Year 12 and module results should serve as an indicator and further discussion with careers advisors is then initiated. Interests, personality and physical characteristics are also taken into consideration with regard to the type of institution which would best suit a particular student. 2. Attainments and experience enhance the student’s personal statement for the UCAS form; with the increasing number of students applying for university places, work experience and extra-curricular activities add vital impact to the student’s application. The maintenance of links with employers and a wide ranging work experience programme afford the students the opportunity to link their learning experiences within school with learning experiences in the community, industry and commerce and the work place. 3. The CEG programme at KHS aims to draw the individual student’s attention to the fact that the modern day career structure demands diversity of skills and abilities and aptitudes. The diversity and flexibility of content and subject choice A Level and for university degree courses encourage the development of a multiplicity of skills which in turn enhance the employability of the graduate in a society where career changes and short-term contracts are ever common. 4. The CEG programme at KHS aims to develop and nurture within the ethos of the school and supporting institutions of the community, an awareness amongst staff, careers advisors, pupils and students that careers guidance needs to be flexible and diverse to suit the changing needs of the individual when necessary. 6. The CEG programme at KHS aims to develop and nurture within the individual student an incentive to fulfil her aspirations of a career which will bring job satisfaction and motivation for work; achievement, recognition, the work itself, responsibility and advancement are facts of the working school ethos across the curriculum and of extracurricular activities; the CEG programme at KHS aims to heighten the individual student’s 68

awareness of the relevance of the cited determinants not only to her sense of well being at the present moment in time but to use them as stimuli on which to build an action plan through which she becomes her own career manager on the route to the fulfilment of her aspirations. 7. Each Year 12 student attends Careers Lessons as part of the General Studies programme. The aims of the lessons are as follows: • to provide Year 12 students with an overview of the application procedure and give each student the opportunity to ask questions • to instil within each student a sense of responsibility for her own career choices as well as the confidence to seek guidance and help from the relevant sources • to ascertain from the students who is planning to apply to university, gap year, foundation courses, employment etc. • to encourage each student to utilise the self-assessment and action plan sheets in the Year 12-13 Careers Handbook to develop skills in self-evaluation, in analysis of the findings of her research in line with her own preferences and to plan accordingly with realistic aspirations. The targets of the lessons are as follows: • to ensure that each Year 12 student gains knowledge of the application procedure to Higher Education • to ensure that each student gains an overview of the timescale and deadline boundaries within the application procedure. 8. During the course of the Year 12-13 CEG Calendar each student is invited to complete assessment and action plan sheets which are incorporated within the King’s High School Sixth Form Careers Handbook. The completed assessment sheets form an individual profile of the student which will help her in her formulation of her individual Careers Action Plan and are a source of reference for the member of the Careers Team in his/her advisory role. Notes on each interview are made by the Careers Advisor on interview reviews sheets. Follow-up interviews are arranged as appropriate. 9. The Year 12 Careers Evening at the beginning of the Spring Term provides parents and students with the opportunity to attend a presentation by a visiting speaker from a university on application to Higher Education and university life and to gain further information on the CEG programme and to ask questions. 10. The Year 12 Careers Day and the programme of events leading up to it in the Summer Term of the Careers Calendar are designed to act as a thought provoking and constructive procedure for students who are in the process of making gap year/higher education/university and course choices. 11. Sixth Form students benefit from individual interviews with members of the Careers Team throughout Years12-13 to discuss aspects of career choice and university application, including the personal statement. 12. Each Year 12 student has the opportunity to attend the UCAS Convention at the University of Aston or Birmingham in the Summer Term. The convention provides each student with the opportunity to speak to representative from universities, to collect 69

university and department prospectuses and to attend lectures on student finance, Oxbridge application and gap year opportunities. 13. The Oxbridge application programme is incorporated into the Year 12-13 CEG programme; with an introductory presentation evening taking place in the Summer Term of Year 11. The Oxbridge application programme also provides students to visit the universities and relevant departments, attend individual interviews with the Oxbridge Coordinator and attend presentations on how to complete the relevant application forms. Students are asked to attend a pre-term school conference run by the Careers Department in preparation for Oxbridge application. 14. Each Year 12 student has the opportunity to attend Interview Skills Workshops and training sessions on the writing of the personal statement and the completion of the UCAS Apply Form as part of the Sixth Form Careers programme. Professional speakers are invited to address the students and provide specific training in these areas. 15. Advice and guidance is offered for students who wish to pursue ‘non-university’ options. Students have the opportunity to attend a talk on the wide range of opportunities that are available within the world of work to ‘learn as you earn’. Students may then engage in further discussion with Careers Advisors and explore choices at the Careers Conventions that they attend, such as the UCAS Convention which hosts a career zone manned by exhibitors from a wide range of companies that offer apprenticeships and internships. 16. Each Year 12 student has the opportunity to sign up for courses (examples of courses available during 2015-2016: Medlink, VetMedlink and ‘Inspiring Futures’ career experience courses). 17. There are designated advisors to help with specialist aspects of higher education application, such as for those candidates for Oxbridge, medicine, dentistry and veterinary science. 18. Careers Staff are encouraged to attend professional development courses, to read careers bulletins and to be informed of developments and research data that are collated within the realm of careers and education guidance, to ensure that pertinent, fresh and well informed advice is offered at all times to individual students. 19. It is the aim of the Careers Department to ensure that every pupil/student throughout the Key Stages has access to a wealth of resources that provide up-to-date and comprehensive advice on career options. Each student is encouraged to take responsibility to utilise the resources as part of her own career management. Year 12 students are given a tour of the resources which include all of the essential reference books, career based literature, journals, university prospectuses and manuals containing university league tables along with a wide range of computer-based software. 20. Year 10-13 students are be encouraged to attend the bi-annual Careers Fair which is hosted by Warwick School. In 2017 the Fair was a joint KHS/Warwick School venture and plans 70

will be made for 2019. At the Fair in 2017 a heightened bespoke approach was adopted to allow for the inclusion of representatives of specialisms within careers areas with highlighted focus on apprenticeship opportunities. The Fair proved to be an immense success and thus a vital facet of the careers programme by virtue of which students from Year 10 upwards were able to indulge in pertinent research with direct contact with employers and university/gap organisation representatives. 21. A wide range of presentations are organised for students from Year 7 upwards to attend. Alumnae and employees from organisations and firms generously offer their time to visit King’s High so that students benefit from professional expertise and thus widen their experiences as they indulge in careers research. 22. Alumnae and other professionals from outside school also contribute to mock-interview workshops and offer advice on presentation skills and on effective ways to prepare for interviews. 23. Year 12 are invited to take part in the Work Experience programme. Health and safety checks are carried out by the company or employer prior to each student’s visit. A letter along with a check-list questionnaire, is sent to the company asking for written confirmation that the company has more than 5 employees, that all required Health and Safety checks have taken place, that, at the start of the placement, the student is made aware of the Health and Safety guidelines and will receive correct training and supervision, that parents/guardians have been informed of the nature of all potential risks and that an induction session will take place to inform the student as to how to control the risk factors. The company is also asked to confirm on the questionnaire that Employer and Public Liability Insurance has been put in place to cover the period of time that the student will be in the work place. Further investigation is made by King’s High if the Foundation is alerted to any concerns prior to the student embarking on the placement. • • • • • •

The aims of the Work Experience programme are as follows: to maintain a successful work experience scheme to promote the work experience scheme as an integral part of the students’ preparation for further education and apprenticeship schemes to liaise with the wider community to develop strong links between the school and our partners in the world of work to help the students to make their first steps into the world of work so that they have a rewarding experience to afford students the opportunity to assess their experiences in terms of personal career choices and professional development to allow students the opportunity to relate their experiences to their action plans and apply the learning outcomes of such experiences to future ventures within the career world.

24. Within the King’s High Baccalaureate general recognition is given to the attainment of life skills in respect of career management development and self-evaluation, completion of work experience and extension of experience via courses both professionally-based with respect to the world of work, including apprenticeship opportunities, and academically-based with respect to higher education courses and university studies. 71

APPENDIX D COMMUNICATION Type General - All Parents Weekly email with DH bulletin, HM’s message and upload of letters etc Website including sports website & cocurricular

Direction

Frequency

School to parent

Weekly in term time

School to parent

Newsletter

School to parent

Text messages School handbooks (Pupil, GCSE Options, 6th Form & 6th Form options) Co- curricular activity sheet Inspire booklet/forthcoming events Information evenings for Residential Trips Key Stage/Year Group specific Letters to parents via daughter’s information page (parent portal)

School to parent

Ongoing End of each term and October half term On registration absence or school closure

School to parent School to parent School to parent Two way

Annually Termly Termly Ongoing - as and when required

School to parent

Ongoing - as and when required

Two way

Parents' Introductory Evenings incl. Yr6 Induction afternoon Parents' evening Yr12 Oxbridge evening & Yr12 UCAS evening About daughter specific Daughter's information page (parent portal)

Two way

Annually Annually (except Year 12 - two annually)

Two way

Annually

School to parent

School report – full, summary and grade

School to parent

Exam results

School to parent

Performance data letters (sixth form) Open lines of communication

School to parent

Ongoing See Annual Parents' Evening and Report Programme See Annual Parents' Evening and Report Programme See Annual Parents' Evening and Report Programme

Two way Two way

Ongoing Ongoing

Two way Two way

Ongoing Ongoing

Homework diary (to Form Tutors, Subject teachers, Heads of Key Stage) Music and LAMDA diaries (to tutors) Heads of Key Stage and Assistant Heads of Key Stage (email, phone, meetings) Deputy Heads (email, phone, meetings)

APPENDIX E CURRICULUM POLICY Statement of Intent Our curriculum is designed to give all pupils opportunities to develop, as fully as possible, their skills, understanding, knowledge, interests and talents. Breadth in the curriculum throughout the first five years, before specialisation in the Sixth Form, is a key feature of our stated aim of educating each girl as an individual by encouraging and motivating her to discover and develop to the full all her various skills, talents and abilities. Both the formal and the informal curriculum give girls experience in linguistic, mathematical, scientific, technological, human and social, physical and aesthetic and creative education. Summary schemes of work are produced for each year group and shared with parents at the beginning of the academic year. Appropriate specifications are chosen after careful consideration and discussion with the Deputy Head (Academic) [DHA] in KS4 and 5, and work in KS3 is designed to both prepare students for study at KS4 and 5 and to cultivate broader intellectual and practical skills. By considering the specifics learning needs for each cohort, and the needs of examination boards, we are able to ensure that the level or work expected of our students is exciting and enriching. Students with Learning Disabilities and Difficulties Students with learning disabilities and difficulties are accommodated through a mix of differentiated teaching, individual support and Individual Education Plans (IEPs) similar to those for statemented pupils. These are overseen by the Special Educational Needs Coordinator (SENCO) and by pastoral staff. Heads of Department provide feedback to the SENCO on progress and ensure that IEPs are disseminated to teaching staff. For students who are also taught at Warwick School the DHA ensures that IEPs are sent to that school. We continue to monitor changes to SEN legislation and modify our policy and procedures in line with these as necessary. Heads of Department receive benchmarking data about all of their students and IEPs for any students with SEN issues. Currently we have no statemented pupils. Should we in the future have any students who are statemented the EHC plan will be circulated. All staff are asked to review progress of pupils with an IEP annually in addition to all other monitoring and review of students. Where a student has special needs, e.g. dyslexia, we offer appropriate support and ensure all the staff teaching that pupil know of her particular needs. This is done via the SENCO who keeps IEPs up to date and makes them available to all staff. Students for whom English is an additional language (see EAL policy) will receive similar support, including where necessary a personalised curriculum to enable them to develop their language skills to access the remainder of their curriculum. Teaching staff are briefed on appropriate techniques to support such students and the whole process will be coordinated and overseen by the DHA in conjunction with the Deputy Head (Pastoral) [DHP] and Heads of Key Stage.

PSHEE Our PSHEE programme which is taught by specialist staff, and continued in the Sixth Form in the General Studies programme, leads girls through the issues of citizenship as well as the basic life skills necessary for the modern world. It caters for many aspects of education that go beyond the traditional “subjects” of the school day. The schemes of work alongside other aspects of the school all work towards the fulfilment of our aims. Our extracurricular activities allow our pupils to exercise choice and go beyond the set curriculum: sometimes this is in subjects that they already take in school time e.g. creative writing, but often they allow students to try entirely new activities. The Protected Characteristics (2010) of age, disability, gender reassignment, marriage and civil partnerships, pregnancy and maternity, race, religion or belief, sex and sexual orientation are covered explicitly in KS4 (in particular General RS) and PSHEE schemes of work at a level appropriate to the girls’ ages as determined by the DHP and Head of Key Stage 4 and are specifically aimed at Key Stage 4. (See SoWs for details) Careers Guidance When girls make option choices there is specialist advice to help them to make informed choices which takes into account their interests and career aspirations as well as aptitude. Our Careers Education Guidance programme which begins in Year 9 ensures that pupils know themselves, their strengths and their areas for development and are able to find out about different careers and opportunities. They are given the opportunity to obtain individual guidance, take part in work experience and gain information about education and employment beyond school. We ensure that our careers guidance is accurate and up-to-date through our dedicated Head of Careers, her assistants and regular INSET. By using external advisers from ISCO, Morrisby testing, the promotion of alternatives to Higher Education, for example, apprenticeships and through careers evenings and booklets we enable them to make informed choices about a broad range of career options and encourage them to fulfil their potential. British Values To ensure that our curriculum does not undermine the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs we ensure that schemes of work cover all points of view. Staff are made aware, including through this policy, of these values. Fundamental British Values are taught throughout the school, effectively preparing them for life in our society, and particularly through the comprehensive PSHEE Scheme of Work. (Details of our audits of where British Values are covered in each subject is available). To ensure that these values are not undermined a balanced approach will be taken in all areas where these values are discussed ensuring that all reasonable points of view are represented and respected. This is monitored by the DHA through reading Schemes of Work, lesson observations and work audits. In addition our Politics Department runs ‘mock elections’ at 74

appropriate times of year and we have an exceptionally strong School Council. Assemblies regularly cover liberty and tolerance. (The full record of assemblies is available for inspection). Evidence of Progress Progress according to ability is evidenced by our value added statistics produced by CEM. In addition, results of external and internal examinations, lesson observations, reports to parents and work audits demonstrate day to day progress in students’ learning. Examinations are reported on in detail to our Governing Body and to the Foundation Education and resources committee. The Timetabled Curriculum •

Key Stage 3 – Years 7, 8, and 9 o At Key Stage 3 all pupils will have a common experience of a wide range of subjects which encompass English, Foreign Languages, Mathematics, the three sciences, Computer Science, Design and Technology, Food, Latin, Geography, History, Religious Education, Music, Art, PE and PSHEE. Separate sciences are studied at IGCSE level from Year 9 onwards. o At King’s we are fortunate in being able to achieve our high standards in mixed ability groups. We set by ability very rarely: in Years 7 to 11 pupils are put into sets for Mathematics and there may be some division for French in Years 7, 8 and 9 depending on the second modern language chosen by girls but this is minimal. An individual’s ability makes no difference to the range of subjects on offer at Key Stages 3 or 4 e.g. all pupils in Years 8 and 9 will study Latin. o Although we are not obliged to follow the National Curriculum, all subjects of the National Curriculum are covered. These are judged essential to a full, rounded education for pupils in the first three years of secondary education. In addition all students study: o Latin in Years 8 & 9. This is deemed valuable in terms of cultural heritage and general development of language skills, including a knowledge of grammar. o A second modern foreign language in Years 8 & 9. The majority of pupils are given the choice of studying Spanish or German in addition to French. The chance to start this second language is important in developing the ability to acquire a wider range of languages in the twenty first century and should make it easier to go beyond one language in later life. It also develops insights into another European culture and less insular attitudes. After careful consideration a small number of students will just study French with additional support. o In Year 7, in Maths girls are placed in mixed ability groups for the first term. In January, girls are placed in groups of two ability streams. . Most other subjects are taught in wholeform groups. Currently for Design Technology the number of girls in the teaching groups is reduced. These groups are mixed ability. When timetabling restrictions allow, there is also a small amount of setting in French to take account of each girl’s prior experience an aptitude for learning a language. 75

o In Year 8 girls are put into in 5 groups for mathematics and modern languages. Maths has 5 ability sets with the lower sets having fewer pupils to allow staff more contact with each student to help meet their particular needs. In languages, the girls may be divided into those taking German or Spanish as their second language. Within each of these language groups there are upper and lower ability sets where practicable. o Computer Science is seen as a key life skill and is taught in discrete lessons in Years 7, 8 & 9. This allows for fast and focused acquisition of the skills necessary across all areas of the curriculum e.g. the ability to produce graphs or search the Internet. It is meant to complement, not substitute for, ICT use and development in other subjects. o The very wide range of subjects we include in our Key Stage 3 curriculum means that girls are stretched and challenged by the number of subjects they are required to take up until the end of Year 9 and we believe strongly in the benefits of this challenge. Key Stage 4 – Years 10 & 11 o At Key Stage 4 girls continue with a “core” of subjects which ensures a breadth of academic and personal experience whilst options allow for the first stage of choice towards a personalised curriculum. o We believe that no pupil should have her choices at Higher Education unnecessarily restricted because of curriculum decisions that were made early in her education. o Girls study for 9 or 10 GCSEs/IGCSEs and with this comes a much greater degree of choice. The core of subjects taken by all leads to 6 GCSEs and consists of: • • •

• • •

English Literature English Language Mathematics

Either as separate single sciences or as Dual Award

Biology Chemistry Physics

o This combination of science GCSEs gives a good grounding for all three of the A level sciences as well as all owing for pupils to choose the science option which best fits their interests and for some, aptitudes. o The girls then have a range of options from which to choose. Optional Subjects •

French

•

History

•

• •

German Latin

• •

Geography Religious Studies

• •

•

Spanish

•

Computer Science D&T Food Preparation & Nutrition

•

Art

• •

Music Drama

o In addition to their GCSEs, pupils all take non-examined PE, General RS and a planned programme for Personal, Social and Health and Economic Education. The latter along 76

with, Careers Education Guidance, Voluntary Service, Work Experience and our extensive extracurricular and visits programme with our academic curriculum all ensure that students are given excellent preparation for the world beyond school, realising our school aim: ‘To prepare each girl for a fulfilling adult life as a woman in the twenty first century’. Sixth Form o A wide range of A level subjects allows for girls to prepare for almost any degree course. All the subjects offered at GCSE are also offered at A level and we also introduce new ones such as Psychology, Theatre Studies, Business Studies, Economics and Government and Politics. We also offer the EPQ. o From 20117-18, most pupils will study 3 A Level subjects. Those who wish to study Further Mathematics will study that as a 4th. Subjects are taught on a 2 year linear course with no AS in that subject being sat. o General Studies (non-examination course) is a part of the curriculum for all Year 12 girls and includes PE as well as topics such as the EU’s Criminal Justice System, the Political World and Preparing for the Future. This course is seen not just as a “generalizing” addition to the A level programme but as a preparation for life after school e.g. University Finance. o Most Sixth Formers also participate in Joint Activities with Warwick School on one afternoon a week. Examples of recent courses include Young Enterprise, salsa, textiles and Japanese. Further Documentation •

This curriculum policy should be read in conjunction with the information on extracurricular activities, special needs, careers and pastoral care. The curriculum goes beyond that taken in lessons and includes everything from whole school activities such as assemblies to individual choices such as a dance classes after 4:00 pm.

•

This policy is supported by the schemes of work for each subject and options booklets which give a more detailed analysis of what is studied in each year group.

The Assessment Policy gives further details regarding monitoring and recording progress. It also demonstrates how we ensure that assessment is effective in supporting pupils to make progress.

APPENDIX F WARWICK INDEPENDENT SCHOOLS FOUNDATION Warwick School, King’s High and Warwick Preparatory School Policy on Drugs Education Drugs And Substance Abuse Policy Drug education is an important aspect of the curriculum for all of the Warwick Independent Schools Foundation Schools. We fully recognise our responsibilities for a drug education programme that is supported by a consistent message from the family and community. In accordance with the DFE guidelines, we aim to: • Increase pupils’ knowledge and understanding and clarify misconceptions about: - the short and long-term effects and risks of drugs - the rules and laws relating to drugs - the impact of drugs on individuals, families and communities - the prevalence and acceptability of drug use among peers - the complex moral, social, emotional and political issues surrounding drugs •

Develop pupils’ personal and social skills to make informed decisions and keep themselves safe and healthy, including: - assessing, avoiding and managing risk - communicating effectively - resisting pressures - finding information, help and advice - devising problem-solving and coping strategies - developing self-awareness and self-esteem

•

Enable pupils to explore their own and other peoples’ attitudes towards drugs, drug use and drug users, including challenging stereotypes, and exploring media and social influences

All schools aim to set realistic aims for their drug education which include the above and which are consistent with the values and ethos of the school and the laws of society, as well as appropriate to the age and maturity of pupils. In order to ensure the effectiveness of our drugs education programme we aim to ensure that : • It is addressed by the whole school community • It is consistent with the school’s values and ethos • Drug education is part of a well-planned PSHCE provision • Policy and practice for managing incidents are consistent with teaching • Pupils’ needs and views are taken into account when developing programmes and policies • Staff have access to training and support • It is supported by consistent messages from the family and community This policy is supported by the individual Drugs Policy procedures of the three schools within the Foundation. 78

Drugs And Substance Abuse Policy The Head Master and Governors do not condone any infringement of The Misuse of Drugs Act (1971). They require that firm action shall be taken against any individual or group contravening this legislation. This policy is updated and developed yearly and now also refers to the advice given in “DfE and Association of Chief Police Officers (ACPO) Drug Advice for Schools” January 2012 following discussions between staff and other members of the school community. Definitions and terminology The definition of a drug given by the United Nations Office on Drugs and Crime is “a substance people take to change the way they feel, think or behave” The term “drugs” and “drug education” is used to refer to all drugs ie • all illegal drugs (those controlled by the Misuse of Drugs Act 1971) • all legal drugs, including alcohol, tobacco, volatile substances (those giving off a gas or vapour which can be inhaled)), ketamine, khat and amyl nitrates (known as poppers) • all over-the-counter and prescription medicines (see Appendix 1). To whom and where this policy applies This policy applies to all staff, pupils, parents/carers, governors and external agencies and individuals working at the school, or visiting the school. It applies to any possession, use or supply of drugs “in school” defined as: anywhere on the school premises at all times e.g. during extra-curricular activities after school and at weekends, as well as during the school day; off the school premises during the school day e.g. pupils in town at lunch time; travelling to and from school on school buses; on school business such as competitions, day or residential trips and work experience. Any incidences will be regarded with the utmost seriousness. Rationale Drugs are a part of our everyday lives and most young people will, at some stage use drugs for medicinal purposes. However, we now live in a society where young people face growing pressures to become involved in and experiment with controlled drugs and other legal substances such as alcohol and tobacco. King’s High recognizes its pastoral responsibilities in the general health and welfare of pupils and aims to reduce these pressures and educate pupils about the risks of involvement with drugs, as well as to try to maintain an environment that is as free as we can make it of illegal or harmful substances. Statement of policy • The School recognises its pastoral and educational responsibilities and will provide through the Personal, Social and Health Education (PSHEE) curriculum, a drugs education programme that will make pupils aware of the harmful effects and risks associated with the use of drugs, alcohol abuse and smoking. •

The School will provide support and guidance to pupils though the formal programmes such as PHSEE, as well as through the wider curriculum 79

•

The School will take a consistent approach to drugs education across the whole school community and that both policy and practice for managing incidents are consistent with the teaching and that the drugs education programme is supported by families and the community.

•

Drug use is a matter that concerns the whole school community and the possession, use and supply of illegal or unauthorised drugs “in school” (as outlined above) is unacceptable.

•

The policy ensures compliance with the criminal law, under which it is an offence for anyone to possess, use, supply or sell controlled drugs or for the school to allow its premises to be used for these purposes.

•

The School will take appropriate action to ensure the general well-being of all our pupils and staff, and employ effective communication and co-operation between the school and parents, police and other agencies

•

The School take note that “Although there is no statutory requirement to do so, the Secretary of State would expect the Police to be informed when illegal drugs are found on a pupil or on school premises.” (DfEE – Drug Prevention and Schools, Circular 4/95.).

•

If a member of staff suspects drug use or that drugs are being brought into school, they should inform the Head Master immediately

•

The School recognises the vital home-school partnership that is so essential to effective education. The School aims, through its links with the Parent/Teacher Association, to provide an opportunity for parents to discuss their own particular concerns, gain an understanding of the drugs education programme provided within the PSHEE curriculum at the School and also receive information and guidance from appropriate outside authorities. It will also make available, to any parent on request, all appropriate resource material held in the Staff Resource Library, on restricted loan. Any parent wishing to take advantage of this opportunity should make a written request to the Head Master.

•

The School adopts a firm disciplinary framework for dealing with pupils who bring drugs into school and use or tempt others to use them.

•

Any school pupil who is involved with drugs while “in school” should expect to be dealt with severely.

•

Drugs education provision4 at King’s High, in accordance with DfE guidelines, aims to: o increase pupils’ knowledge and understanding and clarify misconceptions about: ▪ the short and long-term effects and risks of drugs ▪ the rules and laws relating to drugs ▪ the impact of drugs on individuals, families and communities ▪ the prevalence and acceptability of drug use among peers ▪ the complex moral, social, emotional and political issues surrounding drugs

This policy should be read in conjunction with the Behaviour policy, PSHE policy, PSHE handbook and Teaching and Learning policy

o develop pupils’ personal and social skills to make informed decisions and keep themselves safe and healthy, including: ▪ assessing, avoiding and managing risk ▪ communicating effectively ▪ resisting pressures ▪ finding information, help and advice ▪ devising problem-solving and coping strategies ▪ developing self-awareness and self-esteem o enable pupils to explore their own and other peoples’ attitudes towards drugs, drug use and drug users, including challenging stereotypes, and exploring media and social influences o take pupils’ views and needs into account when developing programmes, so that they can for example, engage in discussion, be taught by people who know what they are talking about involving, where possible, true-to-life stories. o provide progression in terms of knowledge, understanding, skills, values and attitudes appropriate for different age groups. o give our pupils information on where they can seek help and advice o be consistent with the values and ethos of the school and the laws of society, o the school’s drug education programme is carried out in Biology lessons and in PSHEE classes, using the non-statutory guidance for PSHEE, the statutory guidance for Citizenship and the statutory requirements within the National Curriculum Science Order as the basis of developing drug education. PSHEE and Citizenship provide an effective context for drug education because they focus on developing skills and exploring attitudes as well as learning about healthy and safe lifestyles. Action in the Event of Drug Misuse Dealing with drug incidents A drug incident may involve suspicions, observations, disclosures or discoveries of situations involving illegal and other unauthorised drugs. This could fit into one of the following categories • drugs or associated paraphernalia are found on school premises • a pupil is found in possession of drugs or associated paraphernalia • a pupil is found to be supplying drugs on school premises • a pupil, parent or staff member is thought to be under the influence of drugs • a pupil discloses that they or a family member/friend are misusing drugs When dealing with drug incidents safety should be the first priority: first aid or other appropriate help should be sought before addressing further issues. If in doubt, medical assistance should be sought immediately. The school will investigate any rumour about involvement with drugs. All drug incidents will be investigated carefully (and the investigation may involve: segregating a pupil but this will be for no longer than necessary; asking her questions and asking her to give a written account of particular circumstances). The Deputy Head (Pastoral) should be informed, and should inform, consult and involve other staff as necessary, giving due respect to the confidentiality of those involved. A 81

second adult witness (usually the appropriate Head of Key Stage or a member of SMT) should be present at all interviews with pupils regarding drug incidents. As the Head Master will be the arbiter on the girl’s future in school, she should not carry out the initial investigation. There may be many relevant factors to be taken into account when assessing the seriousness of an incident, the needs of those involved and the most appropriate response, for example • what the pupil has to say • whether this is a one-off incident or a longer-term situation • whether the drug is legal or illegal • what quantity of the drug is involved (for further advice see DfE - Drugs: Guidance for schools – Responding to a drug incident) If it is felt during the investigation that the police should be involved, then the investigation should cease and detailed questioning should be left to the police. Management of drugs searches at school The investigation may also involve searching the pupil’s locker or personal belongings with her permission; taking possession of property with her knowledge. Any search of a girl’s person or possessions needs her consent and the presence of a second adult. If she does not give consent this will be viewed seriously. If consent is not given, then parents should be informed5, and they may persuade the pupil to give their consent. In any of these situations, if there is sufficient concern, it may be decided to inform the police in which case they will take over the case, and follow formal procedures. Staff may search school property, for example, pupils’ lockers or desks if they believe drugs to be stored there. However, prior consent should always be sought and if it is not received then the school may proceed with a search but will need to balance the likelihood that an offence has been committed against the risk of infringing the individual’s privacy without just cause. If drugs are found in school the Head Master should be notified immediately. If legal drugs are found in school, the police do not need to be involved. The School nevertheless recognises its responsibility in safeguarding the health and safety of young people in the area and may also pass on information to the police: for example, that a local shopkeeper was selling alcohol or solvents to pupils in contravention of the law. The drugs should be removed and parents/carers should normally be informed and given the opportunity to collect the drug - alcohol, tobacco, medicine, unless this would jeopardise the safety of the pupil(s)3 . If illegal drugs are found, the law permits school staff to take temporary possession of a substance suspected of being an illegal drug for the purposes of preventing an offence from being committed or continued in relation to that drug. The law does not require a school to divulge to the police the name of the pupil from whom the drugs were taken, but the school reserves the right to do so. If staff take temporary possession of a suspected illegal drug they should: • ensure a second adult witness is present throughout • seal the sample in a plastic bag and include details of the date and time of seizure and witness present • store it in a secure lockable container with access limited to two senior members of staff 5

see Informing Parents

• without delay notify the police who will then collect it or give instructions about its disposal. • record full details of the incident • inform parents, unless this would jeopardise the safety of the pupil • identify any safeguarding concerns and develop a support and disciplinary response Disciplinary Action In disciplining pupils, our main concerns will be: • To ensure the welfare and safety of the pupil and others in the school community • To provide appropriate support for those who may have been involved in occasional drug abuse. • To provide appropriate disincentives so that pupils may be discouraged from experimenting with drugs. • To deal severely with those who may be supplying drugs to others and/or encouraging others in drug abuse. • To maintain the integrity of the school community. Any sanctions, including exclusion, will take into account the appropriateness of the response; proportionality with the offence; the needs of all concerned - the young person, other pupils, the school and the community; and consistency with existing school rules, codes and expectations. The School will do its best to ensure that offenders against this policy receive suitable counselling, advice (participation in a drug’s education programme) and rehabilitation. It also recognizes that the pupil’s parents have a role and duty and the School will endeavour to support them in this respect. Illegal drugs: Pupils contravening “The Misuse of Drugs Act” (1971) will be subject to such disciplinary action as the Head Master and Governors choose to employ. Where the illegal use of drugs is suspected the principle of a temporary ‘fixed-term’ suspension will apply. Dependent upon and subject to serious investigation of the facts further appropriate disciplinary action may be taken. Such action will always consider the full circumstances. The ultimate sanction available is permanent exclusion. Legal drugs: Any incidences relating to any drug misuse will be subject to investigation and such disciplinary action as the Head Master chooses to employ. Smoking “Smoking remains the largest preventable cause of death, with smoking-related diseases accounting for some 100,000 deaths a year in England. There is some evidence that smoking can be a "gateway" into illegal drug misuse.”6 King’s High recognises that it has an important role to play in raising pupils’ awareness of the health risks associated with smoking. The emphasis in the PSHEE programme is on providing information and developing attitudes and skills which will help pupils not to take up smoking and supporting those who want to stop. The school is a smokefree site and notices are posted accordingly.

DfES – “Protecting Young People, Good Practice in Drug Education in Schools and the Youth Service”

Responses to smoking incidences “in school” Any pupil found to have brought tobacco into school or who is caught smoking, is likely to receive the following sanctions: o parents will be informed in writing o community service. o fixed period of suspension o expulsion Alcohol Educating pupils about the effects of alcohol and how to reduce alcohol related harm is an important priority as alcohol is prevalent in todays’ society and increases the vulnerability of young people to the impact of alcohol misuse and other associated risks e.g. personal safety. Alcohol is forbidden at school except where sixth form pupils have received the permission of the Head Master to consume alcohol on a special occasion. Incidences relating to alcohol misuse will be subject to such disciplinary action as the Head Master chooses to employ. This may include a temporary ‘fixed-term’ suspension and dependent upon and subject to investigation of the facts further appropriate disciplinary action may be taken, with the ultimate sanction of expulsion. The needs of pupils Early intervention – staff in school can have a key role in identifying pupils at risk of drug misuse. The process of identifying needs should aim to distinguish those who require general information and education, those who could benefit from targeted prevention, and those who require a more detailed assessment of their needs. The school will aim to ensure that pupils have access to up-to-date information about sources of help and advice. Pupils’ wider pastoral needs will be taken into account when dealing with any issues relating to drug education and the management of drug incidents, including parental drug misuse. Informing parents The school will inform the pupil’s parents of any incidence and the outcome of all investigations of drug incidents, and may involve them and the pupil in making decisions about referral and counselling. The school may exercise caution and not inform the parent/guardian, if they feel that the pupil’s safety might be at risk or if there is any other Concern for the pupil’s safety at home. In such a situation where a pupil may need protection from the possibility of abuse, the school’s child protection coordinator should be consulted and child protection procedures followed. The school will use its discretion about when and whether to inform parents of other pupils. Recording incidents A full record should be kept of all drug incidents. Notes should include the time, date, place and people present, as well as what was said. The record of the incident should be filed in the pupil’s file and recorded in the sanctions book. Confidentiality When discussing and managing drugs, regard will be given to issues of confidentiality. Teachers cannot and should not promise total confidentiality. The boundaries of confidentiality should be 84

made clear to pupils. However, if a pupil discloses information which is sensitive, not generally known, and which the pupil asks not to be passed on, the request should be honoured unless this compromises the teachers’ professional responsibilities in relation to • child protection • cooperating with a police investigation • referral to external services Every effort should be made to secure the pupil’s agreement to the way in which the school intends to use any sensitive information. Only in exceptional circumstances should sensitive information be passed on against a pupil’s wishes: if this happens, the pupil will be informed first, and an explanation given of why this needs to happen. Staff Conduct Teachers have a duty of care to pupils entrusted to the school, including when on school trips. A member of staff may be deemed unfit to work if he or she poses a risk or potential risk to the health and safety of pupils or colleagues. In addition, members of staff should never place themselves in a position where it could be construed that they are condoning an illegal act. Nor should they open themselves to criticism if, as a consequence of drug misuse e.g drinking, the pupil(s) concerned injured themselves. Staff should familiarise themselves with the summary “Developing Safe Working Practices for the Protection of Children and Staff in Education Settings” document in the staff pack. The welfare of staff with a drug problem is also an issue and school will be as supported as is consistent with the well being of the pupils and other staff. Policy review date: April 2018 DH(P) Drug and Substance Abuse policy - Appendix 1 Authorised drugs (medicines) in schools There is no place for drugs in schools, except in a few legitimate instances of medicinal drugs for which a special case can be made. Some pupils may require medicines that have been prescribed for their medical condition during the school day. Any pupil who requires medicines in school should ensure that: ▪ ▪ ▪ ▪ ▪

Matron has been informed of the medical condition and the medicines that are needed The pupil follows the instructions given by matron (for example on where the medicine should be kept) Medicines that have been prescribed for an individual must only be used by them. They must not be given or passed to a third party. Non-prescription medicines (including over-the-counter medicines, such as those providing relief from period pains or hay fever) are not given or passed to a third party The medicines are stored and consumed with due attention to the safety and welfare of others

Students found to be misusing, misrepresenting, distributing, or selling prescription or over-thecounter drugs will be deemed to be putting the health and safety of other pupils in danger and will be subject to such disciplinary action as the Head Master chooses to employ. This may include a temporary ‘fixed-term’ suspension and dependent upon and subject to investigation of 85

the facts further appropriate disciplinary action may be taken, with the ultimate sanction of expulsion.

Members of staff: Only authorised members of staff should give non-prescribed medication to pupils (including designated first aiders for example on a school trip) Authorised members of staff should advise pupils only in their “professional” capacity and ensure that medicines are only administered in accordance with the prescriber’s instructions, as displayed on the container/packaging Accurate records of when medicines have been given or if a child has refused their medication should always be made (and matron notified if not the prescriber) A list7 of those pupils who have medical conditions is published yearly and updated when necessary and distributed to staff, as well as being on the medical notice board. All staff should ensure they know who these pupils are and are familiar with their conditions. Matron should be consulted if there are any queries or concerns about the medical conditions of any pupil If a girl has to be taken to hospital, a member of SMT must be informed immediately and the girl should always be accompanied by a member of staff, usually Matron. It is the responsibility of SMT to be sure that any siblings in school are kept informed The safety of the pupil is of paramount importance and medical assistance should be sought if in any doubt.

Record of incident involving unauthorised drug. Copy the form and pass both copies to the Head Master for filing in pupil’s and sanction’s file Tick to indicate the category: Drug or paraphernalia found ON school premises Emergency/Intoxication misuse Pupil in possession of unauthorised drug Pupil supplying unauthorised drug on school premises premises Name of Pupil:

Pupil disclosure of drug use Disclosure of parent/carer drug Parent/carer expresses concern Incident occurring OFF school

Date:

Pupil’s Form: Date and time of Incidence:

Informed by: Time:

Specific medical conditions photo sheet and All Circumstances form

Reported completed by:

Senior staff involved: Name and signature of witness:

First Aid given: Yes/No

Ambulance/Doctor called: Yes/No

Drug involved (if known): (e.g. Alcohol, Paracetamol, Ecstasy)

Drug found/removed? YES/NO

Where found/seized:

Disposal arranged with (police/parents/other):

At time: If police, incident reference number

Name of parent/carer informed:

Brief description of incident (including any physical symptoms):

Other action taken: (e.g. Connexions or other agency involved, Educational Psychologist report requested)

Useful Organisations Addaction is one of the UKâ&#x20AC;&#x2122;s largest specialist drug and alcohol treatment charities. As well as adult services, they provide services specifically tailored to the needs of young people and their parents. The Skills for Life project supports young people with drug misusing parents. www.addaction.org.uk ADFAM offers information to families of drug and alcohol users, and the website has a database of local family support services. Tel: 020 7553 7640 Email: admin@adfam.org.uk Website: www.adfam.org.uk Alcohol Concern works to reduce the incidence and costs of alcohol-related harm and to increase the range and quality of services available to people with alcohol-related problems. Tel: 020 7264 0510. Email: contact@alcoholconcern.org.uk Website: www.alcoholconcern.org.uk ASH (Action on Smoking and Health) A campaigning public health charity aiming to reduce the health problems caused by tobacco. Tel: 020 7739 5902 Email: enquiries@ash.org.uk Website: www.ash.org.uk Childrenâ&#x20AC;&#x2122;s Legal Centre operates a free and confidential legal advice and information service covering all aspects of law and policy affecting children and young people. Tel: 01206 877910 Email: clc@essex.ac.uk Website: www.childrenslegalcentre.com 87

Children’s Rights Alliance for England - A charity working to improve the lives and status of all children in England through the fullest implementation of the UN Convention on the Rights of the Child. Email: info@crae.org.uk Website: www.crae.org.uk Drinkaware - An independent charity that promotes responsible drinking through innovative ways to challenge the national drinking culture, helping reduce alcohol misuse and minimize alcohol related harm. Tel: 020 7307 7450 Website: www.drinkaware.co.uk Drinkline - A free and confidential helpline for anyone who is concerned about their own or someone else’s drinking. Tel: 0800 917 8282 (lines are open 24 hours a day) Drug Education Forum (DEF) - A forum of national organisations in England which provide drug education to children and young people or offer a service to those who do. Tel: 020 7739 8494 Website: www.drugeducationforum.co.uk DrugScope is a centre of expertise on illegal drugs, aiming to inform policy development and reduce drug-related risk. The website includes detailed drug information and access to the Information and Library Service. DrugScope also hosts the Drug Education Practitioners Forum Tel: 020 7520 7550 Email: info@drugscope.org.uk Website: www.drugscope.org.uk FRANK is the national drugs awareness campaign aiming to raise awareness amongst young people of the risks of illegal drugs, and to provide information and advice. It also provides support to parents/carers, helping to give them the skills and confidence to communicate with their children about drugs. 24 Hour Helpline: 0800 77 66 00 Email: frank@talktofrank.com Website: www.talktofrank.com Schools can receive free FRANK resource materials, updates and newsletters by registering at http://ddshl.broadsystem.com/freeleaflets.aspx Mentor UK is a non-government organisation with a focus on protecting the health and wellbeing of children and young people to reduce the damage that drugs can do to their lives. Tel: 020 7739 8494. Email admin@mentoruk.org Website: www.mentoruk.org.uk National Children’s Bureau promotes the interests and well-being of all children and young people across every aspect of their lives. Tel: 020 7843 6000 Website: www.ncb.org.uk Family Lives - A charity offering support and information to anyone parenting a child or teenager. It runs a free-phone helpline and courses for parents, and develops innovative projects. Tel: 0800 800 2222 Website: http://familylives.org.uk Re-Solv (Society for the Prevention of Solvent and Volatile Substance Abuse) A national charity providing information for teachers, other professionals, parents and young people. Tel: 01785 817885 Information line: 01785 810762 Email: information@re-solv.org Website: www.re-solv.org Smokefree - NHS Smoking Helpline: 0800 169 0 169 Website: http://smokefree.nhs.uk Stars National Initiative offers support for anyone working with children, young people and families affected by parental drug and alcohol misuse. www.starsnationalinitiative.org.uk Directgov Young People can help young people with information and advice on issues 88

Youth Offending Teams – Local Youth Offending Teams are multi-agency teams and are the responsibility of the local authority, who have a statutory duty to [prevent offending by young people under the age of 18 http://www.justice.gov.uk/global/contacts/yjb/yots/index.htm

APPENDIX G External Examination Procedures GCSE and A Level Examination Officer: Mrs L Darby Assistant Examination Officer: Mr H Ashby Examination Venues Public examinations are mostly held in the Gym, the Octagon or the Studio. Examination Procedures All public examinations are carried out under the regulations set by JCQ. This includes the setting of the timetable for the majority of subjects. Examinations: Certain aspects of the public examination system may be of interest: • Study Leave: this is the time provided before and during examination periods when girls can finalise their revision in the quiet of the home environment. Opportunity is always given for girls to revise in school if they so wish, and subject staff are available by prior arrangement for meetings with groups or individuals. • Special Arrangements: girls with specific learning difficulties can apply for special arrangements to be made for examinations. Examples include poor sight, and the commonest of all, dyslexia. Please contact the SENCO for further information. Arrangements in the form of an extra time allowance for certain conditions is permitted in accordance with examination board regulations. • Examinations must be taken in ‘sessions’, normally commencing between 08.30 and 09.00 in the morning and 1.00 p.m. and 1.30 p.m. in the afternoon. Variations from these set times are subject to strict controls and may be authorized only by the Examinations Officer acting on behalf of the examining boards. If a girl misses a session she cannot take the examination at a different time. • Clashes: occasionally two or even three subjects have examinations at the same time. In these cases, girls are kept under constant supervision until all examinations involved have been taken. In rare instances overnight supervision is required, and this is normally done by parents after authorization by the board concerned. • Results are issued on specific days and must be collected by or posted to the candidate. Persons collecting results on behalf of the candidate must have some form of authorization. Results may also be obtained from the school’s information management system by girls. • Script return for GCE only: it is now possible to have scripts and copies of scripts returned by the examination boards. There is a cost for each script and there is a deadline set by JCQ for this request. • Enquiries after results: these normally take the form of a review of marking in unexpected circumstances, but sometimes candidates request a routine review. However, candidates must be aware that marks can go down as well as up and therefore any such decision should not be taken without due consultation and consideration. Results of reviews can take a considerable amount of time. 89

Appeals Procedure King’s High School for Girls is committed to ensuring that whenever its staff assess students’ work for external qualifications, this is done fairly, consistently and in accordance with the specification for the qualification concerned. There is an Appeals Procedure Against Internal Assessment of Work for External Qualifications which is available from the Deputy Head (Academic). _____________________________________________________________________ APPENDIX H Homework Policy Homework plays an essential role in the educational experience of every King’s High School pupil and a crucial part in ensuring a successful and happy school career. 1. The purposes of homework • • • • • • • •

To reinforce and consolidate classroom learning. To prepare for future class work. To learn, revise and review work already covered. To provide opportunities for individual research. To promote enjoyable and purposeful learning at home through an interesting variety of achievable tasks of different levels. To encourage pupils to engage in a degree of self-assessment regarding their understanding and progress of work done in school. To develop in pupils the key concept of independence and personal responsibility for learning. To promote the key concepts of partnership between pupils, staff and parents.

2. Notes and guidance 2.1. Girls should not be expected to hand work in the next day. • Girls must take a note of homework tasks in their planner and hand in homework on time. • Tasks that take longer such as posters/leaflets are ones that girls enjoy but take time. If necessary give them more than one homework to complete the task. Please be realistic in terms of what a girl can achieve in the given time. • Any homeworks given more than one week should have clear interim deadlines set for each week. • There should be no assumption on the part of the teacher that girls will have ready and immediate access to a computer at home. Tasks that make this assumption should not be used. 3. The Role of Pupils 3.1 Pupils should take individual responsibility for homework, to value it as a part of the learning process and to reflect on their progress. Organisation is key. • Pupils should listen carefully to instructions. • They should note down these instructions clearly and accurately in their homework diary. • It is their responsibility to ensure that they understand what is expected of them and to then consult with the teacher before the completion date if they are experiencing difficulties. • They must ensure that they have the resources needed to complete the homework.

• • • • •

Homework should be carried out to the best of their ability All homework should be completed by the deadline and handed in as directed. Pupils are encouraged adhere to the time guidelines. Pupils should learn how to manage and organise their time effectively – and plan ahead, prioritising in order to meet deadlines. If pupils are absent, they are responsible for seeking the advice of the teacher in order to make up all essential work missed.

4. Introduction of Homework in Year 7 3.1 Girls are introduced gradually to homework in Year 7 • • • •

Week 1 – no homework Week 2 - Maths, English only Week 3 – Maths, English, Science and French Week 4 – all

The Role of Staff 4.1. All Teachers • • • • • • •

• • • • • •

Please see section 2 Notes/Guidance To act in line with school and departmental policies. To ensure that pupils are aware of and understand the homework policy. To ensure that homework is set in reasonable time before the end of the lesson and that pupils have written it accurately in their homework diaries. To ensure that pupils are clear about the task, the completion date and the arrangements for handing in the work. Tasks should be carefully selected and not be ‘open-ended’ unless specific interim stages are built in that can be managed on a week by week basis. To give appropriate feedback/response to completed homework within a fortnight at the very latest but usually sooner than this. Exceptionally, longer projects set as extended homework over several weeks might take a little longer than this to mark and return but girls should be informed as to when they can expect receive the feedback on their work. . To be as positive as possible in their response, giving recognition for effort and achievement, indicating as precisely as possible what pupils have done well and, where appropriate, providing suggestions for further improvement. To ensure that tasks set are achievable in the time allocated, remembering that almost always girls will take rather longer to complete tasks than teachers would. To encourage pupils to reflect for themselves on the purposes of the homework they do and how well they have done it. To maintain careful, ongoing records for each pupil regarding completion, achievement, areas for development, absence and late submission. To complete a cause for concern/commendation where appropriate. To follow up personally any missed or late homeworks and establish an atmosphere of high expectation that homework will be done.

4.2. Heads of Departments • •

To be responsible for the departmental homework policy and its implementation and to monitor its effectiveness. To liaise with parents via Heads of Key Stage when necessary (having first checked with the Head of Key Stage that there is not a more general problem that is already being dealt with.)

•

To audit and monitor the setting and assessment of homework.

4.3. Form Tutor • • • •

To alert staff to any relevant home or personal circumstances which might affect a girl’s ability to do homework. To discuss individually with girls during the Pupil Review interview how well they are coping with their homework and to help them to develop positive attitudes and coping strategies. To liaise with the Head of Key Stage about any girls who are having difficulties with homework. To follow up any causes for concern entered by teaching staff.

4.4. Head of Key Stage • • • • • • • •

To work with Form Tutors and HoDs in order to help and support those girls who need to overcome persistent & serious difficulties. To communicate to each year group at the start of each session the expectations regarding homework for that year group. To respond to general queries and concerns from parents, liaising with and passing on to form tutors and HoDs specific queries, as appropriate. To liaise with the parents of girls who have ongoing homework problems. To keep the Deputy Head (Academic) and Head Master fully briefed and refer serious matters to the Deputy Head (Academic) for support and further action. To ensure that all girls are aware of and understand the school homework policy, particularly the role of pupils. To oversee the provision, within the PSHEE programme, to ensure that new entrants, especially in Year 7, receive detailed guidance and support regarding the demands, expectations & requirements. The Head of Key Stage may, in the event of regular problems with the completion of homework on a particular night, grant permission for homework to be completed during the lunch break. Requests for a pass to work in the library will only be granted by the Head of Year / Head of Key Stage.

4.5. SMT • •

To be responsible for the school policy and its communication to various parties. To ensure that departmental policies are in line with the school policy and are being effectively implemented.

The Role of Parents • • • • • • • • •

To be aware of the school’s expectations and to work in a supportive partnership with their daughter and the school in order that these expectations can be met. To provide conducive surroundings. To ensure that homework is completed on time. To ensure that their daughter has enough time to complete the homework set. To monitor the amount of time their daughter is, on average, spending and that this is broadly in line with the school guidelines for her year group. To check their daughter’s homework diary at least weekly where this is appropriate. To look at their daughter’s portal page regularly so that they are aware of commendations given for homework but also any concerns raised about missing or inadequate homework. To inform the school immediately, by telephone or letter, of any circumstances leading to their daughter being unable to complete her homework. To contact the school with any concerns.

Year 7 Art DT English French Geography History ICT Maths RS Science

Kingâ&#x20AC;&#x2122;s High School Homework Allocations 30 mins 30 mins 2 x 20 mins 2 x 15 mins 30 mins 30 mins 30 mins 2 x 15 mins 30 mins 2 x 15 mins

Year 8 Art / DT Biology Chemistry English French Geography German / Spanish History ICT Latin Maths Physics RS

30 mins (alternate weeks) 30 mins 30 mins 2 x 30 mins 30 mins 30 mins 30 mins 30 mins 30 mins 30 mins 30 mins 30 mins 30 mins

Year 9 Art Biology Chemistry DT / FT English French Geography German / Spanish History ICT Latin Maths Physics RS

30 mins 30 mins 30 mins 30 mins 2 x 30 mins 2 x 15 mins 30 mins 2 x 15 mins 30 mins 30 mins (for half the year) 2 x 15 mins 2 x 20 mins 30 mins 30 mins

Year 10 Biology Chemistry Physics Dual Award Science English Maths Option subjects

2 x 30 Mins 2 x 30 Mins 2 x 30 Mins 3 x 40 mins 2 x 60 mins 2 x 30 Mins 2 x 30 Mins each

Year 11 Biology Chemistry Physics English General RS Maths Option subjects

2 x 30 Mins 2 x 30 Mins 2 x 30 Mins 60 mins & 2 x 30 mins 15 mins 2 x 30 Mins 2 x 30 Mins each

Sixth Form Guidelines Each AS and A2 level subject should have at least 4 hours of work dedicated to it outside the classroom each week. Reviewed by S. Burley July 2017

______________________________________________________________________________ APPENDIX I King’s High School for Girls Association of Parents and Staff (KHAPS) RULES 1.

The name of the Association shall be “The King’s High School for Girls, Warwick, Association of Parents and Staff”, which is hereinafter referred to as “The Association”.

The object of the Association shall be to promote close co-operation between home and school for the advantage and welfare of the children.

Every parent or guardian having a pupil at the school, and all members of the staff, shall be a member. Parents may continue membership for up to one full calendar year after their daughters have left the school and may continue to enjoy voting powers and serve on the committee during that time.

ADMINISTRATION 4.

The Head Master shall be President of the Association.

The other officers of the Association, viz. the Chairman, Chairman-Elect, Honorary Secretary and Honorary Treasurer shall be elected at the Annual General Meeting. All officers must be members of the Association.

In addition to the officers of the Association, nine parent members shall be elected at the Annual General Meeting, three of whom shall retire each year by rotation, such retiring members being eligible for re-election. Members of staff annually elect two of their number to serve on the committee.

The committee shall have the right to appoint three additional persons, one of whom shall be the Parent Governor (if not already an elected member) to serve as members of the committee for a period not exceeding one year. They shall be eligible for reappointment.

The committee shall have control of all the business and financial affairs of the Association, and shall present a statement of accounts at the Annual General Meeting.

The Annual General Meeting shall be held during the Spring Term and members shall then be given an opportunity to discuss any matter within the terms of Rule 2, provided that three days’ notice has been given to the Secretary.

10.

These rules may be amended by a motion proposed, seconded and carried by a majority of two thirds members present and voting at an Annual General Meeting provided that three days’ notice shall have been given to the Secretary.

[These rules were amended at the Annual General Meeting on 26 February, 2009] _____________________________________________________________________________ APPENDIX J Personal, Social ,Health and Economic Education (P.S.H.E.E) Policy8 The King’s High School for Girls PSHEE policy focuses upon the following key areas: citizenship, sex and relationship education, drug education including alcohol and tobacco, emotional health and well-being, physical activity, personal safety, healthy eating and economic education. Key aims and objectives: King's High School believes that PSHEE is an educational entitlement of all pupils and an integral part of each pupil's emergence into adulthood. The personal development of every girl at King’s High School is of paramount importance and synonymous with the school’s key aims.

Reference should be made for further information on each of the areas to the PSHEE handbook.

Through the PSHEE programme, King’s High School for Girls aims to enable its pupils: •

to lead confident, healthy and responsible lives as individuals and members of society.

•

to gain practical knowledge and skills to help them live healthily and deal with the spiritual, moral, social and cultural issues they face as they approach adulthood.

•

to understand and manage responsibly a wider range of relationships as they mature, and to show respect for the diversity of, and differences between, people and their environment.

•

to develop confidence and independence and encourage personal responsibility in all forms of behaviour.

•

to reflect on their experiences and how they are developing.

•

to develop their sense of well-being and self-esteem, encouraging belief in their ability to succeed and enabling them to prepare effectively and take responsibility for the challenges, choices and responsibilities of work, future choice of courses and careers9 and lifelong learning.

•

to empower them to participate in their communities as active citizens and to develop a global perspective. This policy is to be communicated clearly to staff, parents, pupils and Governors and shows how PSHEE is delivered in this School. In addition, further information on the delivery of PSHEE is school is available to parents.

Organisation The Deputy Head (Pastoral) in conjunction with the Head of Personal development is responsible for the overall planning, implementation and review of the PSHEE programme throughout the school and works closely with the Heads of Key Stage, form tutors, matron, and the Religious Studies, Biology and Physical Education Departments. Curriculum and opportunities The way in which the curriculum is managed, its organisation and the varying teaching styles used are central to the school’s ethos, aims, attitudes and values. All subjects and activities carried out in school such as assemblies, voluntary service, fundraising, mentoring schemes, and trips to name just a few, contribute to the personal and social development of pupils in school. By adopting a whole school approach, combining curricular provision with whole school policies and practices, the curriculum provides planned and co-ordinated opportunities for pupils to explore attitudes and values and to develop, knowledge, skills and understanding that support inclusion, challenge racism and value diversity. Delivery The Personal Development of each girl (through PSHEE) is achieved through a programme of activities that is flexible and modular. The delivery of the programme occurs in three distinct ways: 9

Following guidance outlined in DfE “Careers guidance and inspiration in schools” March 2015

1) Discrete provision through: a) Timetabled curricular time - Years 7, 8, 9, 10 & 11 have allocated timetable time of 35mins per week with dedicated schemes of work and lesson plans focussing on a broad range of areas including Careers education, citizenship, politics and protected characteristics b) Timetabled curricular time - Years 7 and 9 will undertake a Springboard programme focussing on developing: Leadership and team working skills; Independent Study Skills; Building relationships and interpersonal skills; Contribution to community; Resilience and positive coping strategies; Problem Solving Skills; Entrepreneurial Skills c) Pastoral/tutorial time activity sessions – Key Stages 3, 4 and Sixth Form have a tutorial time programme of activities that cover PSHEE and citizenship themes as well as, for example, careers education and guidance. d) Specialist speakers and workshops 2) Provision through teaching and learning in other subjects/curriculum areas, for example Religious Studies. 3) Provision of PSHEE and citizenship across the whole school including for example, assemblies, voluntary service, fundraising, peer mentoring, and a wide range of co-curricular activities. The King’s High PSHEE curriculum aims to fulfil all of the statutory and non statutory requirements set down by QCA, through the three delivery areas (details can be found in the PSHEE handbook). Teaching approaches A variety of teaching approaches are used to allow pupils to develop their knowledge and understanding of topics; to enable moral issues to be explored; and to acquire appropriate skills. More details can be found in the schemes of work but the most common strategies used are group discussions. Resources ▪

Materials - a wide range of teaching resources is available to teachers and the library is a resource area for girls and staff. In addition, notice boards (e.g. Health Education and Biology) and information/documentation given to girls and parents e.g. Bullying wallet card, provide additional information.

▪

Staff - All staff throughout the school, whatever their role, are involved in promoting and developing the aims and objectives of the PSHEE policy. In addition, we aim to ensure that staff have access to Continuing Professional Development in any aspects of the PSHEE programme that they feel are of relevance and interest and that they are provided with appropriate support and effective resources. Additionally, professionals with specialist areas of knowledge and expertise are employed to provide teaching in some 97

aspects of the programme, as well as specialist speakers who have experience of, or work in, specific fields. Monitoring and Review A formal review and evaluation of the PSHEE programme is undertaken annually by the Deputy Head (Pastoral) to update and develop the programme further and staff, pupils, parents and other members of the community are part of the review process. The programme though is constantly under review, with the inclusion of speakers when the opportunity arises, as well as focusing on topical issues. A review of provision was made in the School Development Plan of 2009-2010 to increase the timetabled curricular time provision to include now Year 8, Year 10 and Year 11, as well as a review of provision through subjectsâ&#x20AC;&#x2122; curriculum. The development of PSHEE is also recognised in the School Development Plan with an increasing focus in annual SDP 2015- 2017 on mental health. Specific Issues (a) Confidentiality. Staff and pupils should be aware that some information cannot be held confidential and that if certain disclosures are made actions will ensue. However, girls will always be offered sensitive and appropriate support and, if necessary, will be encouraged to talk to their parents or a doctor about their problem. (b)

Issues of sex and relationships, including sexually transmitted diseases, contraception and abortion are addressed in the teaching programme. Facts are presented in an objective and balanced way; the difference between fact, opinion and religious belief will be made clear.

(c)

Parents. Parents have the right (under the 1993 Education Act) to withdraw their children from all or part of the sex education programme. Parents should contact the Head Master to discuss this.

(d)

Counselling. There is no school counsellor but girls should feel able to approach Matron or any member of staff with whom they feel comfortable in the first instance. The school employed a Well-Being Mentor (qualified counsellor) in September 2014.

(e)

Complaints Procedure. Any complaints about the curriculum should be made following the schoolâ&#x20AC;&#x2122;s complaints procedure.

Policy review date: May 2018 DH(P) __________________________________________________________________________

APPENDIX K Reporting Policy 1. Introduction 1.1. This policy outlines the procedures to be followed by staff at King’s High School in informing parents, students and other staff regarding the progress of students at key points throughout the academic year. 1.2. The schedule and frequency of reports has been put together by the Senior Management Team (SMT) in consultation with staff, parents and girls. 1.3. Comments have been considered from staff, parents and girls and the format of each report type has been discussed by the Senior Management. . 2. Purpose Of Reports 2.1. We communicate with parents on at least a termly basis with the exception of the summer term for Years 11 and 13. This communication may be a Full or Grade report or a Parents’ Evening and in Years 12 and 13 it may be a Performance Data Monitoring report The roles and description of these types of communication follow. 2.2. Communication between home and school is a vital component in ensuring that girls, parents and staff are able to work together, in an informed way, to maximise the progress and achievement of each individual student. 2.3. A schedule of the main communications for this academic year is available separately. 2.4. In addition, staff communicate regularly with parents via pupils’ homework diaries and through the Rewards, Conduct and Concerns system which parents can access via the Parent Portal online. 2.5. Parents may also contact their daughter’s Head of Key Stage at any time by telephone or email if there is a concern that they wish to discuss. Both the Deputy Head (Pastoral) and Deputy Head (Academic) are also available to discuss girls’ progress whether academically or pastorally. 2.6. In order for our girls to maximise their learning they need a number of essential pieces of information: • Where are they at present? • What are their current strengths and areas for development? • What are the success criteria for the next stage in their learning? • What do they need to do to reach the next stage in their learning? 2.7. Teachers regularly and frequently give girls this information in a number of ways, throughout the course of the academic year. Our reports and Parents’ Evenings share this information with parents so that they too may play an active role in helping their daughters to progress.. 99

3. Report types: 3.1. Full Reports are issued once a year (twice in Year 10) and contain subject comments on progress, strengths and targets for development. In addition, where appropriate, there will be an indication of recent examination performance and whether this is on target for the level of attainment we expect for each girl. 3.2. The form tutor will also make a comment regarding general and overall progress as well as pastoral development and contribution to the life of the school; for example, but not exclusively, sporting, musical or dramatic contributions. 3.3. With all reports, parents are encouraged to respond to any areas about which they may be concerned or pleased and should direct all comments to their daughterâ&#x20AC;&#x2122;s Head of Key Stage or Head of Year as appropriate. 3.4. Grade Reports are issued largely during those half term periods when there is no full report and ensures that that parents and girls receive an overview of progress and attainment. Grade Reports will have grades against generic criteria and subject staff will make a brief comment. Some Grade Reports will also include a Tutor Comment on the studentâ&#x20AC;&#x2122;s overall progress and contribution to school life. 3.5. Sixth Form Monitoring: Performance Data is sent home in the autumn and spring terms of Years 12 and 13 so that girls, staff and parents can see how girls are progressing towards the targets that they are set based on their prior performance at GCSE. Parents have this system explained to them at the start of the Sixth Form and girls have it explained immediately prior to the first monitoring period in November. The aim of this data is to inform discussion so that all know whether a girl is on target to achieve her potential at the end of the course. Form and subject staff will discuss the data with girls once it is published and parents may wish to discuss the data with the Head of Sixth Form. Where there is particular concern the Head of Sixth Form will contact parents to discuss a girlâ&#x20AC;&#x2122;s progress. 3.6. Year 11 Mock and Year 10 January Examination Results will be communicatedto parents as soon as possible after the examinations are completed via the Parent Portal 3.7. Year 12 May mock examination results will be included in the full reports issued before the end of the summer term. 3.8. The results of the Year 13 mock examinations, sat just after the February half term break, will be communicated as soon as possible after the exams have been marked via the Parent Portal. 3.9. Examination Results for Key Stage 3 internal examinations will be reported as standardised scores with a mean value of 75 and a standard deviation of 14. For Key Stage 4 examinations the will be reported as percentages, examination grades with accompanying grade boundaries. For Sixth Form Mock see paragraph 3.7.

100

4. Report Timings 4.1.The timings of reports and Parents’ Evenings are produced at least a term in advance with all key dates for parents, girls and staff. 4.2.Reports from instrumental music teachers and from LAMDA classes are issued at times of year appropriate to them and are included on the separate Reports and Parents’ Evening schedule. 5. Parental Involvement 5.1.The learning process is very much a partnership between all those concerned: the girl, the subject staff, the form staff and the parents. If all take an active interest in each girl’s performance then all can be in the best position to help her to succeed. By reading their daughter’s report carefully, alongside all other forms of communication with the school, parents are able to support their daughter’s learning. 6. Parents’ Evenings 6.1.All year groups have at least one Parents’ Evening at a key point during the year. Year 12 has two because of the particular importance of decisions and progress in that year. 6.2.Parents’ Evenings are an opportunity for parents to discuss with their daughter’s teachers any strengths and areas for development and to personalise the communication. 6.3.From Year 9 upwards we ask that girls attend Parents’ Evenings with their parents as very often what staff have to say is as valuable to the girl as it is to the parent. It may, of course, be appropriate for the student to step aside if a confidential conversation needs to take place and this is explained to the girls in advance. 6.4.Especially in Key Stage 3, because girls take so many subjects and many staff teach more than one group of girls, it may not be practical for parents to see all their daughter’s teachers. Parents should consider carefully with their daughter which staff they would most like to see and similarly staff will mention to girls if they would particularly like to see parents. 6.5.Parents can ask for a conversation with their daughter’s Head of Key Stage at any time by telephone or email. 7. Roles of Key Members of Staff 7.1. Subject Teachers Subject teachers write comments on girls outlining their strengths, results of assessment and areas for improvement, giving specific examples of what girls may do in order to improve to the next level. Separate guidance for this is issued to teachers. Subject teachers within a department should also proof read each other’s comments thoroughly prior to the deadline date.

101

7.2. Form Teachers Form teachers give an overview of how girls contribute to the wider school community. They comment on contributions to extracurricular activities and also sum up the strengths and areas for development that the subject teachers may have specifically mentioned. They may also comment on organisational skills and, for example, attendance and punctuality. Form teachers also check reports for accuracy. 7.3. Heads of Key Stage Heads of Key Stage will read all reports to check for suitability and appropriateness of comment. Heads of Key Stage also gain an overview of each girlâ&#x20AC;&#x2122;s performance from her report. 7.4. Head Master The Head Master reads all girlsâ&#x20AC;&#x2122; reports to give him an overview of progress across departments and key stages. 7.5. Deputy Head (Academic) The Deputy Head (Academic) [DHA] is in charge of the overall reporting system within the school. The DHA liaises with the Pastoral Deputy regarding the timing of reports and with the IT department and the school office regarding the electronic input, printing and uploading of reports. The DHA also responds to any issues arising from the production of the reports and writes and reviews this Reporting Policy. 7.6. Girls The prime audience of reports is the girls themselves. It is important that the girls realise that the comments written on their reports are as much for their benefit as for their parents. Girls are given the opportunity to read their reports before they are sent home to their parents. They should take this opportunity to take note of both subject and form tutor comments and to formulate an action plan as to what they will do in order to take their learning forward over the coming months. These action points may be written in their homework diaries or on an appropriate pro-forma as supplied by their Head of Key Stage or form teacher. Form staff and subject staff may refer to these action points in the following months. Reviewed and updated by S Burley July 2017

APPENDIX L UNIFORM LIST - 2017-2018 School Uniform - School uniform is provided by Schoolblazer Ltd and can be ordered online at www.schoolblazer.com All uniform items must be bought from Schoolblazer except for those with an * (e.g. tights and socks). Some uniform items are optional. The uniform consists of the following items, of the approved style and material: 102

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.

Regulation pleated navy kilt. An optional A-line skirt is available for Years 10 and 11 only. Length of all skirts to be on or below the knee. Please remember to allow for growing room! Regulation striped fitted blouse with option of long or short sleeves. Regulation navy V-necked pullover or cardigan with crest. Regulation navy blazer with crest (required to be worn by all girls daily). *Tights (in navy, beige or black), which must be worn between Autumn half-term and the end of the Spring Term. Navy socks* (ankle or 3/4 length) are an option in the Summer Term and first half of the Autumn Term only. Regulation navy and jade college scarf (optional). Navy overcoat (this overcoat is optional as the waterproof tracksuit top can be worn instead). Plain navy or black rucksack* for Yrs 7-10 and recommended to Yr11. Hats and gloves* are optional but should be navy or black. Summer dress – to be worn Summer Term and 1st half of Autumn Term as desired, with white socks. The dress length must be on or below the knee. School Shoes* - see attached information.

For Physical Education 1. Navy Games skort and it is helpful if the girl’s name could be embroidered or a name label attached on the outside, bottom left corner. 2. Navy/Jade Games polo shirt with crest. 3. Jade sweatshirt with crest. 4. Navy tracksuit bottoms. 5. Waterproof navy/jadeTracksuit top with fleece lining and crest. 6. Plain navy Shorts*. 7. Swimming costume. 8. Swimming hat with crest. 9. Navy/Jade Games Bag with crest. 10. Navy 3/4 sleeve leotard* (Years 7, 8 & 9 only). 11. Navy footless tights* (Years 7, 8 & 9 only). 12. Navy/jade hooped Games socks for team players. 13. Navy socks*. 14. White sports socks*. 15. Shin pads *. 16. Gum shields*. Optional items 1. Thermal base layer top with crest. 2. Leggings: years 7-9 –Navy; Years 10+ Navy or black. 3. Navy boot bag. Additional items*: 1. White plimsolls or training shoes. 2. Astroturf boots. 3. Hockey stick. 4. Tennis racquet. 5. Towel, embroidered with name (optional but will be needed should your daughter wish to take a shower). 103

Stationery Your daughter is also expected to have the following items of general equipment: 30cm ruler, protractor and compasses (available from school). Pencils and pencil sharpener; Rubber; Pencil crayons; Fountain pen; Blunt ended paper scissors; Pritt stick or similar. (Bottles of correcting fluid are not permitted). Goggles will be provided for Design Technology and Science when required. Jewellery - No jewellery, except wristwatches, is allowed, although following discussions at School Council, now a pair of small, plain gold or silver studs, one in each ear lobe, may be worn in the school day. The bottom of the ear lobe must remain visible. Earrings cannot be worn for any form of physical education lesson or sports activity. Girls will be asked to remove them before taking part in a physical activity, if they have not already done so. This should be taken into consideration when ear piercing is being planned, as for clear safety reasons, there can be no exceptions. Hair Accessories should be plain, in navy, black or match the colour of the hair. Extremes of colour and style of hair (and accessories) are not suitable for school and should not be worn. Naming of Property - All uniform, games kit and personal possessions must be clearly marked with the owner's name. SchoolBlazer will name all items of uniform purchased, as well as provide additional name labels for sports kit and science overalls. Money - Any money brought to school must be kept on the person at all times. USB drive/memory stick - This would be a useful addition for your daughter so that she can back up her work files. Uniform – School Shoes - Charles Clinkard of Warwick have a range of suitable shoes but parents may use the guide below to purchase from any store. Year 7 School Shoes - All Key Stage 3&4 shoes at King’s High must be black or DARK brown leather (n.b. no patent). In order to ensure safety in school, high heels are impractical. Suitable shoes should fully cover the front of the foot (metatarsus area) by laces or Velcro or buckled strap(s). The strap must provide effective support over the arch of the foot and not be by the toes. The shoes should have arch support (no ballet shoes) and a block heel of no more than 2 ½” in height. We regret that this year we are unable to provide names of specific shoe brands and styles but we do expect that the shoes fit as closely as possible to the shoe styles outlined below. We take health and safety seriously in school and so will check regularly the shoes that are being worn and the School’s decision on this matter will be final. We reserve the right to veto anything we deem inappropriate Suitable Year 7 shoes

104

SIXTH FORM DRESS CODE The overall aim of the Dress Code is to ensure that all students are business-like in their attire, as befits a working Sixth Form, as well as affording the opportunity to look stylish. It is vitally important that you remember that extremes of dress and fashion are not appropriate in a school with younger pupils. These pupils take their lead from you; whether you like it or not you are role models. All students must wear the following: A smart tailored matching suit. A suit consists of a skirt and jacket, trousers and jacket or a dress and jacket. Appropriate suit colours include; black, brown, grey, navy, purple, dark green. A subtle pin stripe or checked pattern is permitted. Skirts need to be of appropriate length and not be tight fitting. They must be knee to mid-calf length, have neither revealing splits nor uneven hems. No shorts, no cropped trousers nor any denim is permitted. A plain belt may be worn but must only have a small buckle. You will be provided with a regulation main school skirt if yours is deemed inappropriate. A plain, striped or checked blouse/shirt is permitted beneath you jacket. It must not contain any images or logos and it must be able to either tuck into your waistband or to sit neatly on top of it. Bare midriffs are not allowed. No sleeveless tops are permitted and low necklines are unsuitable. A cardigan or jumper may be worn underneath your jacket - not instead of it. You must wear your jacket around school at all times. Only school issue badges may be worn. Flat or low heeled shoes (no greater than 7 cm) or low heeled boots can be worn. Not permitted are high heels, open toed shoes/sandals, flip-flops, Ugg-style boots, canvas shoes, etc. All footwear must be clean and smart in appearance. You are permitted to wear scarves or pashminas. School is a working environment. Modest jewellery and make up are allowed but they must be discreet and reflect the working nature of the school. Pierced ears are allowed but facial piercings are not, nor are tattoos. The school reserves the right to veto anything that is deemed inappropriate. Your Form Tutor will advise you when you are incorrectly dressed. If it is a small infraction you will be given until the next day to correct it. If it is a more serious matter you will be referred to the Head of Sixth Form and you may be asked to go home and change and your parents will be contacted. Those who persistently offend will find any privileges will be withdrawn and will be referred to the Head Master.

105

APPENDIX M COMPLAINTS POLICY for Warwick Foundation Schools Author Version Date of Approval

Review Next Approval

Simon Jones, Foundation Secretary 5.2 14 Jan 2016 (E&R) and 11 Feb 2016 (FG) Reviewed Autumn 2016; no changes made Minor update May 2017 Summer Term 2017 Autumn Term 2018 (E&R)

COMPLAINTS POLICY 1.0

Introduction

1.1

This policy applies to all parents of pupils at the three Schools that form Warwick Independent Schools Foundation (Warwick Preparatory School, Kingâ&#x20AC;&#x2122;s High School, Warwick, and Warwick School) including, where applicable, parents of pupils in the Early Years Foundation Stage.

1.2

The Schools have long prided themselves on the quality of the teaching and pastoral care provided to their pupils. However, if parents or guardians do have a complaint, they can expect it to be treated by the Schools in accordance with this Policy and Procedure. Our aim is to have an open organisation, climate and culture.

1.3

This policy encompasses notifications of an actual or perceived problem arising from an event or process under the jurisdiction of the school, which causes parents to be concerned or dissatisfied about their childâ&#x20AC;&#x2122;s experience or their own. Parents may not complain on behalf of others, and groups of parents who wish to raise the same matter under this procedure are required to do so separately, as individual families.

1.4

In order to assist in a speedy and satisfactory resolution, parents are asked, from the beginning, to state clearly the exact nature of their concern and the remedy sought. It can greatly assist a speedy and satisfactory resolution if the notification is prompt and specific, including examples and factual evidence where this is appropriate and practicable.

1.5

A central record will be kept securely of informal complaints, allowing the pattern of concerns and complaints to be monitored regularly by appropriate members of the senior management team.

2.0

Definitions for the purposes of this Policy 2.1

A parent is defined as someone having parental responsibility for a pupil currently attending the school.

2.2

Working days refers to full school days in term time. This therefore excludes all school holidays, weekends, public holidays and half-days. 106

Where the word ‘normally’ is used, it is expected that the timescale would only be altered by the School or the parents in exceptional circumstances, such as the illness of a parent or a key member of staff involved in the process. Should the matter progress to an appeal, the availability of the panel members may also be a constraint. In these circumstances, a note will be sent to complainants to inform them of the proposed length of time it will take to undertake initial enquiries above and beyond the normal time indicated. 3.0

Policy

3.1

In our Schools, we wish to have a community that listens and is able to respond in a positive, appropriate and sympathetic way to any concerns. It is important that all stakeholders feel valued and involved with the school and are able to voice their concerns. This is helped where the culture of the school is open and where all complaints are received in a positive manner.

3.2

All concerns need to be handled seriously. A gentle expression of concern, or a simple query, may grow into a painful matter if people feel that they have been brushed aside. Equally, issues with the potential to become acutely difficult may dwindle and fade if they are handled well at the initial stage.

4.0

Procedure Stage 1 – Informal Resolution Contact:

Tutor, Key Stage Coordinator or Deputy Head

Timescale:

Complaint normally acknowledged within 1 working day Complaint to be dealt with, with a view to a full resolution, normally within 10 working days

4.1

It is hoped that most complaints and concerns will be resolved quickly and informally.

4.2

If parents or guardians have a complaint, they should contact the pupil’s form Tutor (class teacher) or Key Stage Coordinator, or the Deputy Head. If he/she is not the appropriate person to deal with it, he/she will pass it to the person who is. If this individual cannot resolve the matter alone, it may be necessary for him/her to consult the Deputy Head or the Head.

4.3

Boarders’ parents or legal guardians should direct complaints to the Boarding House Parents. Alternatively, they can be directed to the Head Master or Deputy Head. Boarding House complaints will be addressed in accordance with the Foundation Complaints Policy.

4.4

The aim is to resolve the matter promptly to the parents’ or guardians’ satisfaction.

4.5

Complaints made directly to the Deputy Head or the Head will be referred to the relevant member of staff unless the Deputy Head or the Head deems it appropriate to deal with the matter personally. 107

4.6

The member of staff in receipt of the complaint/concern will make a written record of it and the date on which it was received and will normally acknowledge it within 1 working day. The school will normally deal with the matter within 10 working days of receipt of the notification.

4.7

Where resolution is not achieved at the first stage, parents may choose to continue to approach the school informally on the matter, as described above, or may instead decide to make a formal complaint under Stage 2 of this procedure. If they choose to continue informally, this does not preclude them from lodging a formal complaint at a later stage. Stage 2 – Formal Resolution Contact:

Head

Timescale:

Complaint normally acknowledged in writing by Head within 5 working days Complaint to be dealt with, with a view to a full resolution, normally within 28 working days.

Note – special additional circumstances apply to Early Years Foundation Stage (EYFS) complaints – see Section 5.0 below. 4.8

If the complaint cannot be resolved at Stage 1 (Informal Resolution), then the parents or guardians should put their complaint in writing (letter rather than email) to the Head stating explicitly that, having been through Stage 1 of the procedure, they remain dissatisfied and now wish to make a “formal complaint”.

4.9

In the Formal Complaint, parents should: • state the nature of the complaint, • state the remedy sought, and • include all relevant information. Parents should note that the complaint at this stage should not change in scope from that presented at Stage 1. Should any new matters be presented, parents will be advised that they will be dealt with under Stage 1.

4.10

A formal complaint should normally be lodged within 7 working days of the date of a verbal or written report to parents under the Stage 1 procedure.

4.11

The Head will acknowledge in writing receipt of the complaint, normally within 5 working days, and will normally appoint a senior member of staff to investigate the issues raised (“Investigating Officer”).

4.12

The Investigating Officer will keep written records of all meetings and interviews held in relation to the complaint which will be provided to the Head once collated.

4.13

Once the Head is satisfied, so far as is practicable, that all of the relevant facts have been established, a meeting with the parents will be arranged. At or after that meeting, a decision will be made and parents or guardians informed in writing, 108

detailing the reasons. 4.14

The school will normally deal with a formal complaint within 28 working days of receipt.

4.15

If parents or guardians are still not satisfied with the decision, they may choose to proceed to Stage 3 of this Procedure. Stage 3 – Panel Hearing Contact: Timescale:

Foundation Secretary, who will call Complaints Panel Hearing normally to take place within 28 working days Any documentation will normally be provided no later than 5 working days before the hearing. Decision normally made within 10 working days of hearing.

Note – special additional circumstances apply to Early Years Foundation Stage (EYFS) complaints – see Section 5.0 below. 4.16

If parents or guardians seek to invoke Stage 3 (following a failure to reach resolution at Stages 1 or 2), they will be referred to the Foundation Secretary, who has been appointed by the Governors to call hearings of the Complaints Panel. The matter will then be referred to the Complaints Panel for consideration. A Complaints Panel hearing is a review of the decisions taken by the Head at Stage 2.

4.17

Parents should be advised that it is only their Stage 2 complaint which will be considered by the Complaints Panel. The Panel will not consider any new material or areas of complaint at this stage. They will refer any new material or complaint back to the school for investigation under the appropriate earlier stage of this procedure.

4.18

It is not the Complaints Panel’s purpose to re-investigate the complaint, but to consider the matters raised by the parent(s), and the report from the school, and to decide whether the determination reached at Stage 2 was reasonable and fair.

4.19

The Complaints Panel will consist of at least three persons not directly involved in the matters detailed in the complaint, one of whom shall be independent of the management and running of the school. Each of the Panel members shall be appointed by the Governors. The Foundation Secretary, on behalf of the Panel, will then acknowledge the complaint and schedule a hearing to take place as soon as practicable and within 28 working days of the complaint being lodged with the Foundation Secretary.

4.20

If the Panel deems it necessary, it may require that further particulars of the complaint or any related matter be supplied in advance of the hearing. Copies of such particulars shall be supplied to all parties not later than 5 working days prior to the hearing.

4.21

The parents or guardians may be accompanied to the hearing by one other person who will be present to provide support and not to participate in the discussions. This may be a relative, teacher or friend. Legal representation will not be 109

appropriate. 4.22

A hearing under this procedure is not a legal proceeding, but a private and confidential matter. The Foundation Secretary will make a minute of the hearing, but no tape, video or digital recording may be made by any party. No notes, other records or oral statements about any matter discussed or arising from the proceedings shall be made available directly or indirectly to third parties, including the press or other media.

4.23

The Panel’s aim is to, if possible, resolve the parents’ or guardians’ complaint as soon as it has met without the need for further investigation, on the understanding that they already have all the necessary information to conclude matters. Occasionally, it may become necessary to adjourn and reconvene the Panel if further information comes to light that alters the key facts of the case.

4.24

After due consideration of all facts they consider relevant, the Panel will reach a decision and may make recommendations as soon as reasonably possible within 10 working days of the Hearing, unless there are any extenuating circumstances that prevent the matter being concluded in that timeframe. The Panel will write to the parents or guardians informing them of its decision and the reasons for it.

4.25

The decision of the Panel will be final. The Panel’s findings and recommendations (if any) will be sent in writing to the parents or guardians, the Head, the Governors and, where relevant, the person about whom the complaint was made.

4.26

A copy of those findings and recommendations will be kept by the Heads’ PA and is available for inspection on the school premises by the Governors and the Head.

5.0

Early Years Foundation Stage (EYFS)

5.1

Written complaints about the fulfilment of the EYFS requirements will be investigated and parents will be informed of the outcome of this investigation within 28 days.

5.2

If, following this process, parents believe that the school is not meeting EYFS requirements, they may contact Ofsted and/or the Independent Schools Inspectorate (ISI) at the addresses below. Ofsted (Midlands) Building C Cumberland Place Park Row NOTTINGHAM NG1 6HJ

Independent Schools Inspectorate CAP House 9-12 Long Lane LONDON EC1A 9HA

Telephone 08456 404040

Telephone:

020 7600 0100

5.3

The record of the complaint is available to Ofsted and ISI on request.

5.4

Records of such complaints are kept for at least three years.

110

6.0

Boarding House

6.1

This policy is available to all staff and parents or legal guardians at Warwick School’s Boarding House.

6.2

In accordance with the National Minimum Standards for Boarding Schools standard 18, this policy is compliant with regulatory standards.

6.3

Boarders’ parents or legal guardians should direct complaints initially to the Boarding House Parents. Alternatively, they can be directed to the Head Master or Deputy Head Master. Boarding House complaints will be addressed in accordance with the Foundation Complaints Policy. This includes details of how parents may appeal against a decision made by the school about their complaint.

6.4

The Boarders’ Guide provides information to Boarders as to how they can raise specific concerns relating to the Boarding Houses, such as by approaching a member of staff or raising the matter in Boarders’ Council.

7.0

Record-keeping

7.1

Written records of both formal and informal complaints will be kept securely for at least three years, including: • •

whether formal complaints were resolved at the preliminary stage or panel hearing stage what action the school has taken as a result of each complaint regardless of whether it was upheld.

7.2

Parents or guardians can be assured that all concerns and complaints will be treated seriously and confidentially as is required by paragraph 25(k) of the Education (Independent Schools Standards) Regulations 2014. Correspondence, statements and records will be kept confidential except insofar as is required of the school by paragraph 7(k) of the Education (Independent Schools Standards) Regulations 2014; where disclosure is required in the course of the school’s inspection; or where any other legal obligation prevails.

8.0

Reporting

8.1

At the beginning of each academic year, a report will be provided to Governors on the number of Stage 2 complaints made in the previous academic year. The number of complaints will be publicised via the School Web Sites.

Signed

………………………………………………………. Chairman of Education Committee

Counter-signed

………………………………………………………. Head 111

WARWICK INDEPENDENT SCHOOLS FOUNDATION COMPLAINTS PROCEDURE FOR PARENTS OR GUARDIANS

Complaint Received

Stage 1: Informal Resolution

If directed to Tutor or a member of staff they deal with the matter immediately or pass it on to the Key Stage Coordinator or other senior member of staff. Complaint must be logged with the Head.

Letter or phone to Head

Complaint acknowledged within 24 hours by recipient. Aim to resolve within 10 working days.

Complainant Satisfied

Stage 2: Formal Resolution

Complainant dissatisfied Complaint must be put in writing

Head responds within 10 working days. Complainant and Head meet. Complaint discussed.

Complainant Satisfied

Stage 3: Complaints Panel

Complainant dissatisfied

Governors will hold a meeting within 28 days of call for panel hearing Complainant still dissatisfied

Resolution by Governors New procedures evaluated and, if appropriate, adopted

Complainant Satisfied

APPENDIX N

UPPER SIXTH LEAVERS’ UNIVERSITY DESTINATIONS 2016 * Left 2015 Molly Aldersley Martha Allen-Smith Emma Atkins Elena Bailey Felicity Bee Emily Beevers Alexandra Bland Amy Borland Grace Bottomley Holly Bray Madeleine Briggs Mary Burston Olivia Carter Alice Chandler Nicola Chesney Eleanor Cooper Sally Curtis Rhianna Davies-McCrorie Taren Dhoot Francesca Dullehan Emilia Dunkerley Laura Dunkerley Kate Duxbury Harriet Edwards Sophie Edwards Lauren Fletcher Sophia Foroughi Ruth Foster Annabel Fox Jessica Garrison Anna Grant Harriet Green Grace Griffiths Ella Guthrie Lucy Guyver Anastasia Hall Kate Hammond Chloe Hammond-Oliver Charlotte Hampton Katherine Hampton Katie Harding Katherine Hateley Martha Hayes Jessica Hazel Lauren Huntzinger Emma Jackson Kate Jevons Bethany Kapma Celia Keay

Gap Year Gap Year Employment Gap Year Medicine (Cardiff) Modern & Medieval Languages (St John’s College, Cambridge) Politics (Newcastle) * Veterinary Science (Liverpool) Classics (Durham) Politics & International Relations (Nottingham) History (St Hugh’s College, Oxford) Geography (Sheffield) History (Exeter) * Gap Year Politics with International Relations (Plymouth) * Gap Year Psychology (Sheffield) * Criminology & Psychology (Keele) * International Management with American Business Studies (Manchester) Economics (York) Economics (McGill, Canada) Psychology (McGill, Canada) History (Bristol) Events & Leisure Marketing (Bournemouth) Education with Psychology (Bath) * Linguistics (Magdalene College, Cambridge) Spanish & Business (Coventry) * Medicine (Hull York Medical School) * Medicine (Bristol) * Psychology (Bournemouth) Drama & Performance & Psychology (Worcester) Biology (Bath) Food Marketing & Business Economics with Industrial Training (Reading) * German & Philosophy (York) Stage Management (RADA) Cosmetic Science (University of the Arts, London) Modern & Medieval Languages (St Catharine’s College, Cambridge) Politics & International Relations (Loughborough) * Geography with Study in Continental Europe (Bristol) History (Bristol) * Dentistry (Newcastle) * Politics & International Relations (Bristol) * Geography (Leeds) History (York) Hispanic Studies with Portuguese (Warwick) Neuroscience (Nottingham) * Sociology (Sheffield) * Physiotherapy (Worcester) Law (St Catharine’s College, Cambridge)

Lucy Knowles Tamsin Lewis Emma Loveridge Lauren Marcus Neshma Mattu Evridiki Michaels Alice Narbett Emma Natin Amelia Newey

Gap Year American Studies & Politics (Sussex) Chemistry (Durham) Equine & Veterinary Bioscience (Aberystwyth) Geography (British Columbia, Canada) Chemistry (Leeds) Drama Studies (Roehampton) Gap Year Sport & Exercise Science (Oxford Brookes)

Hope O'Dwyer Ellen Oscroft Martha Parsons Rebecca Parsons Molly Pomroy Darcy Poole Ronay Poole Eleanor Powell Kate Protheroe Sally Rankin Caitlin Regan Rebecca Ritchie Charlotte Robinson Jessie Salter Jemima Scrivens Catherine Stanislas Lucy Stock Kathryn Suffern Jyotnav Thiara Rebecca Tunstall Alexandra Twemlow Alice Vaudry Yolanda Vazquez Isobel Webb Ellen Wiggin Emily Wilkinson Katrina Woodhead Laura Woodhouse

French with English (Kingâ&#x20AC;&#x2122;s College London) * Gap Year Film Production (Gloucestershire) Mechanical & Medical Engineering (Hull) Computing (Leicester) Gap Year Acting (Guildford School of Acting, Surrey) * Gap Year Real Estate (Royal Agricultural University, Cirencester) * Medicine (Bristol) Business/Marketing (Manchester Metropolitan) History (York) Gap Year Materials Science & Engineering (Exeter) Gap Year Gap Year French & Linguistics (Edinburgh) Chemistry (York) Biomedical Sciences (Southampton) * Medicine (Southampton) History & Modern Languages (Exeter) Forensic Science (Kent) * Gap Year Music (Keele) Economics (Royal Holloway, London) Gap Year/apprenticeship Gap Year Gap Year

Sophie Oates Caitlin Oâ&#x20AC;&#x2122;Driscoll

Graphic Communication & Illustration (Loughborough) * Film (Roehampton) *

APPENDIX O

2016 DEGREES (as known) Elizabeth Davis Lucia Farrington Evie Gill Charlotte Jones Emma Killeen Anna McBeath Rachel Parris India Phillips Amelia Tricklebank Harriet Walker Jessica Walley Evangeline Weavers Jessica Woodyatt

B.A. Hons. I Classics (Royal Holloway, University of London) B.A. Hons. II i History & Archaeology (Newcastle) LL.B. Hons. II i Law (Liverpool) B.Sc. Hons. I Animal Behaviour & Welfare Science (Bristol) B.Sc. Hons. Chemistry (Southampton) (classification unknown) B.A. Hons. II i Geography & Sociology (Oxford Brookes) B.A. Hons. I Modern & Medieval Languages (Cantab) M.Eng. Hons. I Mechanical Engineering (Liverpool) B.Sc. Hons. II i Biology (Worcester) M.Sci. Hons. II i Physics (Imperial College, London) B.A. Hons. II i Sociology (Newcastle) B.Sc. Hons. II i Management Sciences (Loughborough) B.Sc. Hons II i Psychology (Swansea)

APPENDIX P Spring Term 2018

Summer Term 2018

Form tutor email update by Friday 13 October Grade Reports sent home Monday 11 December

Grade Reports available online Friday 16 February

School exam week 21 – 25 May Exam results online18 June Full Reports available online Tuesday 10 July

Parents’ Evening Tuesday 21 November (5.00-8.00pm)

Grade Reports available online Friday 26 January Full Reports available online Friday 23 March

School exam week 21 – 25 May Exam results online18 June Grade Reports sent home Tuesday 10 July

Full Reports available online Monday 11 December

Parents’ Evening Thursday 25 January (5.00-8.00pm) Grade Reports available online Monday 26 March GCSE Option choice deadline Friday 2 February

School exam week 21 – 25 May Exam results online18 June Grade Reports sent home Tuesday 10 July

Parents’ Evening Thursday 16 Nov (5.00-8.00pm)

Exams begin Tuesday 9 January to Monday 16 January Results available online Thursday 1 February Full Reports available online Friday 23 March

School exam week 21 – 25 May Exam results online18 June Results available online Friday 15 June Parents’ Evening Tuesday 19 June (5.00-8.00pm)

Exams begin Tuesday 10 January – Friday 20 January Results available online Monday 5 February Parents’ Evening Wednesday 7 February (5.00–8.00pm) Grade Reports available online Tuesday 27 March

Exams

Year 11

Full Reports available online Friday 1 December Sixth Form Open Evening Wednesday 27 September A Level Option choice deadline Wednesday 6 December Internal exam day Wed 13 December Performance data monitoring Sent home Friday 13 October Parents’ evening Wednesday 1 November (6.008.00pm) Performance data monitoring Sent home Friday 8 December

Performance data monitoring sent home Tuesday 13 February Parents’ evening Wednesday 21 March (6.00-8.00pm) Performance data monitoring Sent home Friday 23 March

Study leave Monday 21- 23 May Mocks Thursday 24 & Friday 25 May Exam results online18 June Full Reports available online Tuesday 10 July

Performance data monitoring Sent home Friday 13 October

Performance data monitoring sent home Tuesday 13 February Mocks 26,27 &,28 February Exam results sent home Friday 23 March Parents’ Evening Monday 26 March (6.00 – 8.00pm)

Exams

Year 13

Year 10

Year 9

Year 8

Year 7

Autumn Term 2017

Year 12

Schedule of Exams, Reports, Parents’ Evenings and Monitoring 2017-2018

•

Full Report (Incl. Performance data) available online Monday 11 December

Parents’ Evening Tuesday 6 March (5.00-8.00pm)

External examination results for Summer examinations (Years 12 & 13) will be available on Thursday 16 August 2018 External examination results for Summer examinations (Year 11) will be available on Thursday 23 August 2018

APPENDIX Q KING’S HIGH SCHOOL PARTNERSHIP WITH PARENTS How Parents Can Help We need and greatly value the support of our parents. We particularly appreciate their support in these ways: • Attend your daughter’s parents’ evening and introductory parents’ evening every year plus any other talks about your daughter’s curricular or co-curricular programme • Reinforce with your daughter all the messages we give you at various meetings • Respond promptly to any message of concern from staff about your daughter and work with us to remedy any problems • Read all the information you receive from School and respond to anything we ask you to • Check your daughter’s portal page regularly and discuss with her any rewards or sanctions • Monitor and sign her homework diary (Key Stage 3 & 4) • Alert us to any personal issues or circumstances which might lead to poor behaviour or performance in school or that you simply feel we need to know about • Maintain your involvement in the school in as many ways as possible (look at the website regularly for news; attend events even if your daughter is not taking part in them) • Give your feedback whenever we or ISI issue a parental questionnaire • Discuss with your daughter her written reports, exam performance, monitoring and the verbal reports you receive at parents’ evenings • Talk to your daughter regularly about school! • Support your daughter’s curricular and co-curricular programme with e.g. visits to events and places of interest; books (strongly encourage reading); general cultural education ENSURE YOUR DAUGHTER • attends regularly and punctually (no time off for holidays in term please) • has all the equipment she needs • leaves home each day wearing correct dress (Year 7-11 no jewellery or nail varnish, no holes in her jumper, her skirt on the knee, a regulation coat in winter) • has a regular and supervised evening and weekend homework routine which enables her to complete her homework to the expected standard and on time without distraction from TV, phone, computers. Contact us if she is not doing enough homework and please do not do it for her. At best just guide her in the right direction • has all equipment, possessions and uniform clearly marked and leaves valuables (n.b. iPods) at home • is monitored by you in her use of mobile phones and computers (to ensure that potentially hurtful messages and chat to and about other girls in the school are not being exchanged out of school hours and that she is not accessing inappropriate material)