Prospectus 2013-14 by Phill Evans

Prospectus 2013/14

RECOGNITION AND CELEBRATION OF ACHIEVEMENT • RESPECT AND TOLERANCE OF ONE ANOTHER • CARE FOR OUR ENVIRONMENT • INCLUSION AND EQUALITY FOR ALL • PERSONAL REFLECTION AND LEARNING • COLLABORATIVE APPROACHES TO IMPROVEMENT

A High Performing School Specialising in Technology

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Clay P. Bedford

Amara, Year 9

MADELEY PARLIAMENT

“I like Madeley because you can learn in every lesson and every lesson counts. All of the departments improve every year to help you learn. I like that teachers will try their hardest to help you and to give you their time when you need help.”

Scarlett, Year 10 “Of the many positive achievements the school has had in the past, one aspect that stands out for me has to be sports. From volleyball to football, badminton to netball, you can see all pupils enjoying the sports and also giving their all. There are lots of opportunities to get involved whatever your ability at sport is, good or bad, every pupil has the same choice and opportunity.”

Tom, Year 10

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HEADTEACHER’S INTRODUCTION Madeley High School is a community built upon shared core values; a respectful, caring and inclusive community, where learning and personal growth is linked to reflection, collaboration and celebration. We are committed to partnership and believe in working closely with parents/carers in fulfilling the potential of each pupil. This prospectus seeks to outline how these values make Madeley a school where every person matters. Every pupil joining Madeley is encouraged to aim high, believe in themselves and find and nurture their strengths and talents. They are valued and supported as individuals by a committed and experienced team of staff, who measure success in the many and varied achievements of each pupil in their care. Every care is taken to ensure that teaching, learning and support across the school is of the highest standard, with the aim of providing inspirational experiences in all areas of the curriculum. This is linked to a commitment to supporting the academic success of all pupils and the school is proud of its outstanding results. A wide range of activities: clubs, trips, sports, House competitions, arts events, music and more make up the cultural life of the school. There are numerous opportunities for pupils to fulfil leadership roles, most notably as part of the Madeley Parliament, and to make a positive contribution to the wider community around them; encouraged to grow socially, morally and spiritually. This prospectus gives a flavour of our school. I warmly encourage you to visit the school in order to gain a sense of how we live out our values and endeavour to ensure that every pupil leaves Madeley with happy memories, good qualifications, and self-confidence; equipped to follow their dreams and make a difference in the world.

Martin Kerridge Headteacher

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CORE PURPOSE

“What I love about Madeley High School is that every single person in the school is really welcoming and friendly. The teachers really understand and help you as best they can in anything you do. It is a really refreshing place to be and I look forward to coming here every day!”

TO INSPIRE ENJOYMENT OF LEARNING IN A HIGH QUALITY ENVIRONMENT WHERE EVERY PERSON MATTERS

You can teach students a lesson for a day; but if you can teach them to learn by creating curiosity, they will continue the learning process as long as they live

MADELEY PARLIAMENT QUOTES

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RESPECT & TOLERANCE OF ONE ANOTHER

The school provides an education to our community to allow individuals to understand these differences that individuals have which allows them to be tolerant and respectful of each other. This is supported through:  Listening and responding to the views of students, parents/carers and our wider community  Being active at the heart of our local and global community  Encouraging individuals to make a valuable contribution to society  Promoting a physically, mentally and emotionally healthy school  Providing, encouraging and promoting a safe, secure and stable environment  Valuing the spiritual, moral, social and cultural diversity of our school and community

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One of the most sincere forms of respect is actually listening to what another has to say

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Bryant H. McGill

CARE FOR OUR ENVIRONMENT Today’s young people need the skills and experience to shape a sustainable future for themselves and their own children. For our learning community sustainability is about finding ways of living and working that support a high quality of life without compromising the future of generations to come. At Madeley we create powerful educational experiences that prepare pupils for active citizenship in today’s world, where they can make a difference in their communities by actively caring for the environment. We believe that if we are going to serve as a model of responsibility we must embrace ecologically friendly technologies and ideas. Our pupils are given regular opportunities to think about, discuss and debate environmental concerns. The learning experiences that our commitment to caring for the environment offers for pupils, staff and the wider community are an important and highly valued part of the curriculum in its widest sense. We aim to develop our pupils’ understanding of the need to help people in all parts of the world to find solutions that improve their quality of life without storing up problems for the future, or impacting unfairly on other people’s lives. Sustainable development means much more to us than just recycling or giving money to charity. It is about thinking and working in a profoundly different way for the benefit of everyone both now and in the future.

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We define respect as having a positive feeling of esteem for a person or other entity (such as a nation, group or a religion). It is our culture to use positive actions, language and conduct as a representative of this esteem. We see respect as a specific feeling of regard for the qualities of an individual’s physical, social, cultural and religious differences.

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We define tolerance as the acceptance of diversity and of opinion, social, ethnic, cultural and religious. It is the ability to listen and accept others, valuing the different ways of understanding and position in life. Tolerance is about being respectful and considerate towards the difference in people.

CARE FOR OUR ENVIRONMENT

RESPECT AND TOLERANCE OF ONE ANOTHER

We do not inherit the earth from our ancestors; we borrow it from our children Native American Proverb

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INCLUSION & EQUALITY FOR ALL

When you meet someone better than yourself, turn your thoughts to becoming his equal. When you meet someone not as good as you are, look within and examine your own self Confucius

 Provide a rich, wide and varied learning experience for everyone  Inspire lifelong learning and economic well being  Challenge the boundaries of each individual’s learning through inspirational teaching  Listen and respond to the views of students, parents/carers and our wider community  Encourage individuals to make a valuable contribution to society  Value spiritual, moral, social and cultural diversity

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PERSONAL REFLECTION AND LEARNING Madeley High School prides itself on offering our pupils more than academic success. We want them to be ‘well-balanced’ citizens of our world, who are equipped with the confidence and skills to succeed in life. Throughout their journey of learning, we try to invest in them our time and high levels of aspiration. As a result, our pupils are committed to their lessons, motivated by the activities on offer and celebrate when they and others succeed. We believe that teaching is different and individual to every classroom; there is no one ‘recipe’ for the delivery of lessons, no ‘one size fits all’ approach. Teachers are here to meet the needs of all of our pupils, as their learning needs are different. We expect pupils to take risks with their learning, and believe that success is reflected in many different ways depending on the child. Whether the pupil has a specific educational need, is gifted or talented or a clear ‘all-rounder’, we feel that we can personalise their differences in an environment geared for any learner. The curriculum will provide the formal education that our pupils require to be functional in society. However, we believe learning is also about the following six key personal learning and thinking skills needed to become:  Independent enquirers  Effective participants  Reflective learners  Team players  Self-managers

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Equality is a fundamental part of inclusion. No matter what gender, ethnicity, disability, age, religion or belief, sexual orientation or socio- economic status all individuals in the community are treated equally and fairly. We do this through the following means:

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Inclusion is about removing the barriers for our students and community to support the participation and learning of individuals. Inclusion eliminates discrimination and promotes equality. Best practice approaches are those that are holistic and so working together, developing positive relationships and communication are key in making inclusion work. These are all beliefs that Madeley High School feel are at the heart of our school and we continue to reflect and strive to improve.

One’s mind, once stretched by a new idea, never regains its original dimensions Oliver Wemdell Holmes

 Creative thinkers Our focus is on building learning power and encouraging their participation in all of the extracurricular activities on offer. We work hard to create the opportunities for them to become the ‘wellbalanced’ citizens that we always intended at the beginning of their education at Madeley High School.

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PERSONAL REFLECTION & LEARNING

INCLUSION AND EQUALITY FOR ALL

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We work closely with our partner primary schools through the Madeley Partnership of Schools. We share a belief that we have the privilege and responsibility of providing the very best education we can to the children in our care. Through this partnership we seek to share the journey of learning together. An integral element of this is the management of pupils’ transition to Madeley High School. There are a number of key events and processes that take place at school to support effective transition. In the spring term Year 6 pupils will be given access to the school’s Virtual Learning Environment where they will be able to take part in secure on-line discussions about the move to High School with current Year 7 pupils. The Year 7 Co-ordinator, Home-School Liaison Worker and Learning Support Co-ordinator also visit every feeder school during the spring term. Throughout the year transition days involving our main feeder primary schools take place. In the summer term there are two new intake days when Year 6 pupils from local Primary Schools come to meet their form tutor and take some “taster” lessons. This provides them with an ideal opportunity to get to know their new environment and an insight into the busy life of a high school. On the evening of the second day parents and pupils are invited to come to school and meet with form tutors. School badges, ties and PE kit can also be purchased at this meeting.

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COLLABORATIVE APPROACHES TO IMPROVMENT

PARTNER PRIMARIES

Coming together is a beginning. Keeping together is progress. Working together is success Henry Ford

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Individual handbooks are provided for all pupils and parents. The handbooks are designed to be full of useful and practical information about everyday life at Madeley High School. Our priority is to ensure that new pupils settle into our school as quickly as possible and have a clear understanding of what it means to be a member of our community.

GOVERNING BODY As a school we are fortunate to have a committed and engaged Governing Body which supports the strategic development of the school and ensures accountability for improvement is at the heart of the school’s plans and self-evaluation. Within this approach we have specific strategies for partnership, community development, and school improvement.

EXTERNAL PARTNERSHIP We work with numerous external providers and agencies in our search for continuous improvement. From universities and the field of teacher training, consultant networks with other secondary schools, to high quality professional development programmes; each partnership has at its focus the aim of inspiring the pupils of Madeley High School to succeed.

RECOGNITION AND CELEBRATION OF ACHIEVEMENT Pupils’ achievements can be closely linked to their sense of self -esteem and self-confidence. At Madeley High School we believe that recognising and celebrating the achievements of all our pupils is an important way of supporting their personal development. We aim to identify and develop every pupil’s talents and celebrate their success. To do this we employ a whole range of awards, rewards and praise strategies, but in every case, the aim is to reward pupils across the whole spectrum of achievement. The principles that underpin the recognition and celebration of achievement at Madeley are:  Maintaining a friendly atmosphere that encourages mutual respect, tolerance and cooperation  Providing opportunities for the talents of all pupils to be identified and developed through a range of learning experiences  Ensuring that the curriculum is both broad and flexible so that it meets the individual needs of all our pupils  Developing a strong sense of self-belief and selfconfidence in our pupils to prepare them for life in a rapidly changing world

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At Madeley High School, the importance of working together and the success that comes from team work are made clear.

 Maintaining good communications with parents and with our local community.

Stevie Wonder

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”

We all have ability. The difference is how we use it

RECOGNITION & CELEBRATION OF ACHIEVEMENT

COLLABORATIVE APPROACHES TO IMPROVEMENT

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MADELEY PARLIAMENT QUOTES “I like the attention that is given to all individuals when it comes to exams and the offer that is given to pupils to have extra time to help with coursework and assessments. I also like how in our final year we are allowed out into the village at lunchtimes, it shows that we are trusted by the teachers and treated for working hard.”

MADELEY PARLIAMENT

Katie, Year 11 Leaver “I like the positive atmosphere and the good relationship we have with the staff at Madeley High. We have a happy life at Madeley as there is so much respect for everyone and so many opportunities which we are given, such as, a variety of different extra curricular clubs.”

Mary, Year 10 “I feel that Madeley has superb music and sports facilities. Encouragement is always there when it’s needed.”

Jonathan, Year 11 “I like the wide range of option choices at Madeley High.”

Will, Year 11 “There is a positive atmosphere. When you walk around the school you can just feel the positive atmosphere and respect the school has. All the pupils look really smart and always look happy!”

Louisa, Year 11

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A High Performing School Specialising in Technology

Madeley High School, Newcastle Road, Madeley, Crewe CW3 9JJ Tel: 01782 297200 Fax: 01782 297222 Email: office@madeley.staffs.sch.uk Web: www.madeleyhigh.org Mr M Kerridge, Headteacher Dr A Becket, Chair of Governors

Additional Information

CONTENTS Admissions Information ................................3

MADELEY HIGH SCHOOL

School Life ..................................................... 5 School Uniform...............................................6 Term Dates .....................................................7

THE SCHOOL ADMISSION LIMIT FOR SEPTEMBER 2013 IS 135 PUPILS If the total number of preferences for admission to a school exceeds the school’s Published Admission Number (PAN), the following order of priority is used to allocate the available places. (N.B. After applying the oversubscription criteria, where an applicant can be offered a place at more than one preferred school then they will be offered a place at the school ranked highest on their application). • Relevant children in care

Lesson Times .................................................7 Behaviour .......................................................8 Pastoral Care .................................................8 Extra Curricular ..............................................8 Visits and Trips ...............................................9 Safeguarding...................................................9 Parental Partnership .....................................10 Curriculum ................................................... 11 School Successes..........................................14 Accessibility Action Plan ..............................16 School Map....................................................20

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• Children living within the catchment area of the preferred school • Children who have an elder sibling in attendance at the preferred school and who will still be attending the school at the proposed admission date; (For admission purposes, a brother or sister is a child who lives at the same address and either: have one or both natural parents in common; are related by a parents marriage; are adopted or fostered by a common parent or are unrelated children who live at the same address, whose parents live as partners) • Children who satisfy both of the following tests: • Test 1: the child is distinguished from the great majority of applicants either on their own medical grounds or by other exceptional circumstances. Medical grounds must be supported by a medical report (obtained by the applicant and provided at the point of application). This report must clearly justify, for health reasons only, why it is better for the child’s health to attend the preferred school rather than any other school • Exceptional circumstances must relate to the choice of school and the individual child, i.e. the circumstances of the child, not the economic or social circumstances of the parent/carer. It should be supported by a professional report (obtained by the applicant and provided at the point of application), e.g. social worker. This report must clearly justify why it is better for the child to attend the preferred school rather than any other school • Test 2: the child would suffer hardship if they were unable to attend the preferred school • Hardship means severe suffering of any kind, not merely difficulty or inconvenience, which is likely to be experienced as a result of the child attending a different school. Applicants must provide detailed information about both the type and severity of any likely hardship at the time of application

MADELEY HIGH SCHOOL

ADMISSIONS INFORMATION

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MADELEY HIGH SCHOOL

• Children who attend certain primary schools defined as major contributory primary schools • • • • • • •

Baldwins Gate C.E. (C) Primary School Betley Primary School Hugo Meynell Primary School, Loggerheads Sir John Offley C.E. (C) Primary School, Madeley St. John’s C.E. (C) Primary School, Keele St. Mary’s C.E. (A) Primary School, Mucklestone The Meadows Primary School, Madeley Heath

• Other children arranged in order of priority according to how near their home addresses are to the main gate of the school, determined by a straight-line measurement as calculated by the Directorate for Children, Young People and Families’ Geographical Information System Parents can make their applications online on the Staffordshire website at: www.staffordshire.gov.uk/education/schoolsandcolleges/admissions during the Autumn Term. Parents who live outside the catchment area wishing to have a child admitted should contact Mr. Hope, Assistant Headteacher responsible for new intake, at the school in the first instance. Parents of pupils wishing to join the school at times other than the beginning of Year 7 should contact the school for further information.

ADMISSION OF PUPILS WITH DISABILITIES Pupils with disabilities who live within the catchment area are able to attend the school if it is their parents wish. They are encouraged to make regular visits to the school during Year 6 to enable them to familiarise themselves with the school and build up relationships with the staff. The school has lifts in both buildings and all parts of the school have wheelchair access. When planning the inclusion of a pupil with disabilities at the school we believe in looking at the whole child and placing them in the appropriate classes. The Madeley High School Accessibility Action Plan is reproduced at the end of this booklet.

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STARTING HIGH SCHOOL To help in the transition process from primary to secondary school, there are a number of key events and processes that take place at Madeley High School. The Year 7 Coordinator, Home-School Liaison Worker and Learning Support Coordinator also visit every feeder school during the spring term to discuss the current academic progress and pastoral needs of every Year 6 pupil. Initial decisions on tutor group allocations are made after these visits with final confirmation following the New Intake Days and Evening in July. Throughout the year transition days involving our main feeder primary schools take place. In the summer term there are two new intake days when Year 6 pupils from local Primary Schools come to meet their form tutor and take part in some “taster” lessons. This provides them with an ideal opportunity to get to know their new environment and an insight into the busy life of a high school. On the evening of the second day parents and pupils are invited to come to school and meet with form tutors. School badges, ties, school uniform and PE kit can also be purchased at this meeting. Individual handbooks are provided for all pupils and parents. The handbooks are designed to be full of useful and practical information about every day life at Madeley High School. Our priority is to ensure that new pupils settle into our school as quickly as possible and have a clear understanding of what it means to be a member of our community.

SCHOOL UNIFORM All pupils wear this school clothing including the blazer. Not only is it smart in appearance but it is serviceable and prevents argument about what would or would not be acceptable dress. There is no regulation about outer wear for either boys or girls but we hope that coats will be of a school colour (black or grey) and sensible style, not including denim. Blazers will lessen the need for outer wear except on wet or cold days. Parents’ support is required to wear blazers to and from school, and during the school day.

• Jewellery is not permitted except for a watch and a pair of stud earrings. • Make-up should not be noticeable. • Coloured nail varnish is not allowed but clear nail polish is acceptable, however we would discourage this due to health and safety reasons, particularly food hygiene. • Hairstyles and colouring – parents should be aware that we do not permit extremes of fashion in students’ hairstyles or dress. As a health and safety measure some departments will require long hair to be tied up, e.g. PE, Design & Technology and Science. • Pupils may carry mobiles. However, they must NOT be used during lesson time. Contact with home should always be made through the school office.

We believe that it is important that children should take pride in their appearance, and we are sure you will support us in our aims.

MADELEY HIGH SCHOOL

SCHOOL LIFE

Please be advised that the following uniform suppliers are working with local schools and have the approved school uniform stock: •

Smart School Uniform – The Barracks, Newcastle.

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Clive Mark Schoolwear – 25 High Street, Newcastle.

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National Schoolwear Centre – 99-101 Stafford Street, Hanley.

Ties and badges are available from the school. Any changes in our school dress will be notified to parents.

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TERM DATES AND LESSON TIMES

THE LOOK OF LEARNING

AUTUMN TERM 2013

BOYS

School Opens Wednesday 4th September 2013

• Shoes - Black (plain style) with no visible insignia (no trainers) • Trousers – Plain grey/black. No cords, no denims or jeans

MADELEY HIGH SCHOOL

• Shirt – White with top button • Pullover – Plain grey or black v-necked pullover or cardigan. No sweatshirts • Blazer – Black with school badge

Half Term Monday 28th October to Friday 1st November 2013

9.00am bell for start of morning school. Pupils are expected to be in school no later than 8.55am and in Form Rooms by 9.00am. School ends at 3.30pm.

School Closes Friday 20th December 2013

Reg & Assembly / Form Period 9.00am

Lesson 1 9.20am

• School Tie - Clip on tie to be worn touching the collar

GIRLS

SPRING TERM 2014

• Shoes – Black (plain style, flat shoes). No trainers or kitten / stiletto heels

School Opens Monday 6th January 2014

• Skirt – Plain grey/black (knee length and not too tight for Health and Safety reasons) • Trousers – Plain black and tailored (loose fit, no fashion or hipsters) • Blouse – White with top button • Tights – Grey or black • Pullover – Plain grey or black v-necked pullover or cardigan. No sweatshirts • Blazer – Black with school badge • School Tie - Clip on tie to be worn touching the collar

PHYSICAL EDUCATION KIT BOYS • Outside training shoes/boots • Inside training shoes • Black shorts • Black socks • Bottle Green Polo Shirt

Half Term Monday 17th February to Friday 21st February 2014 School Closes Friday 11th April 2014

SUMMER TERM 2014 School Opens Monday 28th April 2014 Half Term Monday 26th May to Friday 30th May 2014 School Closes Friday 18th July 2014

• Bottle Green Rugby Jersey or Sweatshirt

School starts at 9am and finishes at 3.30pm every weekday.

GIRLS

These dates are determined by the Local Authority and could be subject to some internal alterations by the school.

• Outside training shoes/boots • Inside training shoes • Black shorts • Black socks • Bottle Green Polo Shirt. • Bottle Green Rugby Jersey or Sweatshirt

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LESSON TIMES MONDAY – FRIDAY

Lesson 2 10.20am Morning Break 11.20am Lesson 3 11.40am Lunchtime 12.40pm Registration 1.25pm Lesson 4 1.30pm Lesson 5 2.30pm

LUNCHTIME No pupils in Years 7, 8, 9 and 10 may leave the premises unless their parents send written permission for the pupil to go home for lunch. Pupils in Year 11 may only leave the premises to visit the village shops for food at the beginning of lunchtime. Our meals are operated on a cafeteria system by the private company Aspens. Pupils select individual items and pay for them each day. They may spend as much or as little as they wish. Facilities are available for those children who wish to bring their own sandwiches to school. Additionally, certain rooms can be made available for pupils to use in a sensible manner during the lunch break.

MADELEY HIGH SCHOOL

SCHOOL UNIFORM

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MADELEY HIGH SCHOOL

VISITS AND TRIPS

School rules are based on the simple principle of “consideration and respect for others”. In a community of any size we all have to accept certain regulations so that we are safe, secure and happy in our environment. We aim to keep rules to the minimum and to keep them simple but where rules are in operation they must be kept.

Various subjects arrange educational visits during their courses, there is a voluntary cost for these otherwise the trips would be unable to take place. Every year trips of a social nature also take place to areas and events of interest both in this country and abroad. In Key Stage 3 we have an activities week where an alternative curriculum takes place that includes various activities in school, visits out of school and overnight trips. These are extremely important, both to improve linguistic skills and to foster cultural links.

When pupils fail to observe regulations they must expect to be corrected. Teachers may ask pupils to repeat poor or incomplete work either at home or at school. Extra work or tasks may be set where appropriate. On occasions it is necessary to monitor pupils’ work and/or behaviour on a daily basis with our report card system. We ask parents to support us by inspecting and signing the cards every day. In more serious cases pupils will be referred to senior staff and parents will be contacted. Rewards and behaviour is recorded and monitored by our IRIS database system. On some occasions, after school detention is used as a sanction under the direction of the 2006 Education & Inspections Act. We will always give parents/carers 24 hours notice and will work in co-operation with families when necessary. Pupils are rewarded with certificates based on the number of IRIS rewards they obtain. They are also rewarded each term in monetary value using a lottery system.

PASTORAL CARE Close contact is maintained with Primary Schools so that friendships can be continued and special consideration given to the particular needs of pupils moving into Secondary Education When pupils enter the school into Year 7 they are placed in five form groups, each with its own teacher, who meets the class twice every day for registration, in addition to other contacts made during lessons and pastoral periods. The form teacher is responsible for the overall care of pupils and will deal with academic and social welfare and handle any problems which emerge. As the pupils grow older and move up the school the form teacher is always the first person to deal with pastoral care but additional specialised help is available to deal with such areas as selection of courses, examination entries and careers guidance. There is ready access to senior staff when required.

EXTRA CURRICULAR We strongly recommend that pupils become involved in wider school life as much as possible. There is certainly much truth in the old principle that “the more you put in, the more you get out”. A wide range of extra curricular activities take place at lunchtime or immediately after school. A new extra curricular timetable is produced each term, this is sent to all pupils and parents and is also displayed on our school website.

SAFEGUARDING Madeley High School fully recognises its responsibility for safeguarding children. Our policy applies to all staff, governors and volunteers working in the school.

THERE ARE FIVE MAIN ELEMENTS TO OUR POLICY:

• Ensuring we practice safe recruitment in checking the suitability of staff and volunteers to work with children. • Raising awareness of safeguarding issues and equipping children with the skills needed to keep them safe. • Constantly improving, updating and implementing procedures for identifying and reporting cases, or suspected cases, of abuse. • Supporting pupils who have been identified in accordance with his / her agreed child protection plan. • Establishing a safe environment in which children can learn and develop.

We recognise that because of the day to day contact with children, school staff are well placed to observe the outward signs of abuse. The school will therefore:

• Establish and maintain an environment where children feel secure, are encouraged to talk, and are listened to. • Ensure children know that there are adults in the school whom they can approach if they are worried. • Include opportunities in the PSHEE curriculum for children to develop the skills they need to recognise and stay safe from abuse.

MADELEY HIGH SCHOOL

BEHAVIOUR

Other activities take place at weekends or in school holidays. Concerts involving dance, drama and music are held regularly, and the school is fortunate to have a large orchestra. Over the past few years we have held a very successful Summer School in Design & Technology for Year 6 pupils.

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CURRICULUM

Your son or daughter is about to start the next important stage in their education. At Madeley High School, we know that your involvement is crucial and therefore we form strong home/ school links as early as possible.

Our ‘Made for Madeley’ or ‘M4M’ curriculum is based on the principle that all young people are entitled to a broad, balanced education that promotes their spiritual, moral, cultural, mental and physical development to prepare them for the opportunities, demands and responsibilities of adult life in the 21st Century.

MADELEY HIGH SCHOOL

FORM TUTORS

Your child’s learning is our most important goal and its success will depend on the three-way partnership of yourself, your child and the form tutor. Your child’s tutor will be available at any time to discuss your child’s progress and formally at parent consultation evenings held during the year. Pupils normally remain with their form tutor throughout their school career. The form tutor is the first point of contact between home and school.

When pupils enter our school they are taught in broad ability groups in Year 7, with setting by ability in Mathematics. In Year 8 pupils are placed in sets according to ability in some subjects whereas in other areas broad ability groupings are used. The aim is to fully develop every pupil’s individual potential.

COMMUNICATION

In Years 7 and 8 a broad programme of subjects is followed in line with National Curriculum guidelines. All pupils study: Art, English (including Drama), Humanities (Geography, History and Religious Education), Information Technology, Mathematics, Modern Foreign Languages (French, German and Spanish), Music, Physical Education (including Dance), Science, Technology (including Resistant Materials, Graphics, Food and Textiles) and Personal Development.

We are continually looking for quick and effective ways to communicate with home. We use ‘Keep Kids Safe’ computer software to allow us to send important messages from school to parents/ carers instantly via text or email. We are able to inform parents of attendance and welfare queries and keep parents up-to –date with forthcoming events including parent consultation evenings and the latest school news. All our latest communication can also be found on our school website. We keep in contact with parents through regular termly newsletters. These are available electronically and in paper form. We know how easy it is for information to go missing from your child’s school bag, so newsletters are also sent by e-mail and are available on the school website.

FUNDRAISING A wide range of events take place throughout the year to raise money for our School Fund. Money raised in the past has been used to pay for an Outdoor Classroom, a large screen data projector facility in the Main Hall, Table Tennis Tables, a laser cutter for our Design & Technology department and refurbishment of the main school hall. Parents are welcome to take an active role in running and supporting events throughout the year. We also have a `Friends of Madeley’ group who support fundraising activities, if you would like to become involved please contact Edith Graham (School Bursar) at the school.

ACCESS TO DOCUMENTS Any documents which the school is legally required to make available to parents on request, can be obtained by contacting the school office. A selection of documents is also available to download from the school website. If you would like explanations or guidance on the many official documents now in existence please consult the school.

PUPIL PLANNERS You can monitor your child’s daily progress through the planner. Parents, pupils and the school are invited to sign a home-school agreement in the Pupil Planner which details the responsibilities of all partners in the educative process. This is an important publication where your child will also record their homework, achievements and credits. Messages are also regularly passed between teacher and parents/carers. Please ensure that you look at and sign the planner on a weekly basis and communicate with us by recording your own comments.

KEY STAGE 3

KEY STAGE 4 Towards the end of Year 8 pupils and parents will be provided with information about the ‘core’ and ‘option’ subjects available in Key Stage 4 (Years 9, 10 and 11). This is an important time when pupils, parents and teachers work together to ensure the most appropriate programme is followed by each pupil for the final three years of their secondary education considering individual talents, abilities and career ambitions. The subjects that all pupils must study throughout Key Stage 4 are described as ‘core’ subjects, these are; English (Language and Literature separate awards*), Information Technology (vocational single award), Mathematics, Physical Education, Personal Development, Religious Studies, and Science (double award or triple award single sciences). In addition to core subjects pupils will study four ‘option’ subjects in Key Stage 4. Option subjects are grouped into four key areas; Creative and Performing Arts, Humanities, Modern Foreign Languages, and Science and Technology. Pupils will not necessarily be expected to choose one option from each area. The start of Key Stage 4 in Year 9 is viewed as a flexible year with final decisions on the award courses that will be followed through to the end of Year 11 being taken at the end of the year. The third component of the M4M curriculum in Key Stage 4 is the ‘SEE’ programme (‘Support, Enrichment and Extension’). This offers one flexible lesson per week where pupils can pursue other interests and take-up additional extra-curricular opportunities. For some pupils this time will be used to provide additional support or more challenging extension activities.

MADELEY HIGH SCHOOL

PARENTAL PARTNERSHIP

*An ‘award’ represents the equivalent of one current GCSE qualification. Under recently announced coalition government proposals GCSEs will be replaced by the ‘English Baccalaureate’ certificates in English, Mathematics and Sciences from 2017. This will be extended later to history, geography and modern foreign languages. GCSEs will continue for other subjects alongside the new qualification over a number of years beyond this.

REPORTS Parents receive assessments of their child’s progress three times a year; two interim ‘TIME’ reports and one detailed full school report. Year group consultation evenings take place shortly after the issue of full school reports when parents and pupils can discuss progress with individual subject teachers. Year 7 parents will also receive an interim ‘Half TIME’ report at the beginning of October to give them an overview of their child’s progress in the first few weeks of the autumn term. Shortly before autumn half term parents of Year 7 pupils will be invited to visit school for a ‘Review Afternoon’ during which any concerns raised in the ‘Half TIME’ report can be discussed with form tutors.

www.madeleyhigh.org

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SPORTS

The personal and social development of pupils is a fundamental aim of education. PSHEE and Citizenship is the planned learning which the school provides in order to support and enhance the personal and social development of pupils. The PSHEE and Citizenship programmes at Madeley High School aim to:

The school provides opportunities for a wide range of sporting activities through both curricular and extra-curricular activities, including a school house competition.

MADELEY HIGH SCHOOL

• help pupils to deal with difficult moral and social questions that arise in their lives and in society; • help pupils to develop the knowledge, skills and understanding they need to live confident, healthy, independent lives, as individuals, parents, workers and members of society; • give pupils the knowledge, skills and understanding to play an effective role in society at local, national and international levels; • provide education in citizenship and democracy, which will provide coherence in the way in which all pupils are helped to develop a full understanding of their roles and responsibilities as citizens. • visiting speakers enrich pupils’ understanding of the topics studied.

The school has a Sex and Relationships policy approved by the Governors. The 1993 Education Act requires sex education to be provided as part of the curriculum. The physical and biological facts are taught through National Curriculum Science. Other aspects of Sex and Relationships education are delivered through the school’s Personal, Social, Health, Education and Economic programme. We aim to deal sensitively and appropriately with this essential part of health education. However, parents do have the right to withdraw children from the non-statutory provision.

RELIGIOUS EDUCATION Religious Education is a compulsory part of the curriculum. In accordance with the 1944 Education Act any parent has the right to ask for a child to be withdrawn from Religious Education or worship but we hope that parents will not feel this to be necessary. We would ask any parent to discuss the implications with the Headteacher.

ARTS The school takes pride in its provision for the arts; music, drama, dance and other cultural experiences and opportunities are an integral part of life at Madeley High School. In 2009 we were awarded the Artsmark Silver Award, a national award which is an excellent recognition of all our work in this area. • • • • • • • •

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The school has bi-annual musical productions the next in July 2013 Instrumental lessons are available for all pupils Performance opportunities are a regular feature of the school’s life Choir, orchestra, dance, drama and performance groups take place on a weekly basis Visits to art galleries, theatres and other cultural events are organised We have regular ‘artists in residence’ programmes Arts groups regularly visit the school The Arts Award is available for all pupils combining new skills, research and community work within its scope.

School teams participate in football, netball, cricket, table tennis, athletics, cross country, volleyball, badminton, rounders, rugby and basketball fixtures, with regular success at both local and national level. Facilities include well drained sports pitches, a five badminton court sports hall, a sprungfloor hall with facilities for dance and gymnastics. All of our facilities are well used by the local community.

SPECIAL EDUCATIONAL NEEDS Learning Support is available for pupils with particular needs from Year 7 and throughout the school. This could take the form of in-class support, learning support workshops or home-school projects depending on the needs of the individual pupil. Pupils who are academically very able have the opportunity to follow additional courses and are catered for within curriculum areas. We have achieved Full Dyslexia Friendly Status. The Education Authority’s Special Needs and Psychological Services may be called upon to assist with any pupil’s educational needs. The number of statemented pupils currently in school is 27. We have an excellent team of staff who support our work with pupils who have special needs. Individual Education Plans are developed for all pupils who are identified on the Special Educational Needs Register. The school has good access for pupils with physical disabilities. We have been identified by the authority as a Pathway School which recognises the extent of our provision. The School Accessibility Action Plan is on page 16.

MADELEY HIGH SCHOOL

PERSONAL DEVELOPMENT

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2012: GCSE SUBJECT RESULTS Number of students in cohort: 123

INFORMATION ON ABSENCES Total number on roll during the year 2011/2012: % actual attendance % of pupil sessions missed through authorised absence: % of pupil sessions missed through unauthorised absence:

Subject

647 95.3% 4.3% 0.4%

MADELEY HIGH SCHOOL

DESTINATION OF MADELEY LEAVERS 2011 Number of pupils in age group: Continuing Education: In Work Based Learning (Apprenticeships): Went to a job (with no training) Not in Education or Training Moved away

121 88% 6% 1% 3% 2%

SCHOOL PERFORMANCE TABLES 2012 Summary of GCSE Results 2012 Number of students in cohort: Average score per student for GCSE examinations:

Students (percent)

123 529

Achieving 5+ A*-C

Achieving 5+ A*-C (inc. English & Maths)

Male School 2012

75.3

57.5

Female School 2012

92.0

80.0

All Students School 2012

82.1

66.7

Students

Achieving 5+ A*-G

Achieving 5+ A*-G (inc. English & Maths)

Male School 2012

100.0

89.0

Female School 2012

100.0

98.0

All Students School 2012

100.0

92.7

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Entries A*

A*-C A*-G (%) (%)

Biology

100

Chemistry

100

D&T – Food Tech

100

D&T – Graphics Pr

D&T – Res Materials

D&T – Textiles

100

English Language & Literature

114

100

English Literature

114

100

Fine Art

100

French

100

Geography

100

German

100

History

100

Mathematics

123

100

Media Studies

Music

100

Performing Arts

100

Physics

100

Religious Studies

113

100

Science Additional

100

Science Core

100

Statistics

100

iChemistry

100

MADELEY HIGH SCHOOL

SCHOOL SUCCESSES

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MADELEY HIGH SCHOOL

Improving the Physical Access at Madeley High School

Subject

Entries

* Distinction

Distinction

Business Studies OCR

100

ICT OCR National

100

ICT OCR National Double Award

196

100

BTEC Perf. Arts Dance

100

BTEC Sport Studies

Subject Asdan

Entries 7

100

Level 1 7

ACCESSIBILITY PLAN FOR MADELEY HIGH SCHOOL •

•

Item

Merit Pass A*-C %

This Accessibility Plan has been drawn up in consultation with the Local Authority, pupils, parents, staff and governors of the school and covers the period from April 2012 – March 2015. We are committed to providing a fully accessible environment which values and includes all pupils, staff, parents and visitors regardless of their education, physical, sensory, social, spiritual, emotional and cultural needs. We are committed to challenging negative attitudes about disability and accessibility and to developing a culture of awareness, tolerance and inclusion. The Madeley High School plans, over time, to increase the accessibility of provision for all pupils, staff and visitors to the school. The Accessibility Plan will contain relevant actions to: • Improve access to the physical environment of the school, adding specialist facilities as necessary. This covers improvements to the physical environment of the school and physical aids to access education.

Activity

Outcome

Accessible car parking

Re paint signed bays

Bays clearly marked

Portable ramp leading to front entrance

Wheelchair ramp required for main entrance

Ramp bought

Doors

Anti-glare film to be applied to the doors, protective glass, door handles accessible, windows accessible Check doors for ease of opening

Safer door. Reduce accidents

Staircases

Colour-contrasted handrails to both sides of staircases

Improved awareness of handrails

Doors at top of stairs to prevent wheelchair users accessing stair case

Install doors

Improves safety

Revamp induction loops as part of hall refit Training of how to use loop

Hall

Improved sound quality

Improve student reception facilities

Ensure counter is lowered to a maximum height of 800mm, with knee-space under

Access to counter is easier

Light switches, power outlets and emergency alarm buttons in reception

To be moved to wheelchair height

Access is easier

Improve toilet facilities across the whole school

All toilets are accessible to all and are safer and cleaner

Improved facilities

Ensure that all disabled pupils can be safely evacuated

Put in place Personal Emergency Evacuation Plans for all children Develop a system to ensure all staff are aware of their responsibilities. Request advice from fire and rescue and county Health and Safety Adviser on accessibility of exit routes and fire doors. Produce PEEP for temporary injuries eg. Broken legs.

Quicker and safer evacuation

MADELEY HIGH SCHOOL

2012: GCSE SUBJECT RESULTS (CONTINUED)

• Increase access to the curriculum for pupils with a disability, expanding the curriculum as necessary to ensure that pupils with a disability are as, equally, prepared for life as are the able-bodied pupils; (If a school fails to do this they are in breach of the Single equality Act. This covers teaching and learning and the wider curriculum of the school such as participation in after-school clubs, leisure and cultural activities or school visits. It also covers the provision of specialist aids and equipment, which may assist these pupils in accessing the curriculum. • Improve the delivery of written information to pupils, staff, parents and visitors with disabilities. Examples might include handouts, timetables, textbooks and information about the school and school events. The information should be made available in various preferred formats within a reasonable time frame.

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Target

MADELEY HIGH SCHOOL

Training for teachers on differentiating the curriculum

All out-of-school activities are planned to ensure the participation of the whole range of pupils

Strategy

Undertake an audit of staff training requirements

Review the specific needs for pupils living with a disability, in terms of basic daily living skills, relationships and future aspirations.

Review all out-of-school provision to ensure compliance with legislation Target vulnerable groups

Outcome All teachers are able to more fully meet the requirements of disabled childrenâ&#x20AC;&#x2122;s needs with regards to accessing the curriculum. Increase in access to the National Curriculum. All staff continue to have access to lesson study. Teachers are aware of the relevant issues and can ensure that this group has equality of access to lifepreparation learning. The use of other professional partners has been made available. All staff accessing lesson study All out-of-school activities will be conducted in an inclusive environment with providers that comply with all current and future legislative requirements. Increase in access to all school activities for all disabled pupils

Raise awareness of using various learning styles

Training for staff on the various learning styles

Various learning styles observed in lessons

Training for Awareness Raising of Disability Issues

Provide training for governors, staff, pupils and parents. Discuss perception of issues with staff to determine the current status of school. Use school disability DVD for students and staff training

Whole school community aware of issues relating to Access. Society will benefit by a more inclusive school and social environment

Use expertise from other sources to enhance staff knowledge and skills

Refresh links with Blackfriars. Work with MAPS, Tap into expertise from other schools e.g. nurture

Improved skills and knowledge

To improve planning

Use TAs in planning. Rewrite schemes of work

Improved delivery of lessons

To regain Full Dyslexia friendly status

Reapply for dyslexia status

Full dyslexia status accredited

Increased support of vulnerable/ low ability groups

Develop a nurture group

Nurture group up and running

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Improving the Delivery of Written Information at Madeley High School Target

Strategy

Outcome

Availability of written material in alternative formats

The school will make itself aware of the services available through the LEA for converting written information into alternative formats.

The school will be able to provide written information in different formats when required for individual purposes. Delivery of information to disabled pupils improved

Make available school brochures, school newsletters and other information for parents in alternative formats

Review all current school publications and promote the availability in different formats for those that require it. Use of E reader on the school website

All school information available for all. Delivery of school information to parents and the local community improved

Review documentation with a view of ensuring accessibility for pupils with visual impairment and reading and writing skills

Get advice from HVSS on alternative formats and use of IT software to produce customized materials. Highlight to staff facilities on Windows 7

All school information available for all. Delivery of school information to pupils & parents with visual difficulties improved.

Continually to review our communications systems.

Various staff meetings. Student voice.

Awareness of target group raised. School is more effective in meeting the needs of pupils.

MADELEY HIGH SCHOOL

Improving the Curriculum Access at Madeley High School

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SCHOOL MAP 20

Girls Toilets

Female Staff Toilets

Male Staff Toilets

Boys Toilets

Science

Design & Technology (RM)

Science

Science Store

Art

Maths/GCSE PE

Science

Art

Design & Technology (Textiles)

Design & Technology (Graphics)

Design & Technology (Food)

Science Science Office

D&T Computer Suite

Stairs & Lift

Science Prep Room

Accessible Toilet

Science

Design & Technology (RM)

Stairs & Lift

Learning Resource Centre

Science Computer Suite

24 ICT

Site Manager

Mentoring

New Block - Upper Floor

New Block - Ground Floor 11

Maths

MFL

Maths

MFL

Stairs

Maths

ICT Store

Finance Office

ICT Support

Stairs

Maths Computer Suite

Lift

Accessible Toilet

Maths Office

Language Lab

Resource Office

ICT Office

14 ICT

ICT

English

Accessible Toilet & Changing Room

Girls Changing Room

Male Staff Changing Room

Boys Changing Room

PE Office

Old Block - Upper Floor

English

Drama Studio

Conference Room

Music

Community Services

English Office

English

English Office

Music Store

Music Practice Room 2

Drama Office

Music Practice Room 1

English

Female Staff Changing Room

Hall

Store

Staff Room

MFL

Humanities

Humanities (History)

Multi Gym

Sports Hall

Stairs

Humanities (Geog) Health Services

Ast. Head

Dining Hall Reception

Stairs

Accessible Toilet

SENCO Office

Boys Toilet

Male Staff Toilets

PE Store

Ast. Head

Year Office

Girls Toilets

Pupil Payments

Office Main Entrance

Head Teacher

Deputy Head

Sports Barn

Access to Learning (A2L)

Kitchen

Humanities (RE)

Office

Female Staff Toilets

Old Block - Ground Floor

A High Performing School Specialising in Technology