www.trfa.org.uk
WELCOME The Ridings’ Federation of Academies support the learning and development of nearly 3000 young people aged 3 to 19 in Bristol and South Gloucestershire. Our schools are unique, vibrant and highly successful learning communities. Whilst they are first and foremost places of learning, we strive to ensure that they remain friendly and safe environments in which young people can be happy, grow, gain in confidence and be challenged to achieve in all aspects of school life. We are passionate in our belief that every young person should be encouraged to raise their aspirations; and have the opportunity to become accomplished independent learners so that they are able to achieve and be successful in the rapidly changing and competitive adult world that is their future. In addition to some of the very best educational facilities in the South West, our schools provide a learning environment that is rich in encouragement, enthusiasm and a belief in every individual. We offer a curriculum and a pastoral system designed to enrich the learning experience of all our students, whatever their abilities. Helping our young people develop into confident, sensitive and reflective adults is fundamental. This is achieved though outstanding teaching and careful support for each young person throughout their time with us. We are proud to be a locally managed Federation with community focussed schools who thrive on the strong supportive relationships with parents and carers. We do not apologise for having robust and rigorous systems and a Behaviour for Learning policy that gives teachers the right to teach and every pupil the right to learn. Recent exciting changes across the Federation have enabled all our schools to confidently embark on their journey to be outstanding learning institutions and we simply will not be satisfied until The Ridings’ Federation of Academies is recognised as leading the most outstanding schools in the country.
What kind of education do you want for your child?
I hope that you find the enclosed documentation helpful as a means of getting to know our schools and what it means to be part of The Ridings’ Federation of Academies. However, even the glossiest brochure is no substitute for first-hand experience. So, please do not hesitate to contact the Federation or any of our schools if you would like more information or wish to arrange a visit during the school day. Beverley Martin Executive Headteader
3
THE RIDINGS’ FEDERATION OF ACADEMIES
ACHIEVING SUCCESS
The Ridings’ Federation of Academies is a not-for profit organisation led by dedicated unpaid trustees from local Business and Education. The Federation was established in 2009 with the core purpose of raising and sustaining educational standards. Since then over £35 million has been invested in new facilities at Yate International Academy and Winterbourne International Academy. The Trust is planning substantial improvement to the Yate International Primary Phase and Woodlands Nursery in the near future. This significant and ongoing investment in the learning environment ensures that all students in a Ridings’ Federation school have access to cutting-edge technology and are educated in some of the finest, purpose built facilities in the region.
All Ridings’ Federation schools seek to ensure that from the very beginning of their time with us, every pupil experiences excellence in teaching and learning, exceptional pastoral support and academic guidance and as a result achieves success in all aspects of school life. We want our pupils to be proud of their academic achievements, proud of their contribution to their school and the wider community and proud of their personal development. We expect parents and carers to be active partners in their children’s education to ensure the highest levels of academic and personal achievement for every pupil.
In addition to the educational aspect of the Trust, The Ridings’ Federation of Academies has a separate commercial division which provides services and facilities to individuals, adult learners, schools and local groups to ensure that the considerable investment made in our Academies has far reaching benefits for the wider community. From nursery to sixth form and for our adult learners, the Trust promotes ‘Achieving success through motivation, knowledge and skills’ and endorses an ethos of internationalism which in turn offers lifechanging opportunities and prepares our young people for their future as global citizens. ACHIEVING SUCCESS THROUGH MOTIVATION, KNOWLEDGE AND SKILLS
4
MOTIVATION We expect every pupil to be responsible for their learning and behaviour, be accountable for their actions and engaged in the breadth of opportunities offered. To motivate our pupils, we offer a wide range of support, extension and enrichment to enhance academic attainment, personal development, creative expression, technical expertise and sporting prowess and hope that we offer something that will inspire even the most reluctant individual.
KNOWLEDGE AND SKILLS The Ridings’ Federation schools create and promote a culture where the acquisition of knowledge and skills, and participation in opportunities to expand horizons is valued. Every year, we host a Presentation Evening to publically recognise the success of our young people. Having a breadth of knowledge, strong literacy and numeracy skills, expertise in a range of subject areas and a growing wealth of experience widens the range of opportunities open to our pupils both in the next stage of their education and in their future lives as working adults. The acquisition of knowledge, skills and experience also enhances our young people’s sense of self-worth, security and belonging.
5
THE EARLY YEARS CURRICULUM The learning environment in our Nursery and Reception classes ensures that every child is given equal opportunities to develop and learn through purposeful, structured and spontaneous play opportunities both indoors and outdoors. They are treated as an individual and are encouraged to challenge themselves, take risks and love learning. Woodlands Nursery and our Reception classes follow the Early Years Foundation Stage (EYFS) curriculum, which aims to develop the whole child and provide the foundations for a happy, confident, well-adjusted and independent young person. The rich learning experiences across the prime and specific areas of learning are both teacher-led and created by children using their own ideas.
The Prime Areas • Communication and Language • Physical • Personal, Social and Emotional
CURRICULUM The curriculum is much more than just lessons. It includes the ethos, attitudes and relationships which create the high quality life in all of our schools. Our aim is to provide a broad balanced and extensive curriculum that meets the needs and aspirations of every young person and leaves them well prepared for their future. In Ridings’ Federation schools we organise the curriculum by teaching our pupils in six week modules of work. Each module starts with an assessment of what each pupil already knows and where there are misconceptions. This information is used to inform the teachers planning and subsequent teaching. Marking is an active part of lessons, however, in the middle of a module teachers will evaluate each pupil’s progress and provide guidance for the remainder of the module. At the end of the module, each pupil will be assessed on the learning that has taken place in previous weeks. We will communicate this information to you in the form of a simple Progress Report. This will be repeated in all subjects and for all modules throughout the year. At the end of each year, all pupils will complete standardised tests which will be reported in a similar way.
6
The Specific Areas • Literacy • Maths • Understanding the World • Expressive Arts and Design
The Nursery and Reception classes keep a record of achievement in the form of an Electronic Learning Diary. The Electronic Learning Diary contains observations and evidence about each child’s achievements, needs, activities and interests and is presented to parents and carers at the end of the academic year. THE PRIMARY CURRICULUM The primary curriculum is organised in a two year cycle to allow for single year and single phase classes. The primary curriculum is shaped by the National Curriculum and includes English, Mathematics, Science, Art and Design, History and Geography, Modern Foreign Languages, Music, Information and Communication Technology, Physical Education, Design and Technology and Religious Education. Some subjects are taught as discrete lessons and others are taught through an integrated theme-based approach designed to inspire learning and provide real contexts for the development of knowledge, skills and understanding. Wherever possible the curriculum themes are enriched by special events, visitors to the school and educational trips.
7
THE SECONDARY CURRICULUM The curriculum in Key Stage 3 is organised in ability bands. In core subjects students are set and in practical subjects students normally work in mixed ability groups. This enables us to focus our teaching and support every child as a learner, challenging them to achieve at the highest level. Students are observed and assessed regularly to ensure the accuracy of their banding and progression through the bands is common. For those students at the top of the accelerated band our personalised ‘Gifted and Talented’ programme further ensures challenge and inspiration. Year 7 and Year 8 focuses on giving every child the widest experience possible across the arts, languages, humanities and technical subjects whilst maintaining a strong focus on the core subjects of English, Mathematics, Science, RE and PE. This enables students to make an informed choice in Year 9, when they narrow their curriculum in preparation for their final option choices that will culminate in external exams at the end of Key Stage 4. In Key Stage 4 the curriculum for students in Year 10 and Year 11 is a mixture of both core and optional subjects and is structured to allow for maximum flexibility of choice. Most students will follow courses leading to 10 GCSEs although alternative vocational courses are available in school, within the Federation or through an external provider. A Booklet giving details of all courses is produced and an options evening is held in Year 9 to explain the guided choice process. Throughout their time with us our young people study a dynamic Personal, Social, Health and Economic Education and Citizenship programme. The course is targeted to the age and stage of the young people and supplemented by five focused days across the school year. The programme includes a breadth of areas of study from Sex and Relationships Education to International Politics and includes preparation for examinations and quality careers information for each young person. All elements combine to help students grow and become confident adults and future international citizens.
8
THE POST 16 CURRICULUM The Post 16 curriculum for the Federation is offered through the dedicated Sixth Form at Winterbourne International Academy and through the Cotswold Edge Partnership which encompasses Post-16 provision at Yate International Academy, Brimsham Green School and Chipping Sodbury School. Together, we offer a range of academic and diverse courses to suit every student including more than 40 different A Levels (the traditional ‘Level 3’ route to university); the more practical approach to learning offered by BTEC and other vocational courses at both Level 3 and Level 2; and Core learning which enables all students to develop personal learning and thinking skills and can include the Extended Project Qualification. For more details about our Post 16 Provision – please request the separate information packs.
9
CARE AND SUPPORT Young people thrive in a Ridings’ Federation school because they are safe, happy and supported in their learning. The quality of relationships is second to none with staff committed and focussed on the well-being of every child and young adult – at a Ridings’ Federation school, there are no invisible children! When you visit any of our nurseries, primary or secondary schools you will experience a positive and friendly environment where staff and pupils work well together. Every pupil belongs to a Guild. The five Guilds of Aquila, Griffin, Lion, Pegasus and Phoenix encourage a sense of pride and belonging, provide a framework for interschool competition and collaboration, and opportunities for positions of responsibility. Our young people fulfil roles as Guild Captains, Prefects, Sports Captains and Junior Leaders. Across our schools there are other positions of responsibility available to pupils including Peer Mentors and Lead Learners. In our nursery and primary classes the Guilds form key activity groups within each class and across the school. In our secondary schools all students belong to a Guild tutor group appropriate to their age range. In this way, younger pupils have the support of older students with the aim being the shared responsibility for the welfare of all. Whilst each Guild has its own personal identity, they all endorse a set of core values that affect student aspiration: a sense of belonging; a sense of accomplishment; opportunities for fun and excitement; a spirit of adventure; curiosity and creativity; confidence to take action and opportunities for leadership and responsibility. Each Guild holds an annual Guild Day where our young people and their families from across the Federation get together to celebrate being part of their Guild. Each Guild also has a nominated charity and members of the Guild participate and organise events throughout the year in support of their chosen cause. 10
WIDER OPPORTUNITIES Enriching the learning experiences of our young people beyond the classroom is integral to life in a Ridings’ Federation school. We have a rich tradition of after-school activities, sporting opportunities, educational trips, national and international visits and events. In every aspect of learning we provide wider opportunities for personal development designed to enthuse and inspire our young people and contribute to the overall character of a lively healthy school. Our pupils are encouraged through the Guild system and by their teachers to be active participants. These opportunities coupled with an inspirational and relevant academic curriculum build the skills and attributes necessary to become resilient and successful learners. 11
REWARDS AND BEHAVIOUR REWARDS In all Ridings’ Federation schools, we have a range of rewards that our staff use to give positive feedback and reinforce effort, quality work, citizenship, creativity, independence, resilience, self-awareness, consistently good behaviour, extra-curricular involvement and high attendance. Stickers and Dojos in Nursery and Primary classes; and Guild points are awarded and recorded leading to termly trips/experiences for the highest achieving pupils. We also use all forms of technology to celebrate academic achievement and personal success and will communicate with you by text or email to enable you to share in your child’s success. BEHAVIOUR Our behaviour system is set up to ensure students get the maximum learning time possible within the school day and therefore behaviour that prevents them and others from learning and reaching their full potential is not acceptable. Ridings’ Federation schools use a warning system to allow our young people to correct their behaviour. However, if they are removed from the classroom they will be expected to attend a detention to make up for lost learning time. If these measures do not stop the negative behaviour, then your son/daughter will be required to attend a leadership detention. All Ridings’ Federation schools have an Academic Reintegration Centre as we know that conforming to the expectations of the school environment is more difficult for some pupils and additional support is required.
“The individual care, support and advice students receive are integral to the Academy’s ethos and are of high quality”
SPECIAL EDUCATIONAL NEEDS AND DISABILITIES All Ridings’ Federation schools are inclusive and cater for a variety of needs. All children are regularly assessed and if a child is experiencing difficulties, parents will be informed. Sometimes we may initiate early intervention support, so that pupils are closely monitored and additional provision is provided for these children to make progress. Where action is necessary for the child to successfully access our Curriculum, this will be met through greater differentiation of tasks, a variety of materials, resources and support from additional adults. Practice in all our Academies is consistent with the Guidelines in the SEN Code of Practice in regards to school based intervention. Some children may need an Individual Educational Plan to help them meet the requirements of our curriculum. Support from external agencies may include; speech and language therapists, educational psychologists, occupational therapists and Behaviour Support. In exceptional circumstances, the child’s needs may be met through an Education, Health and Care Plan. Yate International Academy (Primary and Secondary Phase) also boasts Outstanding Hearing Impaired Resource Bases (HIRB) for students with hearing difficulties. Pupils with hearing impairment are fully integrated into the life of the school yet can also receive 1:1 support and in class support. HIRB staff work closely with the mainstream teachers to allow support those with hearing impairment and every student the best opportunity to achieve.
OFSTED (2013) 12
13
COMMUNICATION To ensure that communication is as immediate as possible we utilise all modern technologies and parents/carers are asked to provide an email address and mobile telephone number. School Twitter and Facebook accounts are used to signpost information that is available on the school pages of the Federation website. We believe that it is important to teach our pupils about the acceptable use of social media and lead by example. You can follow us by accessing our profiles via our website. Our website is kept up to date with the latest news, houses a library of essential information and is used as a forum to celebrate the multi-faceted life of our schools. The website also hosts important links to the Virtual Learning Area (VLE) and the SIMS Learning Gateway (SLG) The VLE is available to all young people and can be accessed from any device with internet capability. Older students can find activities such as revision materials, subject guidance and other useful information to help them with their studies. From time to time, pupils will be given letters to take home regarding important information or forthcoming events. Occasionally letters to individual pupils or small groups are sent home as a hard copy by post but all bulk communication will be by email or as a link to a letter posted on our website. Most letters sent by hard copy are also available on our website. Progress Reports will be sent home with your child after each module. Parent Consultation Meetings will follow receipt of the Progress Report. Emails and texts are used routinely to communicate school information or information about your child (such as absence, detentions, school closure, trip reminders).
“Students with a special educational need are given good support... and achieve well” OFSTED (2015)
“Students make good and outstanding progress in many areas” OFSTED (2013)
We call our newsletters ‘Insights’ – these are produced by the Federation and by individual schools. You will receive a hardcopy of the Insight and a text or email to let you know it has been posted on our website.
14
15
EDUCATIONAL VISITS, RESIDENTIAL TRIPS AND OVERSEAS ADVENTURES Educational visits can provide stimulus and support work being covered as part of the curriculum. ‘Real-life’ opportunities for our children and young people encourage a greater understanding of the world. Our policy for charging for Academy activities can be found on our website. Many of our young people have the opportunity to travel the world to enrich their academic experience and prepare them for their future as global citizens. For example, our teachers are very pro-active at organising international trips to further our young people’s linguistic abilities and immerse themselves in the culture in Spain and France; and our Business Studies students have the opportunity to sample the business world of New York. Our older students also travel to more deprived areas overseas, such as India, Kenya, Mexico and Uganda, to support schools and villages and put their talents to the test, building playgrounds and sensory walls in a school for the blind.
RACIAL TOLERANCE
PUPIL PREMIUM
The Ridings’ Federation schools works hard to promote racial equality and harmony by preventing and challenging racism and being vigilant for radicalisation.
The Ridings’ Federation supports the progress and achievement of pupils eligible for Pupil Premium funding through a variety of strategies and interventions, including academic mentoring, individualised programmes and support for participation in additional enrichment activities. Further information is published on our website.
SEX AND RELATIONSHIPS EDUCATION
SAFEGUARDING
Sex and Relationships Education is taught throughout the Primary and Secondary Phase in Ridings’ Federation schools. We believe that effective relationships and sex-education are essential if young people are to make responsible and well-informed decisions about their lives. Please see the website for full details of our policy and practice.
‘Safeguarding’ is of paramount importance in all Ridings’ Federation schools. Every member of our Academy communities has a duty of care to identify the vulnerable and protect every child; and refer their concerns to the Designated Safeguarding Officers who may report the concern to Social Care Services.
MEDICAL MATTERS
PUPIL PREMIUM
ATTENDANCE
The Ridings’ Federation schools will not administer medicines. The self-administration of Medication will only be supervised when it is a long course which specifies that a dose is required during the hours of 8.00 and 3.30pm. See website for procedures. If a child becomes ill at a Ridings’ Federation school parents/carers will be asked to collect the young person. Any attendance at the medical room during the afternoon will require parents/carers to collect the young person to ensure they arrive home safely. The provision of accurate contact details imperative.
The Ridings’ Federation supports the progress and achievement of pupils eligible for Pupil Premium funding through a variety of strategies and interventions, including academic mentoring, individualised programmes and support for participation in additional enrichment activities. Further information is published on our website.
We expect every young person to attend school every day. If they are ill, then contact must be made with school on the first day of absence. For procedural details please see the website. Holidays will not be authorised during term time and unauthorised absence may be subject to prosecution.
COLLECTIVE WORSHIP Assemblies are held daily during which an act of worship aiming to develop the young people’s spiritual and/or moral awareness takes place. These assemblies are of a broadly Christian nature and are led by staff, pupils and visitors. See the website for more details.
Designed and printed by Brightsea Print Group
16
17
“Committed to achieving the highest standards” OFSTED (2015)
“The individual care, support and advice students receive are integral to the Academy’s ethos and are of high quality” OFSTED (2015)
“Students’ behaviour is good because they focus on their learning ” OFSTED (2015)
18
19
“Achieving Success through Motivation, Knowledge and Skills”
Visit www.trfa.org.uk Call 01454 252 000 Email federation@trfa.org.uk