Cefn Hengoed Community School by City and County of Swansea

Ysgol Gymunedol Cefn Hengoed Community School If you believe it, you can achieve it! Credwch a gwnewch!

School Prospectus

Prosbectws Ysgol 2010 - 2011

School Details Name of School:

Cefn Hengoed Community School

Address:

Caldicot Road, Winch Wen, Swansea SA1 7HX

Telephone No:

(01792) 773464/775034

Fax No:

(01792) 701649

Email:

cefn.hengoed.community.school@swansea.gov.uk

Website:

www.cefnhengoed.swansea.sch.uk

County/Voluntary/Welsh:

County

Co-Educational Boys/Girls:

Co-Educational

Age Range of Pupils:

11 - 16

Number on Roll:

668

Name of Chair of Governors:

Councillor M. Gibbs

Headteacher:

Mrs S Y Hollister B.Sc, M.Ed, PGCE, NPQH

This information is correct and up-to-date at the time of printing - Autumn Term, 2010. Some adjustment/re-adjustment of provision may be necessary for the school year 2010 - 2011. "If you believe it, you can achieve it" “Credwch a gwnewch!” 1|Page

The Ethos and Values of our School As a school we will: enable all our young people to develop their full potential by acquiring skills, knowledge, understanding and attitudes, including personal, social and emotional skills, to enable them to become economically, socially and personally active citizens adjusting to new patterns of work and leisure and inspired to become lifelong learners. support each individual to develop his/her full potential within a framework of high expectations. promote a culture of social inclusion and respect for diversity, particularly through developing the wellbeing of learners and personalising their learning. offer young people a broad, balanced, coherent, differentiated and relevant curriculum which engages and motivates them to learn and to achieve their full potential. establish a caring environment, including all, where honesty, loyalty and integrity are valued and personal values developed which are self regarding and regarding of others. be a key player with other schools and partner service providers in planning and delivering integrated services for our young people to improve their wellbeing and extend their opportunities. provide a learning community for all engaged in school life, with young people and their families at the centre and including teachers, governors, associate staff and all other adults involved with the school, mutually supporting and encouraging all parties to take an active role and interest in the learning process. establish strong professional learning communities to enable colleagues to develop and share their professional knowledge on learning and teaching. provide and facilitate education so that our school contributes to meeting the needs of and engaging the community as partners to ensure that our school is community focused, with the school at the heart of its community.

Home-School Agreement The Home-School Contract is an agreement made between the school, parents/carers and pupils in order to develop a partnership between the school and home. It emphasises the responsibility of each party in ensuring that all pupils of the school have access to a first class education. If home and school work closely together for the benefit of the child, then pupils will be well on the way to realising their potential.

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Term Dates and Lesson Times The school day begins at 8.40 a.m. and ends at 3.00 p.m. when staff supervise the boarding of buses in the school grounds. There are 5 one hour lessons in a day with a morning break of 20 minutes from 10.55 to 11.15 am and a 45 minute lunch break from 1.15 – 2.00 pm.

2010/11

Mid Term Holidays

Term

Term Begins

Term Ends

Begins

Ends

Term Begins

Term Ends

Total Days per Term

Autumn 2010

Wednesday 1st September

Friday 22nd October

Monday 25th October

Friday 29th October

Monday 1st November

Friday 17th December

Spring 2011

Monday 3rd January

Friday 18th February

Monday 21st February

Friday 25th February

Monday 28th February

Thursday 15th April

Summer 2011

Tuesday 3rd May

Friday 27th May

Monday 30th May

Friday 3rd June

Monday 6th June

Wednesday 20th July

TOTAL Bank Holidays 22nd April – Good Friday 25th April – Easter Monday

195

2nd May – May Day 30th May – Spring Bank Holiday

Charging and Remissions Policy Under the 1988 Education Reform Act, it is a basic principle that education for registered pupils should be free of charge if it: 1. takes place in school hours or 2. takes place outside school hours, but is required as part of the pupils prescribed syllabus. The school is entitled to ask for voluntary contributions and from time to time it may do so. However, there is no obligation on a parent to make a contribution in these circumstances. Some examples of this include KS4 PE GCSE kit and KS3 materials in Creative Studies. 3|Page

Curriculum Statement, Teaching Methods and Organisation Curriculum We believe that all the pupils should develop attitudes, skills, knowledge and understanding in the following areas:

Scientific Aesthetic & Creative

Linguistic

Mathematic

Moral CURRICULUM

Spiritual

Physical

Vocational

Social

The range of subjects and courses is largely prescribed by the terms of the National Curriculum for all pupils and is combined with our programme of Personal and Social Development. In Years 7, 8 and 9 all pupils study the following subjects: English, Mathematics, Science, Technology, History, Geography, Welsh, French, Information Communication Technology, Religious Education, Physical Education, Music, Art. tutorial period which covers a range of other important issues.

There is also a

Each subject has a specialist

teacher and is overseen by a Head of Department with responsibility for that subject. In Year 10 and 11 pupils will study English, Mathematics, Science, Religious Education, Welsh, Physical Education, and three optional subjects which include Information Communication Technology, Music, Art, History, Geography, Technology, French, Media Studies and cross curricular issues such as the Welsh Baccalaureate, Health Education and Careers. There are also 4|Page

opportunities to study for a wide range of Vocational qualifications e.g. Construction, Engineering, Electronics, Hairdressing, Health and Social Care, Catering. We are proud to offer such a varied curriculum choice at KS4 and in the support we provide our pupils to access the curriculum at other sites if necessary. The Education Act, 1988, includes the legal framework for a National Curriculum.

The Act is

concerned with establishing and securing a broad, balanced curriculum, promoting the spiritual, moral, cultural, mental and physical development of pupils to prepare them for the opportunities and responsibilities of adult life. A basic curriculum is defined in terms of skills development, subjects, programmes of study and attainment targets. Statutory assessments will be made at the end of Key Stage 3 and Key Stage 4. Under the Education Reform Act 1988 the LEA is required to deal with complaints in relation to the School's curriculum. It is expected that parents should first resolve any complaints they may have with the Headteacher or Governors of the School. available upon request.

A detailed Complaints Policy/Procedure is

The Headteacher, Leadership Team and other senior staff devote

significant time to parental meetings, are very glad to do so and will readily meet parents to discuss any concerns.

Organisation On entry into the school, pupils are placed in registration groups or "forms". Each group has a "form tutor" who is closely concerned with their general welfare and the pupils have a base or "form room" where they meet for registration at the start of each session and for the tutorial period of Personal and Social development. Pupils are placed in mixed ability form groups to enable them to inclusively develop friendship groups.

Teaching groups are organised

independently which allows for setting to take place within half year groups.

Homework It is difficult to fit in all the things we need to teach into the school day. Therefore secondary schools always give homework. We are no exception. Homework:  allows classwork to be finished off properly  helps children to try out things they have learnt  encourages self-discipline and personal study  develops independent learning and thinking skills  helps you to become involved in your child's work 5|Page

Pupils in Cefn Hengoed therefore regularly receive homework. Pupils in Years 7 and 8 will have 20 - 30 minutes of homework per subject per week. A homework timetable is provided for all pupils to enable them to plan their time effectively. Homework is recorded in a pupil planner for specific subjects. Year 9 pupils will have 30 - 40 minutes of homework per subject per week. It is felt that pupils should be beginning to plan their work more independently and therefore there should be more flexibility to encourage pupils to plan their work. Consequently, homework should not be restricted to a particular night. This helps to prepare pupils for the challenge of GCSE coursework. For pupils in Years 10 and 11 it is more difficult to set specific time allocations for each subject since tasks vary enormously in depth and time taken to complete. However, as you would expect, homework is very much part of school life in Years 10 and 11. The majority of the preparation for GCSE Coursework and the new Controlled Assessments will also be completed at home. Homework includes revision for tests, on-going revision of day to day lesson work completed and practical work set to be completed at home, as well as traditional written work. All pupils are issued with a personal planner to record their homework.

Pastoral Care The Form Tutor has a special responsibility to recognise the immediate personal, social and academic needs of the individual pupils. The Learning Coordinator and Pastoral Support Officers coordinate the pastoral work of the form tutors and so get to know each pupil as an individual. The Learning Coordinator and Pastoral Support Officers work closely with the Educational Welfare Officer and other outside agencies. Teachers supervise pupils on arrival in the morning, during morning and lunchtime breaks and while buses are loading after school. All pupils in Years 7, 8 and 9 remain on site at lunchtime and no pupils are allowed off site at breaktime. Older pupils are encouraged to remain on site at lunchtime to access revision classes and to undertake additional personal study. One of the main aims of the pastoral system is to encourage, support and guide pupils to achieve the fullest potential in their studies.

The school has developed a comprehensive pastoral

curriculum which is studied in tutorial periods.

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School Policy on Discipline School rules are necessary for the benefit of everyone. Like any other school if rules are broken it is vital that pupils are dealt with quickly and efficiently. For minor offences the following sanctions are used:  Detention by staff, either during morning or lunch break or after school, depending on the nature of the issue. In the case of after school detentions your child will bring home a note to inform you and explain the reason for the detention so that you can sign it. A bus pass will be made available for those pupils who are normally in possession of a bus pass.  Report sheets for those who are persistently late. These are signed by each teacher.  Attendance report for those who have missed lessons through truancy. Persistent truancy can be dealt with in the Inclusion unit where pupils can continue their timetable with personal supervision.  Behaviour monitoring report for behaviour issues in lessons. (Reports are signed by both Head of School and Parents/Carers).  Stopping break and/or lunch time privileges for behaviour issues.  Consequences to fit the issue, such as cleaning graffiti or picking up litter.  Referrals to Form Tutor, Heads of Department, Pastoral Support Officers, or other appropriate Learning Co-ordinators.  Contacting and meeting Parents/Carers to solve problems together.  Referral to school Inclusion Unit where exclusion can be avoided.  Pupils involved in dangerous, serious or persistent misbehaviour can be excluded from school by Governors. Parents/Carers will always be centrally included and involved.  Any pupils excluded have a Return from Exclusion meeting with their Parent/Carer and the Headteacher and/or Learning Co-ordinator.

Pupils spend their first day of return from

exclusion in our Inclusion Unit.  Hairstyles and hair colour should be appropriate for a school environment and reflect our standards outlined in the School’s Discipline Policy.  Visible piercings and particularly facial piercings are not allowed.  Mobile phones are NOT allowed at school, to ensure pupil health, safety and security. School telephones are readily available to pupils when they request it, at no charge.  A copy of the School's Discipline Policy as well as a Home-School Contract will be provided to all parents of children who are entering Year 7 in September 2011. The Home-School contract

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is a particularly important document and involves a partnership between the school, parents and pupils via the learning process. A summary of this also appears in the pupil planner.

Anti-Bullying Policy We believe that all pupils have the right to be educated in an environment where there is mutual respect and co-operation. Bullying is contrary to this approach and we do everything possible to discourage it. Bullying is the wilful, conscious desire to hurt, threaten or frighten.

If as a parent

or as a pupil you are aware of bullying, it helps us sort it out quickly if you tell someone as soon as possible. Any reports of bullying will be investigated as a high priority. Allowing bullying to go unreported will not help the situation and could cause it to escalate. We pride ourselves as a school on our anti-bullying policy which was put together by a team of pupils, staff, governors and parents and we are proud of our excellent relationships with families which enable concerns to be effectively addressed. We care deeply about your childâ&#x20AC;&#x2122;s welfare and happiness.

School Uniform Any reasonable top coat may be worn for outdoor wear. Polo shirts, sweatshirts, and PE t-shirts can be bought directly from the school or from Bergoni on Llansamlet Enterprise Park. Items of school uniform will be available for sale during the new intake evening which will be held in July and throughout the year including school holidays. The wearing of the correct school uniform is a requirement of the school and pupils at Cefn Hengoed must follow the basic uniform requirements listed here: GIRLS

BOYS

Black skirt or tailored black trousers (plain)

Tailored black trousers (plain)

Royal blue school sweatshirt

White blouse/school polo shirt

White shirt/school polo shirt

Black shoes

Suitable bag for books (handbags will not

Suitable bag for books

meet pupilsâ&#x20AC;&#x2122; needs)

PE Uniform GIRLS

BOYS

Blue Top with school logo

Black/navy shorts or skort

Black/navy shorts

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Trainers

Swimming costume

Towel

Towel Blue rugby top with school logo (optional)

Pupils studying GCSE PE have the choice of purchasing a special PE kit to match this level of study

Curricular Arrangements for Special Education The term "Special Education" is used to cover the educational provision for pupils who have learning difficulties and who have exceptional level of ability. The Learning Support Department offers a caring and supportive environment where staff work with pupils in order to improve their basic skills in reading, writing and number work. This is supported by the Literacy Programme, where members of the local community help pupils with their reading on a one to one basis. Catch up programmes are also operated for Literacy and Numeracy. It is the philosophy of the school to provide pupils with special needs with a broad and balanced curriculum. Therefore, pupils are integrated into mainstream classes so that they may be incorporated into the setting process where appropriate.

In Years 10 and 11 pupils with special educational needs will

participate in the options systems along with the rest of the pupils. A copy of the school's Special Educational Needs policy is available on request. We are proud of our Special Teaching Facility for pupils with Moderate to Severe Learning Difficulties where the emphasis is on high levels of support whilst maximising inclusion and ensuring the widest range of social development opportunities for its pupils inclusively.

Summary of School’s SEN Policy In its Special Needs Policy, the City and County of Swansea establishes the fact that the Authority has adopted the fundamental principles contained in the Code of Practice for Wales. This Policy thus states:  A child with special educational needs should have their needs met;  The special educational needs of the children will normally be met in a mainstream school setting;  The views of the child should be sought and taken into account;  Parents have a vital role to play in supporting their child’s education;

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 Children with special educational needs should be offered full access to a broad, balanced and relevant education, based on the National Curriculum;  All schools should “recognise and respond to the diverse needs of their students, while also having a continuum of support and services to meet those needs”;  Wherever possible all children should learn together. The policy goes on to emphasise the view that:  There should be a fair and equitable allocation of available resources to support all children and young people with special educational needs. Cefn Hengoed Community School wholeheartedly embraces these principles. The school policy reflects these common aims.

Sex Education The various aspects of Sex Education are dealt with in the Health Education programme which is part of the compulsory Personal and Social Education programme.

Parents are given prior

information at appropriate stages which enables any concerns to be addressed or further information to be made available. Sex Education is a sensitive area of the school curriculum and the school policy statement is based on the City and County of Swansea Education Authority Policy.

The aims of the Sex Education programme  To provide pupils with balanced information  To help pupils develop and improve their self esteem  To enable pupils to form their own opinions and to make informed, reasoned and responsible choices both while at school and in adulthood.  To encourage pupils to form their own opinions and to make informed, reasoned and responsible choices both while at school and in adulthood.  To help pupils appreciate the dangers of sexual promiscuity and the advantages of stable relationships such as are envisaged in marriage.  To encourage pupils to have due regard for moral considerations and the responsibilities of parenthood.

The Curriculum The secondary phase should be one of continuity from the primary stage. By the time students have reached the age of sixteen they should have achieved a substantial knowledge and 10 | P a g e

understanding of their bodies, and be aware of their physical and emotional growth.

This

development should also include an increased knowledge of the social implications and responsibility of their own sexual behaviour. A detailed syllabus of the sex education programme can be obtained from the school.

Arrangements for Religious Education Religious Education is a compulsory element within the curriculum and is taught in accordance with the Authority's Agreed Syllabus. Its unique contribution to the education of each child is recognised and in addition it is taught as an academic subject to GCSE level. We are proud as a school to have the highest GCSE entry for RE in Swansea and every child in Year 11 is entered for RE GCSE.

Use of Welsh Language Welsh is taught as a modern language in accordance with the requirements of the National Curriculum at Key Stage 3. All Key Stage 4 pupils study Welsh at GCSE level. Welsh is also offered as an option at Key Stage 4. Every child in Year 11 is entered for either Short Course or Full Course GCSE Welsh. We are proud as a school to provide pupils with this opportunity to accredit their statutory work in Welsh.

Equal Opportunities and Pupils with Disabilities Equal Opportunities The Governing Bodies Equal Opportunities Policy strives to create an environment of potential for every individual within the school by removing barriers to opportunity. Individual differences should be celebrated and welcomed for the positive contribution which they bring to the school.

The school stands against racism and all forms of discrimination on the

grounds of ethnic origin, religion, gender or disability. A copy of the Governing Bodies Equal Opportunities Policy is available upon request. The school recently achieved recognition at a national level for its work in Diversity.

Pupils with Disabilities Current Policies are reviewed regularly in order to ensure that they allow for accessibility i.e. Curriculum, Inclusion, SEN, Equal Opportunities. The schoolâ&#x20AC;&#x2122;s Inclusion Manager together with Learning Coordinators work closely with pupils parents, partner schools, LEA and other agencies to ensure a smooth transition into the school, the Governing Bodies Equal Opportunities Policy 11 | P a g e

supports this transition. The LEA continues to work with the school to improve access to the campus.

School Security All visitors are required to report to reception upon arrival at the school. Any pupil who arrives late or needs to leave school at any times other than the normal end of the school day must report to Pastoral Support Officers. A lesson monitoring procedure is in place to ensure safety and security of pupils. The campus has a recently updated extensive CCTV and alarm system. Parents/Carers are asked to support school in ensuring that pupils who travel on the school buses always use the bus and do not walk home unless the parent/carer has arranged this with school. Parents/Carers are respectfully requested not to bring cars onto the school site at the beginning and end of the school day.

Admissions and Attendance Admissions The LEA is the admitting authority for all pupils in the City and County of Swansea. Each pupil about to transfer from Primary to Secondary Education will be invited to apply for a place at their catchment school. Parents can apply in writing for the catchment school or express a preference for a placement at an alternative school. Those parents who express a preference in writing for a place at any school will be given preference over those who have not. Admissions for pupils in other year groups can be arranged at any time. Parents or Carers are asked to contact the school for an appointment with the appropriate Learning Co-ordinator. Pupils living outside our catchment area will need to complete a preferred placement form which can be obtained from the main school reception. We welcome any parent and child wishing to discuss a preferred placement.

Attendance Data Attendance Summary for 2009-2010

(WAG Return) Attendances

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90.3%

Authorised Absences

8.9%

Unauthorised Absences

0.9%

Arrangements for Parental Visits Parents are very welcome at the school.

Please go to the main school reception. Ideally, an

appointment should be made so that we can prepare for your visit, but we realise that this is not always possible.

Please do not hesitate to bring any problems to our attention immediately.

There are also regular Parents' Evenings where parents may meet with teachers in order to discuss their childâ&#x20AC;&#x2122;s progress. Parents, carers or any visitors to the school MUST proceed to the Main Reception on arrival in order that we can secure our pupilsâ&#x20AC;&#x2122; safety. This is common practice in all schools.

Extra Curricular Activities There is a full range of extracurricular sporting activities including soccer, rugby, netball, basketball, hockey, athletics, cricket and swimming. Additional healthy living activities eg Street Dance, are offered through our 5x60 scheme at lunchtime and after school. There is also a range of clubs which operate at lunch-times e.g. Art, Poetry, STF Club and Chess. In addition, there are drama and music productions involving orchestras and choirs. The school has the advantage of being integrated with a Community Leisure Centre which offers a wide range of sporting and recreational facilities.

The school regularly organises residential courses at the Urdd Centre at Bala and Llangrannog. Also, visits abroad take place e.g. France, Austria and Italy. The bi-annual ski trip is a popular feature of school life. In 2010-11 an Art Department visit to New York is taking place.

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Additional Learning Resources There is a variety of additional learning resource bases which are situated throughout the school. They may be whole school bases or subject related resource areas.

Access to the internet

supports learning following the completion of a parental consent form. The school has secured enhanced NetBrowser internet access to secure and monitor our pupilsâ&#x20AC;&#x2122; internet use.

Public Examination Policies Pupils are encouraged to enter for public examinations wherever possible. At the present time, this means that the majority of pupils are prepared for GCSE. The WJEC and AQA Entry Level Certificate is also used as a more suitable entry for some pupils. In addition pupils can choose to enter vocational qualifications. Looking ahead, the school sees the probable movement towards profiles of skills and achievements and the introduction of modular courses accredited by the existing examination boards and other agencies, which will enhance the recording of the whole school experience of its pupils, as well as our own commitment to the Welsh Baccalaureate and accreditation of Key Skills, which are offered to all pupils in Years 10 and 11.

Careers Education & Arrangements for Work Related Education The careers guidance programme starts in Year 8 and becomes more focused in Year 9 when your child draws up an action plan before choosing GCSE options. It is reassessed in Year 10 when each pupil participates in a programme which analyses preferences and matches choices with career suggestions. Your child will then take part in a work related education placement during the Spring Term of Year 10. Parents/Carers wishing to propose a placement for their child are most welcome to do so. Please contact Mr B Gray (Middle School Learning Co-ordinator) or Ms M Evans (Middle School Pastoral Support Officer) as soon as possible if you wish to do so. During Year 11 the school's Careers Adviser Mr Scott Gwynne will offer vocational guidance interviews and an excellent placement service.

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Details of Pupil Destinations Work Known not Unknown Based to be in EET 1% Training 10% 11% Employed 3%

Continued Full-time Education 6th Form 1%

Moved Away 1%

Continued Full-time Education College 73%

Continued Full-time Education - College Continued Full-time Education - 6th Form Employed Work Based Training Known not to be in EET Unknown Moved Away

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No. Pupils

% Y11 Cohort

103 1 4 16 14 1 2

73.0% 0.7% 2.8% 11.3% 9.9% 0.7% 1.4%

School Performance Information Summary of National Curriculum Assessment results of pupils in the school (2010) and nationally (2009) at the end of Key Stage 3 as a percentage of those eligible for assessment. N

NO1

NO2

NO3

School

National

School

National

School

National

School

National

School

National

School

National

School

National

School

National

School

National

School

National

English

Oracy

Reading

Writing

1 0

Cymraeg

Oracy

Reading

Writing

Mathematics 0

Science 0

Core Subject Indicator* School National

55.2 61

N D NO1 NO2 NO3 EP

Not awarded a level for reasons other than disapplication Disapplied under Sections 113 to 116 of the Education Act 2002 National Curriculum Outcome 1 National Curriculum Outcome 2 National Curriculum Outcome 3 Exceptional Performance

Not exactly zero

Percentage of pupils achieving Level 5 or above in English or Welsh (first language), Mathematics and Science in combination

Please note that because of rounding, figures may not always add up to 100%

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Welsh Second Language

Modern Foreign Language

Design & Technology

ICT

History

Geography

Art & Design

Music

School

National

School

National

School

National

School

National

School

National

School

National

School

National

School

National

School

National

NO1 NO2 NO3 0

1 0

0 0

1 0

0 0

1 0

Provisional RE2 Data 2010 BY COHORT (137) Pupil Numbers

Achieved 5 or more GCSEs A*-C/Level 2 Threshold

47.8 %

Achieved 5 or more GCSEs A*-G/Level 1 Threshold

122

86.7 %

Core Subject Indicator

34.3 %

1 or more GCSEs A*-C/Level 2

101

73.72 %

1 or more GCSEs A*-G/Level 1

136

99.3 %

A*-C English

52 %

A*-G English

128

93.4 %

A*-C Maths

43 %

A*-G Maths

128

94 %

A*-C Science

51 %

A*-G Science

128

94%

Boys Achieving 5 A*-C/Level 2 Threshold

37 %

Girls Achieving 5 A*-C/Level 1 Threshold

59 %

Total Points per Pupil CSI Average No of Full Course GCSE Entries per candidate Leavers with no Qualifications

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All 364 34.6 % 8.5 1.5 %

Boys 334 27 % 7.7 2

Girls 396 42% 9.4 0

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Index School Details .......................................................................................................................................................................... 1 As a school we will: ............................................................................................................................................................ 2 Home-School Agreement ................................................................................................................................................... 2 Term Dates and Lesson Times .............................................................................................................................................. 3 Charging and Remissions Policy............................................................................................................................................ 3 Curriculum Statement, Teaching Methods and Organisation ........................................................................................... 4 Curriculum ............................................................................................................................................................................ 4 Organisation......................................................................................................................................................................... 5 Homework ............................................................................................................................................................................ 5 Pastoral Care ....................................................................................................................................................................... 6 School Policy on Discipline................................................................................................................................................. 7 Anti-Bullying Policy.............................................................................................................................................................. 8 School Uniform .................................................................................................................................................................... 8 Curricular Arrangements for Special Education .................................................................................................................. 9 Summary of Schoolâ&#x20AC;&#x2122;s SEN Policy ........................................................................................................................................... 9 Sex Education ........................................................................................................................................................................ 10 The aims of the Sex Education programme .................................................................................................................. 10 The Curriculum .................................................................................................................................................................. 10 Arrangements for Religious Education ............................................................................................................................... 11 Use of Welsh Language........................................................................................................................................................ 11 Equal Opportunities and Pupils with Disabilities ............................................................................................................... 11 Equal Opportunities .......................................................................................................................................................... 11 Pupils with Disabilities ...................................................................................................................................................... 11 School Security .................................................................................................................................................................. 12 Admissions and Attendance ................................................................................................................................................. 12 Admissions ......................................................................................................................................................................... 12 Attendance Data ............................................................................................................................................................... 12 Arrangements for Parental Visits .................................................................................................................................... 13 Extra Curricular Activities ..................................................................................................................................................... 13 Additional Learning Resources ........................................................................................................................................ 14 Public Examination Policies .................................................................................................................................................. 14 Careers Education & Arrangements for Work Related Education .................................................................................. 14 Details of Pupil Destinations ................................................................................................................................................ 15 School Performance Information ........................................................................................................................................ 16

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