Supplementary Information 2015
PROCEDURES FOR ENTRY INTO YEAR 7 IN SEPTEMBER 2016 Applying for a place at Warlingham School If you have any queries regarding admissions to Year 7 at Warlingham School, please contact Mrs K. Lottin by phone (01883 624067 Ext. 2013) or e-mail k.lottin@warlinghamschool.co.uk. You are advised to check our website (www.warlinghamschool.co.uk) for the full version of the Admissions’ Policy.
Method One For children living within the Surrey LA Area and born between 01.09.04 and 31.08.05 For these children, parents will receive a form from Surrey LA which will be given out by the Headteacher of the primary school attended together with details on how to make the application. These forms should reach parents at the beginning of September 2015. If a Surrey resident does not receive the form from the Primary School, please contact Warlingham School for a copy. It is now possible to access and complete the admissions forms online via the Surrey County Council website www.surreycc.gov.uk. The closing date for applications is 31st October 2015. Parents of children born between the above dates where children attend Surrey Schools but who have not made a return by 31st October should, as soon as they know they wish to apply, write to the Admissions and Transport Policy Team, Quadrant Court, 35 Guildford Road, Woking, Surrey GU22 7QQ stating the name, date of birth and school of their child and requesting a place at Warlingham in September 2016. As a late application, your preference may not be considered at the same time as those meeting the deadline. Alternatively, please contact the school for further advice.
Method Two For children living outside the Surrey LA Area and born between 01.09.04 and 31.08.05 As a school located on the border of two authorities we will be working closely with both Surrey and Croydon LAs (and, indeed, other neighbouring authorities). Although we are an Academy located in Surrey, half of our current students live in the London Borough of Croydon and a few come from the Sutton and Bromley areas. Those wishing to apply for Warlingham School who live outside of the Surrey LA area should name Warlingham as a chosen school on the form already distributed by their “home” LA and return it to their “home” LA in accordance with their instructions. The “home” LA will automatically pass the application to Surrey. Non-Surrey LA applicants whose children were born between 01.09.04 and 31.08.05 and who decide to apply to Warlingham after 31st October 2015 should contact the school and their “home” LA for advice. LA = Local Authority
Admissions for September 2015 Total Preferences: 759 Published Admission Number: 240
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Admissions’ Policy Warlingham School is an academy and is its own admissions’ authority. Its current admission arrangements fall within the Surrey Admission Policy. These are coordinated for the new Year 7 cohort by the Admissions’ Office at the Admissions and Transport Policy Team, Quadrant Court, 35 Guildford Road, Woking, Surrey GU22 7QQ. Warlingham School is allowed an intake of 240 pupils into each year group (this is known as the planned admission number – PAN). After the closing date for applications has been reached, each applicant is listed on a database which is shared between local authorities as part of a coordinated admissions’ scheme. Places will be offered in accordance with equal preference rules. If Warlingham School is oversubscribed, the following criteria will be used to allocate places: 1. Looked after and previously looked after children Children who are registered as being in the care of a Local Authority or provided with accommodation by a local authority in accordance with Section 22 of the Children Act 1989(a), e.g. fostered or living in a children’s home, at the time an application for a school is made; and children who have previously been in the care of a local authority or provided with accommodation by a local authority in accordance with Section 22 of the Children Act 1989(a) and who have left that care through adoption, a child arrangements order (in accordance with Section 8 of the Children Act 1989 and as amended by the Children and Families Act 2014) or special guardianship order (in accordance with Section 14A of the Children Act 1989). 2. Exceptional social/medical needs Occasionally there will be a very small number of children for whom exceptional social or medical circumstances will apply which will warrant a placement at a particular school. If you wish to apply under a school’s exceptional medical or social criterion, you must provide additional information and professional written evidence to support your case. This needs to demonstrate clearly why you feel it is essential for your child to attend Warlingham School and why no other school can meet your child’s needs. Supporting evidence should be provided from a professional, such as a social worker, health visitor, housing officer, the police, probation officer, doctor and/or hospital consultant. Providing professional evidence does not guarantee that your child will receive priority at Warlingham School. The decision will be made by the admission authority for the school which will consider whether the circumstances warrant a child being placed at Warlingham School above any other and whether they should give the child priority over other applicants who, for example, have siblings at the school or who may live closer. Please note that exceptional arrangements are normally only granted to the child’s nearest school. If Warlingham School is not your child’s nearest school you should explain why the nearest school cannot meet your child’s needs. Parents are responsible for providing the evidence to support an application for a medical or social placement. Any application that does not have supporting evidence will not be given priority; neither the local authority for Warlingham School is responsible for ensuring parents provide it. Please note that it is not possible for routine child-minding arrangements to be taken into account. 3. Brothers and Sisters (siblings) After ‘exceptional arrangements’, places are then offered to siblings. A sibling is a child who will have a brother or sister (that is, another child of the same parents) whether living at the same address or not, or a half-brother or half-sister, adopted or fostered brother or sister or step-brother or step-sister living as part of the same family unit at the same address (Monday to Friday) still at the school concerned at the time of another sibling’s admission. This includes students in sixth form provision at the school. A sibling will be given priority for admission only if he/she has a sibling who will still be at the school in September 2016. If, at the time of admission, your child will have a sibling at the school, you must show this on your preference form in order to be given sibling priority. 4. Children of a member of the staff of Warlingham School Children of a member of staff of Warlingham School, where the member of staff has been employed at the school for a minimum of two years by 31 October in the year preceding that for which admission is being sought;
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Supplementary Information 2015
Children of a member of the staff of Warlingham School, where the member of staff has been employed at the school to fill a vacant post, for which there is a demonstrable skills shortage. For in year admissions the date that eligibility will be assessed will initially be the date that the application is made or if a child’s name is added to the waiting list, the date a place becomes available. Members of staff should complete the Supplementary Information Form and the main application form. A copy of the form can be accessed from the school website. 5. Children who live within the fixed catchment area* After siblings, places are then offered to those who live within the catchment area. If there is an oversubscription then places will be allocated in order of distance from the home to the school with those living nearest given the highest priority (see 6 for how this is measured). 6. Tie-breaker The final priority will be given to those living closest to the school. Home to school distance will be measured in a straight line from the address point of the pupil’s house, as set by Ordnance Survey to the nearest school gate for pupils to use. This is calculated using the Admission and Transport team’s Geographical Information System. Where two or more children share a priority for a place, in any category e.g. where two children live equidistant from the school within the catchment area and only one place remains, Governors will draw lots to determine which child should be given priority. In the case of multiple births where children are ranked consecutively in their order of priority for a place and there are not sufficient vacancies remaining for each of them, wherever is logistically possible, each child will be offered a place. Where it is not logistically possible to offer each child a place the child(ren) to be offered the last remaining place(s) will be determined by the drawing of lots.
Additional Information Children with a statement of special educational needs or an Education Health and Care Plan (EHCP) will be allocated to the school before other applicants are considered and the number of places available will be reduced by the number of children with a statement that has named the school. All children who are unsuccessful in their application for a place will automatically be added to the waiting list. If the school is oversubscribed, the children of those parents who made an application after 31st October will also automatically be added to the waiting list. Waiting lists for in-year applications where year groups are already at PAN are formed using the criteria above. Inyear applications are administered by the school. Applicants may choose to seek places outside of their child’s chronological year group. Decisions will be made on the basis of the circumstances of each case. Applicants must state clearly why they feel admission to a different year group is in the child's best interest and provide evidence to support this. More information on educating children out of their chronological year group is available at www.surreycc.gov.uk/admissions. The normal Appeals Procedure is available for all those not granted a place and full details of how to appeal can be obtained from the Surrey County Council Contact Centre on 0300 200 1004. * You can find out about the catchment area for this school by accessing the school’s website (www.warlinghamschool.co.uk) or Surrey SMART online web page at http://findaschool.surreycc.gov.uk/ admissions (catchment area map shown on Annex 9). You may also telephone the Surrey Schools and Childcare Service on 0300 200 1004. All children excluded by the Admissions’ Policy criteria are offered a place on the waiting list. If the school is oversubscribed, the children of those parents who made an application after 31st October will automatically be added to the waiting list. The normal Appeals Procedure is available for all those not granted a place and full details of how to appeal can be obtained from the Surrey County Council Contact Centre on 0300 200 1004. Waiting lists for in-year applications where year groups are already at PAN are formed using the criteria above. In-year applications are administered by the school.
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Seeing the School If you feel you might like to seek a place for your daughter or son at Warlingham, please don’t hesitate to ring the school on 01883 624067 and ask for a day time tour of the school or an appointment with the Headteacher. The tour of the school lasts about one and a half hours and automatically includes a meeting with the Headteacher.
OFSTED In June 2013, the school was inspected by Ofsted and judged to be ‘good’. The report highlights the following features of the school:
Students achieve well. From their starting points they make very good progress and the percentage attaining five or more GCSE A*-C grades including English and Mathematics is higher than the national average. “There is a good balance of academic and vocational courses at Key Stage 4 and in the Sixth Form where these are well matched to higher education and training. Enrichment and extra-curricular activities are extensive and highly valued by students.”
Teachers have high expectations and are ambitious for student achievement. The school offers a broad and flexible range of academic and vocational subjects to study, taking into account students’ needs and aspirations.
The school is led very well. School leaders and governors have an accurate view of the school’s effectiveness. They have worked together to bring about improvements in teaching and student achievement. As a result, standards continue to rise year on year.
“...excellent relationships contribute to a supportive and positive climate for learning.”
“Literacy and numeracy are promoted widely across the curriculum. In many lessons teachers focus on helping students to improve their literacy skills.”
“School leaders value students’ views and through the school council, students have a voice and are able to contribute to school life in a range of ways.”
Students’ behaviour is good and there is a very positive climate for learning in lessons. Students are keen to do well and succeed. They feel safe and happy in school.
Students’ spiritual, moral, social and cultural development is supported very well and this contributes to their success. The students value and enjoy the wealth of extra-curricular and enrichment activities the school offers.
“Students’ spiritual, moral, social and cultural development is promoted very well through lessons, as well as through extra-curricular activities, tutor time and assemblies.”
The Sixth form is good and improving. Students achieve well from starting points that are in line with national averages.
Read the full 2013 report on our website: www.warlinghamschool.co.uk. Overall School attendance Years 7-11 from September 2014– May 2015 was 94.86%
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Supplementary Information 2015
POLICIES SUMMARY Following are summaries of some policies which may be of interest to prospective parents and students. Full details of these policies are available by request and many can be found on our school website, www.warlinghamschool.co.uk.
Assembly Policy This policy aims to reflect the multi-cultural, multi-faith school community at the school in which the broadly Christian values of individual and collective responsibility, tolerance and respect are at the core of an ethos that directs all aspects of our work. The policy underlines the work carried out during tutor time, house, year and main school assemblies and how the school aims to provide its students with the opportunity to explore these values and apply them to the world they live in as well as using these occasions to develop students’ spiritual, moral and cultural awareness. Assemblies will be a time for students to contemplate a significant idea or issue within the framework of their own beliefs.
Attendance Policy This policy emphasises the measures in place to ensure good attendance by making sure that all students receive a full-time education and that the school strives to provide an environment which supports the aims of the school. The policy explains that all school staff will work with students and their families to ensure each student attends school regularly and punctually. It details how good attendance is promoted and celebrated and how punctuality in combination with effective strategies and interventions will ensure that students are safe, healthy and prepared for the future world of work.
Behaviour for Learning Policy This policy underlines the high-quality learning environment which is supported by effective management of student behaviour. All members of the School community are expected to support the school ethos and help maintain an atmosphere which is conducive to learning underpinned by mutual respect and courtesy. Our Anti-Bullying Policy provides the framework for preventing and tackling any incidences of bullying.
Curriculum Policy This policy provides an overarching framework that translates the values and aims of the school into effective teaching and learning. The policy covers both the National Curriculum, which provides the legal foundation and secures an entitlement for all pupils, and all that is learned in school, formally and informally, and within and beyond the school day.
Equal Opportunities Policy This policy aims to promote equality for all students, staff, parents, carers, governors and other visitors in all areas of school life, regardless of age, disability / health status, ethnic and national origin, marital status, race, religion, gender, sexual orientation, social class and/or learning potential. The policy aims to embrace the diversity of the community we serve and as such celebrate all groups represented within it. It incorporates the Disability Equality Scheme which outlines how we fulfil our duty to ensure disability equality and an action plan to further improve our provision.
Homework Policy This policy outlines how a good, well-managed homework programme helps children to develop the skills and attitudes they will need for successful lifelong learning. Homework also supports the development of independent learning skills, and provides parents with an opportunity to take part in their children’s education. The school’s aim in setting homework is:
To help students develop good work habits and independent study skills.
To help students to become self-disciplined and self-motivated towards study.
To enable students to practise and reinforce skills learned in the classroom.
To consolidate and extend work begun in class.
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To enrich study by making greater use of material and sources of information which may not be available in the classroom.
To involve parents and carers in the management of students’ learning and keeping them informed about the work students are doing.
The policy explains that homework should not be the imposition of a random chore and that if it is done well, it enhances the class work which precedes and follows it. At the same time, homework builds up the competence and confidence of the students and the morale of the class in general.
Learning and Teaching Policy This policy provides an overarching framework that will provide students with an environment in which the process of learning and teaching is productive, inspiring and helps raise achievement. The policy details the methods employed by the school to provide resources and assessment for learning, independent learning strategies and inclusion in learning.
Safeguarding Policy This school is committed to safeguarding and promoting the welfare of children and expects all staff and volunteers to share this commitment. This means that we have a Child Protection Policy and procedures in place which we refer to in our prospectus. All staff (including supply staff, volunteers and governors) must ensure that they are aware of these procedures. Sometimes we may need to share information and work in partnership with other agencies when there are concerns about a child’s welfare. We will ensure that our concerns about our pupils are discussed with his/her parents/carers first unless we have reason to believe that such a move would be contrary to the child’s welfare. Our Child Protection Liaison Officer is currently Mrs Needs (Assistant Head).
Special Educational Needs (SEN) Policy The objectives of this policy are:
To identify and assess any given student’s SEN at the earliest stage possible.
To have strategies in place that allow for appropriate provision to meet those needs once they have been identified. To ensure that all staff are aware of their responsibilities in relation to identifying, assessing and meeting students’ needs.
To ensure that students have opportunities to express their point of view about their needs and the provision that may be made to meet those needs. To work in partnership with an appropriate range of external support agencies.
Uniform Policy This policy details the school’s uniform code, the manner in which it is worn, its reflection on the school and the school’s standards. It highlights that all students are responsible for ensuring that they present themselves neatly, adhering to the requirements of the uniform code. It also provides information on how/where to purchase school branded items.
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EXAMINATION RESULTS Examination Success We are celebrating an outstanding set of results at both A Level and GCSE again.
GCSE With a few results still to be checked, over 70% of students have achieved A*-C grades in English and Maths. Mr Bradwell, Headteacher, was delighted that the hard work of students and teachers has been rewarded with some excellent results. He said “It has been great to see so many excited students and proud parents this morning. I am particularly pleased that we have again seen a large number of students gaining the top grades of A*/A but also that the vast majority of students have achieved or exceeded their targets. The ‘Progress 8’ measure and ‘Value Added’ measures are once again positive figures showing that the students have achieved higher than expected. Our Maths and Science results continue to excel with 80% of students gaining A*-C grades. There were also great achievements across a huge range of subjects we deliver, which is testament to the high quality teaching and learning at the school. I am extremely proud of this particular group of students as they started at the school five years ago with relatively low Key Stage 2 results and have gone on to produce such fantastic results, making great progress over their time at the School. Congratulations to all of them”. This year’s top performing students were Shauna Burke who gained ten A* grades and one grade A and Lauren Pinkney who achieved nine A* and three A grades. Shauna in fact scored 100% in all three of her Physics exams and Lauren achieved 100% in both History papers and her coursework. Claire Bailey, Emma Hamer, Amelia Hill, Daniel Hill, Amin Lmoh, Danielle Melling, Francesca Parker, Abby Stephens and Darcy Still all collected twelve or eleven A* and A grades.
GCSE Summary Results Achieving 5+ A*-G or equivalent
Achieving 5+ A*-C or equivalent
Achieving 5+ A*-C inc. English & Maths
Achieving 5+ A*-A or equivalent
98%
73%
57%
14%
Key Stage 4 Progress Measures 3 or more levels of Progress in English
61%
3 or more levels of Progress in Maths
80%
3 or more levels of Progress in Science
82%
Value Added Score
1018
Progress 8 Score
+0.15
Attainment 8 Score
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A Level The A*-E pass rate achieved at A Level was an impressive 99% and the A* – C grade was 70%. Especially pleasing was the large number of A*/A grades achieved by our Russell Group cohort of students. There are a number of excellent individual successes at A Level, including the following students: Lewis Nash - A*AAB Charlie Duncan King - A*AAB Joel Fernandez - A*AAC Jonathan Hill - A*AAC Anton Nikitin - A*AA Neneh Kumer - A*AA There were also a number of outstanding performers at AS Level, with Francesca Alston, Lewis Sullivan and Charlie Knight all gaining four A grades and Emma Fossett, Kelly Higson and Alexei Foster achieving three A grades and one B grade. Headteacher, Nick Bradwell, said: “I am absolutely delighted with the excellent results achieved by Warlingham Sixth Form students this year. The results reflect a tremendous amount of hard work and determination and all the students should be extremely proud of their efforts. I would also like to thank all the staff for their commitment and support.” Assistant Headteacher and Head of Sixth Form, Rob Scott, was also delighted: “I would like to congratulate the students. I am particularly impressed with the significant progress students have made from AS to A2, and also by their wider commitment both to the school and to the local community as part of their Warlingham Graduation qualification. In addition to working incredibly hard to achieve these fantastic results many of our students still find the time to help and support many worthwhile causes within the local area; a significant aspect of the 6th form that has been commended by Ofsted.” Due to their excellent results many Warlingham students are now looking forward to studying at a number of the top Russell Group Universities including Lewis Nash to read Chemistry with Molecular Physics at Imperial College, London, Charlie Duncan King to read Mathematics at King’s College, London, Joel Fernandez to read Aerospace Engineering at Surrey University and Jonathan Hill and Anton Nikitin are both going to Southampton University to read Mechanical Engineering with Biomedical Engineering and Computer Science respectively. Students will celebrate their success with their family and staff at a Graduation Ceremony which will be held at the Hilton Hotel, Croydon on Wednesday September 16th.
Key Stage 5 Summary Results
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Grades
A Level
AS Level
A*-B
39%
25%
A*-C
70%
51%
A*-E
99%
88%
Supplementary Information 2015
This prospectus insert has been designed to represent the information required by The School Education (England) Amendment Regulations 2010, and relates to the School Year 2015/2016. The information was correct on 9th September 2015 and may be subject to alteration without notice. Further information about the school can be obtained by visiting the school website www.warlinghamschool.co.uk.
Tithepit Shaw Lane Warlingham Surrey CR6 9YB Tel: 01883 624067 Fax: 01883 624026 Email: info@warlinghamschool.co.uk Website: www.warlinghamschool.co.uk
Updated: September 2015
Supplementary Information | MFi/09/15