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School Prospectus
How will your child spend the day?
Key Stage 3 - Years Seven, Eight and Nine 2008/2009
During their first three years all pupils follow a similar course, designed to give a sound general education, and to provide the base upon which the more specialised studies in Years Ten and Eleven can build.
All pupils will take:-
- English
- Mathematics
- Combined Science
- French
- History
- Geography
- Personal, Social & Health Education
- Physical Education
- Religious Education
- Design & Technology
- Art
- Music
- Drama
- Information and Communication Technology
- Textiles is experienced under different guises in Technology and Art.
- Spanish is added to French as a new language experience during Year 8 and pursued in Year 9 by those who show a particular aptitude.
Teaching Groups
Most lessons in the first two years will be taught in mixed-ability groups. English, Maths, Science and French will set some time in the Autumn Term of Year 7 if appropriate to that particular year cohort. Pupils are grouped according to ability in Mathematics, Science, Modern Languages and English in Years 8 & 9.
Key Stage 4 - Years Ten and Eleven 2008/2009
In Years 10 and 11 all pupils take:-
- English*
- Mathematics*
- Combined Science* or Triple Sciences*
- A Design and Technology subject*
- Information and Communication Technology*
- French*
- History or Geography*
- Religious Education*
- Physical Education
- Personal, Social & Health Education
- One option allows a choice from Art & Design*, Drama*, Geography* or History*, a second Modern Language*, Music* and PE*
* All starred subjects in the Year Ten and Eleven curriculum lead to G.C.S.E. examinations, or other external certification. Provision is also made for the very few pupils who would not necessarily benefit from a full range of G.C.S.E. courses.
Teaching Groups
In Key Stage 4 pupils are taught in groups according to ability in Mathematics, English, French and Science. Most other subjects are taught in mixed-ability groups.
Options
Wherever a choice of subjects is allowed, pupils will be given the opportunity to discuss their decision with relevant teachers, and to consult with their parents. The staff will give careful consideration to the wishes of pupils and parents, but should a problem arise the final decision must rest with the School. Our planned procedures mean this rarely happens.
Special Education Needs
The school is experienced at providing additional support for pupils with a variety of Special Educational Needs. In line with most recent legislation, pupils identified as in need of extra help are placed at one of three levels. These are:
- School Action - when the school provides additional help.
- School Action Plus - when the work of the school is supplemented by support from external agencies.
- Statemented - when the Local Authority issues a Statement of Special Educational Needs.
Additional help can occur in many ways depending on the pupil’s needs - for example:
- Smaller teaching groups for English and/or Mathematics lessons.
- Early Morning Reading/Spelling sessions.
- Lunchtime Spelling Club.
- Handwriting Lessons.
- Support in lessons from a Teaching Assistant.
- Access Arrangements.
- Additional help with homework/classwork during lunchtime.
- A supervised area during lunchtime.
The Learning Support Department has a designated room from which to operate. Pupils’ progress is monitored closely and parents are kept informed about the additional help their child is receiving.
Pupils with Special Educational Needs are fully integrated into the life of the school taking the fullest part possible in the social and extra curricular activities to all pupils.
The admission arrangements for pupils with Special Educational Needs at School Action and School Action Plus are exactly the same as for any other pupil. Pupils with a Statement of Special Educational Needs are placed in school by the Local Authority.
The Governing Body includes a member with specific responsibility for SEN.
The OFSTED report (APRIL 2008) noted that “Pupils with learning difficulties also made very good progress. This shows the school’s strong emphasis on inclusion”.
We also recognise the needs of Gifted and Talented pupils. A separate Gifted and Talented Policy sets out the criteria on which we identify able pupils, through primary school testing as well as departmental nomination. Each department uses this information to ensure that their curriculum caters for higher abilities, with resources available across departments to encourage able pupils to reach their full potential.
