2013 14 AoM School Prospectus

PROSPECTUS 2013-2014

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Welcome to Ashton on Mersey School

Tarun Kapur

CBE

Chief Executive & Academy Principal

Ashton on Mersey School has a national reputation for quality education and in April 2013 was judged for the fifth consecutive time to be ‘Outstanding’ by OFSTED. We are very proud of this achievement, which in practical terms means that on each and every occasion that Ashton on Mersey School has been inspected, it has only ever been judged as Outstanding. This is an accolade shared by only a handful of schools (from around 25000 nationally) and recognises the skills and total commitment of our staff and governing body.

In July 2011, as a result of consistently high levels of attainment and the high quality of its teaching Ashton became one of the first schools in the country to be designated a National Teaching School.

Examination results show year on year improvements.

This years results in Mathematics represented another school record at 78% and were well above national averages. At 33%, more children than ever before achieved three or more of the top grades of A* & A, whilst the average grade achieved by all pupils across their examinations was Grade B. Teaching styles are adapted to suit pupils’ potential, which encourages children of all abilities to extend themselves. Pupils also enjoy lessons in high quality, purpose built accommodation.

The school has first class facilities and resources that play a major part in creating a stimulating environment for learning. Significant investment has been made in the last 2 years in refurbishing practical teaching spaces.

In 2012 Ashton on Mersey School became an Academy and together with Broadoak School formed a new Multi Academy Trust - ‘The Dean Trust’. Both secondary schools share the same Governors and policies.

Mrs Vicky Beer

CBE

Executive Principal

Guided by the maxim, ‘Believe, Achieve, Succeed’, the Trust led by Ashton in its capacity as a Teaching School is committed to raising standards at all of our schools, it is developing a family of schools and academies, with a collaborative learning culture, which provides the very best for every pupil. Our Chief Executive, Tarun Kapur CBE and Vicky Beer CBE (Executive Principal) are both National Leaders of Education. The Chairman of the Trust, Brian Rigby MBE is a National Leader of Governance.

visual equipment.

The last 2 years has seen a major upgrade in the quality of the washroom and hygiene facilities for our pupils. This project has been developed in consultation with our pupils thus responding to their views and recommendations for these important facilities. This process has continued in 2013 with the acquisition of an additional catering outlet and outdoor seating areas for pupils to relax and talk with their friends.

On behalf of the governors, staff and pupils may we introduce you to the school through our prospectus.

This should give you a flavour of school life and outline our expectations of your child and what you should expect from us. Ashton on Mersey School is a very special school with an outstanding reputation which is founded on our Mission Statement: “To provide opportunities in order to assist all pupils to achieve their full potential and to treat pupils as we would wish to have our own children treated.”

We continue to be heavily oversubscribed, due in no small part to the motivation provided by the staff. The success of the school is built upon a tradition of providing opportunities for children which makes them feel that they ‘can do’ and that no task is beyond them.

Ashton on Mersey has a disciplined and ordered environment. The majority of the discipline is based on providing stimulating lessons to keep the pupils challenged and working with interest.

Maintaining a positive ethos is important to us and we look to praise all pupils who display pleasing behaviour and work. Excellence and individual achievement is celebrated through our Ashton Dollars Reward scheme, assemblies and major occasions such as our annual Presentation Evening traditionally held at the home of our Sponsors, Manchester United Football Club. However pupils are also clear about sanctions available to staff.

“ Students achieve outstandingly well. There is an unrelenting and highly successful drive for improvement to take the school ‘beyond outstanding’. ” OFSTED 2013

It is our policy to remain at the forefront of fast moving information and communication technology. The school’s ICT network infrastructure and classroom ICT equipment is regularly refreshed every 3 years. The latest developments will see new investment of £200,000 in a range of ICT equipment to ensure our pupils receive the very best resources for their studies. We are also introducing a brand new technology into our classrooms with the installation of the very latest interactive HD audio

“Students are exceptionally proud of their school. They enjoy and appreciate all it has to offer. Attendance is consistently above average.

Students have exceptionally positive attitudes to learning and are always keen to do their best.”

OFSTED 2013

Ashton on Mersey School Sixth Form continues to develop strongly and was judged to be ‘Outstanding’ by Ofsted in April 2013. The dedicated building boasts world class facilities for our students. Our range of vocational and A level courses offers fantastic opportunities for students who wish to undertake their post 16 studies at Ashton on Mersey School and this year’s results were yet another school record.

“The outstanding curriculum in the main school and the sixth form provides a wide range of courses and qualifications to meet students’ needs and aspirations. Shared courses with Broadoak Academy add extra dimensions to the range of courses that otherwise could not be offered.”

OFSTED 2013

Our staff are exceptionally caring and experienced and work hard to ensure each child reaches his or her full potential.

Children thrive on the positive atmosphere at the school and take advantage of the many opportunities available to them. We offer activities to suit the needs of all abilities and intellects.

We believe that happy children work to their full potential and we place a high emphasis on achieving this through close links between home and school and fostering a caring and secure environment in which children can prosper.

The school is held up by the Government as a model of customer care. We aim to ‘delight our customers’, the pupils, the parents and the community - by listening and putting things right when they go wrong. We strive to be the best but are prepared to listen to others and take advice.

We continue to attract key partners and sponsors into the school who share our vision, most notably of these are Manchester United Football club who continue to act as our principal sponsor.

“Teaching was outstanding ... some was of such simply stunning quality that it enabled students to make hugely impressive gains in their learning and progress.

Teaching inspires students to want to learn and is responsible for their outstanding achievement over time.”

OFSTED 2013

Much of the additional funding from our sponsors directly benefits your child. Pupils have a major input to school policy and the direction the school is taking, mainly through the School Council.

However, increasingly we solicit the views of all pupils on a whole range of issues and our Student Council is an influential group in school. Their views have insured that the school is a better place.

This is reiterated by the attendance levels within school which are significantly above national averages - pupils told Ofsted they enjoy coming to school.

The school has an outstanding reputation in the Sports and Arts, recognised by the highest accolade of ‘Sports Mark Gold’ and ‘Arts Mark Gold’ awards. Music, dance and art are offered during the school day but also include regular trips to the theatre and other cultural events. Ashton on Mersey also holds the accolade of International School status and we have regular visits from colleagues & pupils from all parts of the world.

Sixth Form students and pupils at the school have also had a variety of opportunities to represent the school on trips abroad.

The school boasts sports teams in almost every sport and has enjoyed amazing successes including becoming National Basketball Champions.

“An extensive range of enrichment activities in sport and the arts add significantly to students’ positive attitudes to school, their outstanding personal development and to the excellence of students’ spiritual, moral, social and cultural development.”

OFSTED 2013

Our young sporting leaders have made a significant impact on the school and they have spread their skills and experiences to other schools in the UK and in our partner schools around the world.

Extra curricular activities are a key feature of the school with every possible type of trip and visit to suit all interests and all pockets. Year 7 school camp, ski trips, theatre trips to London, visits to Normandy and sports trips to China, Sweden, Holland, Belgium, Austria, France and the USA are just some of the highlights of the school year, which provide rich cultural experiences for pupils.

“Students behave with deep respect for each other and the adults working with them. They are exceptionally well-mannered and courteous. Students manage their own behaviour outstandingly well and this leads to a relaxed and very orderly atmosphere in classrooms and around the school.”

OFSTED 2013

We are delighted that you are considering entrusting your child to Ashton on Mersey School. Our aim is to work in partnership with all parents and we will always be pleased to meet with you and discuss your child’s education. This school welcomes each child to be part of a community in which all concerned endeavour to provide a happy, safe and stimulating environment.

We look forward to meeting you.

“Leaders and managers, including an outstanding governing body, know exactly how well the school is doing and where it could do even better. They have created a community that has learning at its heart. The drive to improve the quality of teaching is successful and relentless.”

OFSTED 2013

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WELCOME TO OUR SCHOOL

A MESSAGE FROM THE HEAD GIRL AND HEAD BOY As Head Girl and Head Boy we have put together a few ideas as to why we feel you would benefit from joining us at Ashton On Mersey School.

Moving to a new school can be an anxious time, particularly because you are going from being the oldest in primary school to the youngest in secondary school. However, there is nothing to worry about.

Ashton on Mersey welcomes new pupils warmly and offers many exciting opportunities in order for pupils’ confidence to grow. To benefit from all the opportunities, it is important to get involved in all aspects of school life and take advantage of all that is on offer.

Being at Ashton you will gain a lot more independence, with things such as organising your time to complete work in class and also homework projects that you will be given to complete in your own time.

There will be many opportunities to meet new people and experience new things, for example sliding down the slopes skiing in Austria or going back in time and walking the streets where Jack the Ripper roamed with the History trip.

As you progress through the school there are opportunities to become ‘Leaders’ and take part in organising events for other years or primary school pupils.

Ashton is a large team and wants everybody to be part of that team. The opportunities are there for you to be a part of this fantastic school, we hope you make the most of them!

HEAD BOY, BILAL IBRAHIM AND HEAD GIRL, MIA WALTERS WITH THE SCHOOL PREFECTS

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ADMISSION

Telephone Number:

0161 973 1179

Chief Executive & Academy Principal:

Mr Tarun Kapur

Executive Principal:

Mrs Vicky Beer

CBE

CBE

INFORMATION & VISITS 2013-2014 September 2013

A prospectus is sent, via Primary Schools, to each parent who has a child in a Year 6 class at a Sale Primary School. Parents who live in Trafford, but not in Sale, may apply to the school for a prospectus.*(see note below)

Saturday OPEN MORNING 9.30 am - 12 noon (CLOSE) 28th September 2013 An opportunity for prospective parents and their children to view the school Thursday 31st October 2013

Closing date for the submission of applications to the Local Authority

Monday 3rd March 2014

Allocation letters issued to parents by the Local Authority

Saturday 15th March 2014

Deadline for acceptance of Secondary School place

May/June 2014

Independent Committee hear appeals

June 2014

Year 6 Curriculum Induction Days

Thursday 3rd July 2014

Year 6 Induction Day

Thursday 3rd July 2014

NEW PARENTS’ EVENING A meeting with the Executive Principal, Senior Staff & Form Tutors

NB: If you require further information, help or guidance please do not hesitate to contact: Dr M Fox, Head of Year 7/Director of Transition, on 0161 973 1179. *Parents requiring a prospectus should send their address and two large letter 1st class stamps and one C4 envelope to the School.

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ADMISSION

ADMISSION POLICY: 11-16 ENTRY SEPTEMBER 2014 • Children will be admitted without reference to ability or aptitude.

• The number of places available for admission to Year 7 in September 2014 will be 254.

• All applications must be submitted on the Local Authority’s Common Application Form.

• Places will be offered on the 3rd March 2014, National Offer Day. (Where 1st March is not a working day, the prescribed day is the next working day)

OVER SUBSCRIPTION Where applications for admission exceed the number of places available the following criteria will be applied: 1. ‘Looked After’ children, as defined by the Education Act 2004.

2. Children who will have an older sibling attending the school up to and including Year 11 at the time of the applicant’s proposed admission. This includes half/step or adopted brothers or sisters, who are living at the same address as part of the same family unit. Except when the older sibling obtained a place solely because he or she was in possession of a Statement of Special Education Needs that named Ashton on Mersey School.

3. Children of staff at Ashton on Mersey School who have 2 years’ continuous service at the time of application.

4. Children who live nearest to the school, measured in a direct straight line from the front door of the child’s permanent place of residence to the main entrance of the school. This will be measured using property co-ordinates provided through a combination of the Trafford Local Land and Property Gazetteer (BS7666) other LA data and Royal Mail Postal Address information.

NOTES The child’s home address means the address where the child normally and permanently lives on a full-time basis, not a temporary address or the address of a carer or relative. You may be required to provide proof of residency. We assume that you will always provide us with the correct factual information when you apply for a school place. You should be aware that any school place that has been offered on the basis of false information may be withdrawn and the place may be offered to another child.

Applications made outside the normal admission round will be considered according to the above criteria. Waiting lists will be maintained for admission to all year groups, ranked according to the above criteria.

APPEALS Under the terms of the 1998 Education Act you have the right to appeal to an Independent Appeal Panel against any decision made by the school.

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THE DEAN TRUST

THE DEAN TRUST On the 1st May 2012 Ashton on Mersey School changed status to become an Academy. The school has not changed its name but it has become the lead school within The Dean Trust.

The Trust was named after Brian Dean Rigby CBE in recognition of his 22 years as Chairman of Governors successfully guiding the school to four consecutive outstanding Ofsted inspections (currently five following the last inspection in April 2013), and the development of the successful federation with Broadoak School in 2006 subsequently guiding Broadoak to it’s first outstanding Ofsted inspection.

The Dean Trust is a Multi Academy Trust comprising of Ashton on Mersey School, Broadoak School and Forest Gate Academy. Committed to securing outcomes for all children, the Trust led by Ashton currently supports many schools in the Northwest.

WHAT IS AN ACADEMY? Academies are publicly funded autonomous independent local schools. Academies benefit from greater freedoms to innovate and raise standards. The increase in operational autonomy is widereaching covering aspects such as teaching and learning and the operation of school business such as, delivery of contracted services.

Academies are required to follow the law and guidance on admissions, special educational needs and exclusions as if they were maintained schools.

Academies have greater freedom over how they use their budgets to best benefit their pupils.

CONSTITUTION OF THE DEAN TRUST BOARD The trustees are a small group of governors (and other specialists) who take on the legal role of coordination of the educational charitable company set up to run the Multi-Academy trust. The trustees are responsible for determining the governance of all the schools within the trust, through a written constitution.

TRUSTEES Mr Tarun Kapur CBE (Chief Executive & Academy Principal) Cllr Brian D Rigby MBE (Chairman) Mrs Jane Mantel (Vice Chairman) Mr Andrew McLaren Mr David Palmer Mr John Shiels Associate Members Mrs Vicky Beer CBE Mr Nick David Mr Andy Griffin

(Executive Principal, Ashton on Mersey School) (Chief Finance Officer) (Executive Principal, Broadoak School)

“The effectiveness of the federation leadership and management in embedding ambition and driving improvement is outstanding.”

Ofsted 2010/11 Leadership of more than one school.

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GOVERNING BODY

GOVERNORS Co- opted

Mrs J Mantel Mr S McFarlane Mr A McLaren Mrs V Thorpe Mr F Varden

Sponsor

Mr D Bushell

LA

Cllr B D Rigby MBE Cllr D Quayle

Parent

Mr D Cresswell Mrs D Fox Mrs S Hodgkinson Mr S Iacovou Mrs S Zaman

Staff

Mr T Carey Mr P Costelloe Mr P Davidson Mr T Kapur CBE Mr D Meacock Mrs L Wilkinson

Associate

Clerk to the Governors

Mrs V Beer CBE Mr N David Mr W Edwards Mr A Griffin Mr D Palmer Cllr M Whetton

(Chairman (Chairman (Chairman (Chairman

Personnel Committee) Environment Committee) Finance Committee) Curriculum Committee)

(Chairman)

(Chief Executive & Academy Principal)

(Executive Principal, Ashton on Mersey School) (Chief Finance Officer) (Executive Principal, Broadoak School)

Mr A Dobson

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STAFFING

TEACHING STAFF Chief Executive & Academy Principal

Mr T Kapur CBE

Executive Principal

Mrs V Beer CBE

Vice Principal

Mr A Moloney

Vice Principal

Mrs A Mottram

Assistant Assistant Assistant Assistant Assistant Assistant

Mrs S Webster Mrs K Baddeley Miss J Brown Mr D Kavanagh Mr N Parry Mrs H Parkinson

Head Head Head Head Head Head

Principal, Key Stage 4 Principal, Key Stage 5 Principal, Core Subjects and Teaching School Principal, Foundation Subjects and Teaching School Principal, Teaching & Learning Principal, Professional Learning and Teaching School

of Year 7 & Director of Transition of Year 8 of Year 9 of Year 10 of Year 11 of Post 16

English Mrs K Dunleavy Miss A Beecroft Mr R Beswick Miss S Bowker Miss L Clayton Miss J Dixon Miss V Geddes Mrs R Kelly Mrs C McCarthy Mrs S Speakman Mr I Taylor Mrs M Thompson Miss L Williams Mathematics Miss J Brown Mrs A Cooper Miss A Crowder Mr D Heaton Mrs D Hennigan Miss K Khoo Miss C Maguire Mrs G Mills Mrs G Moore Miss L Pettigrew Miss C Rushton Mr D Sowden Mrs L Taylor Mrs L Traynor Mrs J Watkins

Dr M Fox Miss L Ellis Mr W Cahill Mr A Doody Mr D Heaton Mr R Worsfold

Acting Head of English Professional Mentor

KS4 Co-ordinator KS3 Co-ordinator Intervention Tutor

Head of Mathematics/Assistant Principal KS3 Co-ordinator Assistant Head of Mathematics Head of Year 11

Assessment Co-ordinator Trainee Teacher

KS4 Co-ordinator

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STAFFING

TEACHING STAFF Science Mr I Hughes Mr T Carey Dr M Fox Mrs K Lay Dr R Martin Mr C McGuckin Mr A Mee Mr O Orange Miss C Quinn Mr M Reeve Dr T Tavender Mrs A Teggart Mrs L Trainor Art & Design Miss T Livesey Miss P Cockayne Business Studies Mr J Pryce Miss S Challoner Mr K Jones Mr B kelly Mr K Kelly Expressive Arts Mrs D Smith Mrs K Baddeley Mr M Kelly Humanities Mr D Kavanagh Miss E Austin Mr G Bell Mr S Cook Miss L Ellis Mr A Hastewell Mrs H Parkinson Mr R Worsfold ICT Mr S Howe Mr D Burgess Mrs R Mazurek Mr J Moore Mrs S Webster Modern Foreign Languages Mr I Loynd Miss L Barlow Miss L Cook Mrs S McSweeney Miss M Paisey

Head of Science Head of Year 7 Director of Transition KS4 Co-ordinator KS3 Co-ordinator

Trainee Teacher

Head of Art & Design

Head of Business Studies

Head of Expressive Arts Assistant Principal

Head of Humanities /Assistant Principal Teacher in charge of Geography Head of Year 8 Teacher in charge of History Assistant Principal Head of Year Post 16 Head of ICT KS3 Co-ordinator Assistant Principal Head of Modern Foreign Languages

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STAFFING

TEACHING STAFF Physical Education Mr G Joplin Mr W Cahill Miss M Cooper Mr A Doody Mr A Drury Miss H Goddard Mrs L Hall Miss J Lawson Mr D Locke Mr A Moloney Mr N Parry Miss A Pyrah Mrs K Williams Social Studies Mrs J Senior Miss L Boughen Mrs S Doleman Mr D Gallagher Mrs S Speakman Technology Mr J Fleming Mrs E Ahmed Mr C Anderson Miss G Donald Miss E Entwistle Mrs E Keenan Mrs A Mottram Mr S Peet

Director of Sport Head of Year 9 Out of School Hours Co-ordinator Head of Year 10 KS5 Co-ordinator School Games Manager Teacher in charge of Dance KS3 Co-ordinator KS4 Co-ordinator Vice Principal Assistant Principal Primary PE Co-ordinator

Head of Social Sciences

Head of Technology Design Technology Curriculum and Assessment Coordinator Vocational Courses and Assessment Coordinator

Vice Principal

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STAFFING

EDUCATIONAL SUPPORT STAFF Senco Mrs G Mills Mrs F Hunter Mr T Hirst

Special Educational Needs Co-ordinator Assistant SENCO Assistant SENCO

Pupil Support Managers Mrs D Owen Mr L Richmond Miss R Jay Cover Supervisors and Teachers Mr J Hodkin Mr D Law Mrs A Petrouis Miss L Nutt Learning Resource Centre Mrs L Dean Miss D Shepherd

Learning Resource Centre Manager Assistant Librarian

Specialist Teaching Assistants Mrs S Aikenhead Mrs L Bowyer Mr J Canny Miss A Downs Mrs C Foley Mrs J Griffiths Mrs V Hunter Mr C Law Mrs B Medlock Mrs H Mungovan Miss L Oldakowska Mrs H Thornton Miss S Wood

Mrs L Bayliss Mrs K Brown Miss C Chase Miss M Flanagan Mrs G Garside Mrs M Heads Mr J Kirk Ms S Lawson Mrs A Moss Miss C Murray Mrs J Powers Miss F Watkins Miss D Woolgar-Harris

Ms C Bittles Mrs H Buckley Ms K Craven Miss A Fletcher Mrs L Green Miss K Hunter Mrs L Kavanagh Miss A Lloyd Mrs V Mullen Mrs S Newton Mrs L Russell Mrs H White

Technicians Mrs A Bolton Mr D Coso Miss E Judge Mrs A O’Neill Mrs C Walker Mrs S Wild

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STAFFING

BUSINESS SUPPORT STAFF Mr N David Mr B Patel

Chief Finance Officer Group Operations Officer

Mrs S Taylor Mrs F Royle Mrs S Buckley Mr D Cotter Mrs J Cottrell Mr R Mogradia

Human Resources & Payroll Manager Business Support Manager Teaching School Manager Estates & Facilities Manager Finance Bursar Information Systems Manager

Mr A Bowes Mrs J Creely Mrs E Johnson Mrs L Simpson

Finance Finance Finance Finance

Mr F Mulla Mr M Odenrode Mr J Kelly-Muldoon

Network Manager Senior ICT Engineer ICT Support Engineer

Mr Mr Mr Mr Mr

Estates Estates Estates Estates Estates

M Batchelor M Hatton J Miller P Mujagic P Seeby

Mrs M Butterworth Mrs C Nilson Mr A Dobson Miss J McGuinness Ms C Allen Mrs J Tomson Mrs P Flowers Mrs S Laws Mrs C Brocklebank Mrs E Eyong Mrs H Buckley Mrs J Harvey Mrs M Zurawski Mrs S Cunningham Mrs C Randall Miss C Vernon Mrs K Lavell Mrs L Rowley Mrs L Wilkinson Mrs G Fox Mr P Costelloe Mr P Clifton

Officer Officer Officer Officer

Planner Supervisor Services Assistant Services Assistant Services Assistant

PA to the Chief Executive and Chief Finance Officer PA to the Executive Principal and Vice Principals PA to the Trust Board and Clerk to the Local Governing Body Secretary to Assistant Principals Data & Assessment Administrator Data & Assessment Administrator Data & Assessment Administrator: Sixth Form Examinations Officer Examination Administrator Careers Information and Guidance Advisor Educational Visits Co-ordinator & Careers Administration Cover Co-ordinator Attendance Officer Pupil Premium Co-ordinator Pastoral & Pupil Support Administration Assistant Reception: Main School Reception: Sixth Form Reprographics Supervisor Student Services Manager: Sixth Form Timetable Manager Web Administrator

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SCHOOL AIMS

MISSION STATEMENT ‘To provide opportunities in order to assist all pupils to achieve their full potential and to treat pupils as we would wish to have our own children treated.’

THE FOLLOWING PRINCIPLES UNDERLIE EVERYTHING WE DO • A respect for all pupils and their parents.

• A full commitment to professionalism.

• A well ordered and caring school community.

THE SCHOOL AIMS TO • Help pupils to achieve their full academic potential.

• Help pupils to acquire knowledge and skills relevant to adult life, employment and leisure in a fast changing world.

• Help pupils to be literate and numerate.

• Encourage the principles of common sense and courtesy and to develop a respect for other people and their property.

• Help and encourage all concerned to maintain the school’s good reputation.

• Create a happy and stable environment in which learning can take place.

• Help pupils to develop a) lively, enquiring minds; b) the ability to question and argue rationally; c) the ability to apply themselves to tasks and physical skills.

• Help pupils to understand the effect of human activities on the environment.

• Help pupils understand and respect the world in which they live and the interdependence of individuals, groups of people and nations.

• Help pupils develop sensitivity, empathy, tolerance, self-control, sympathy and an understanding of others.

• Prepare pupils for future economic roles as producers, consumers and citizens.

• Help pupils contribute to an industrialised and highly technological society.

• Help pupils to understand enterprise, wealth creation and entrepreneurial skills.

• Help pupils to develop an interest in their own good health and acquire the skills to make positive choices and decisions throughout their lives.

• Increase pupils’ awareness of the wide variety of religious and cultural experiences, beliefs and practices to be found in the world so that they may develop an awareness and understanding of their own beliefs and respect the rights and values of others.

• Offer pupils equality of opportunity in learning, regardless of gender or special educational needs.

• Combat racial discrimination and prejudice.

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SCHOOL AIMS

PHILOSOPHY We acknowledge that pupils moving from primary to secondary school will find many changes and the first few weeks in a new term prove a difficult time for some children. We will do our best to make the transition as smooth as possible in the hope that their years at Ashton will be both happy and successful.

We aim to provide a broad and well balanced curriculum for pupils.

We expect pupils to accept homework as an integral part of the learning process.

We will provide extra curricular activities and expect children to be fully involved in this aspect of school life.

We will strive to provide a well ordered and safe environment.

We expect children to be well mannered, courteous and self disciplined.

We believe that it is important that pupils accustom themselves to being tidy, well groomed and appropriately dressed for different kinds of activity.

We expect all pupils to wear full school uniform.

We expect all hair styles to be moderate and not follow the extremes of fashion.

We expect attendance to be regular and pupils to be punctual to school.

We expect all pupils to respect and be courteous to both staff and fellow pupils.

We expect all pupils to observe and carry out basic rules and instructions.

We believe that the success of our efforts is largely dependent upon good relationships between home and school.

It is essential that there should be a bond forged by mutual respect and friendly co-operation. This, we feel, is especially important in the initial stages of secondary education.

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SCHOOL AIMS

A MESSAGE TO PRIMARY SCHOOL PUPILS TEN GOOD REASONS TO MAKE ASHTON ON MERSEY SCHOOL YOUR FIRST CHOICE Can I be taught by friendly and caring teachers?

YOU CAN AT ASHTON Can I be educated in a school which consistently achieves outstanding examination results and OFSTED reports?

YOU CAN AT ASHTON Can I attend a school which believes in ďŹ rm but fair discipline?

YOU CAN AT ASHTON Can I attend a school where excellent attendance is the norm?

YOU CAN AT ASHTON Can I have an enjoyable secondary school life?

YOU CAN AT ASHTON Can I be educated in a school that takes a pride in its environment?

YOU CAN AT ASHTON Can I attend a school which is at the leading edge of Technology and where National Curriculum subjects are well established?

YOU CAN AT ASHTON Can I attend a school with great facilities and a wide choice of extra curricular activities?

YOU CAN AT ASHTON Can I attend a School that has its own Sixth Form?

YOU CAN AT ASHTON Can I attend a school which is a part of a Multi Academy Trust committed to developing a family of schools and academies, with a collaborative learning culture, which provides the very best for every pupil.

YOU CAN AT ASHTON

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SCHOOL CALENDAR

THE SCHOOL DAY The school day is planned as follows: 8.40 9.00 9.50 10.40 10.55 11.45 12.35 1.20 2.10

a.m a.m a.m a.m a.m a.m p.m p.m p.m

-

9.00 9.50 10.40 10.55 11.45 12.35 1.20 2.10 3.00

a.m a.m a.m a.m a.m p.m p.m p.m p.m

Registration / Assembly Period 1 Period 2 BREAK Period 3 Period 4 LUNCH Period 5 Period 6

Children are expected to be in their form rooms at 8.35 am

SCHOOL CALENDAR 2013 - 2014 OPEN Autumn 2013

CLOSE

Tuesday 3rd September

Friday 25th October

(Half Term 28th October - 1st November) Monday 4th November

Friday 20th December

(Holiday 23rd December - 3rd January) Spring 2014 Monday 6th January

Friday 14th February (Half Term 17th - 21st February)

Monday 24th February

Thursday 3rd April (Holiday 7th - 18th April)

Summer 2014 Tuesday 22nd April

Friday 23rd May (Half Term 26th - 30th May )

Monday 2nd June

Friday 18th July

SCHOOL CLOSED FOR STAFF TRAINING (INSET) Monday 2nd September 2013 Friday 4th April 2014 Friday 27th June 2014 SCHOOL CLOSED FOR PUBLIC HOLIDAY OUTSIDE SCHOOL HOLIDAYS Monday 5th May 2014 (May Day) N.B School dates for 2014-15 will be available from the school or via the website after October 2013.

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STANDARDS

ATTENDANCE AND PUNCTUALITY Children should report to form rooms at 8.35am for registration. However breakfast will be served in the main dining room from 7.45am onwards.

In an effort to encourage attendance it is our policy to telephone parents on the first day of a pupil’s absence. This system is a genuine attempt to stop truancy and prevent children being at risk by wandering the streets without their parents’ knowledge. A telephone message from home on the first day of a pupil’s absence is appreciated and will prevent us from contacting the home. Your child should also bring a note of explanation for his or her Form Tutor on returning to school.

We believe that any absence from school, for whatever reason, is detrimental to a child’s long term life opportunities, so should be avoided if at all possible. Regular and punctual attendance at school is both a legal requirement, and essential for pupils in order to maximise their educational opportunities.

Sections 444A and 444B of the Education Act 1996 empowers Headteachers or their nominated deputies to issue Fixed Penalty Notices in cases of unauthorised absence from school, where a parent/ carer is considered capable but unwilling to secure an improvement in their child’s attendance at school. If a child of compulsory school age fails to attend regularly at school his/her parent/carer is guilty of an offence under Section 444 Education Act 1996. If unauthorised absences continue after the period of notice, proceedings will be taken in accordance with Section 444(1) or (1A) Education Act 1996. A formal written warning of the possibility of a Penalty Notice will be issued to parent(s) and a period of 15 school days given to improve attendance. Where there is no improvement a Fixed Penalty can be issued. The amount of the penalty is £60 if paid with 21 days of receipt of the notice. This rises to £120 if paid after the 21 days but within 28 days. If the payment is not made the parent/carer(s) will be prosecuted for the original offence and could be subject to a range of fines or other disposals in the Magistrates’ court. Penalty Notices and other sanctions will be used only where parental cooperation in this process is either absent or deemed insufficient to resolve the problem. They will be used as a means to support parents/carers to meet their responsibilities in law, and where there is a reasonable expectation that their use will secure an improvement.

During the lunch break pupils must stay on the school premises unless they can be picked up by a parent or relative to ensure their supervision and safety. No other alternatives are available. Children who stay for a school meal are expected to remain on the premises under the supervision of school staff for the whole of the lunch break.

NO RESPONSIBILITY CAN BE ACCEPTED FOR ANY PUPIL WHO LEAVES THE SCHOOL PREMISES IN DEFIANCE OF THIS RULE. Pupils who achieve 100% attendance will be rewarded by the school.

HOLIDAYS DURING TERM TIME Amendments have been made to the 2006 regulations in the Education (Pupil Registration) (England) (Amendment) Regulations 2013. From 1st September 2013 this prevents headteachers from authorising holidays/absence during term time. Leave of absence from school should only be in exceptional circumstances. For further information please see the website.

MEDICAL APPOINTMENTS If possible all appointments should be arranged out of school hours to ensure minimum disruption to your child’s education. When appointments have to be made in school hours a note asking for release must be sent to the Form Tutor.

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STANDARDS

REWARDS A conscious attempt is made by all our staff to recognise individual effort and achievement both in and out of the classroom. Assemblies and newsletters are common vehicles for recognising outstanding achievement.

The Executive Principal has a weekly meeting with the ‘Stars of the Week’ to celebrate outstanding achievement.

Good work and regular attendance are rewarded through the ‘Ashton Dollar’ rewards system and the awarding of certificates. Prizes and vouchers are awarded for excellent attendance.

High profile Presentation Evenings are used to celebrate the achievement of our pupils and take place twice per year. We have introduced ‘rewards activities’ for many pupils whose attendance and conduct has been maintained at a consistently high standard.

DISCIPLINE AND SANCTIONS The policy is to operate the normal school sanctions including detentions after school and at lunchtime.

Children who blatantly disregard the code of behaviour expected of them or behave in an antisocial manner may be temporarily or permanently excluded from the school in accordance with the procedure formulated by the Governing Body. In such cases parents would be kept fully informed and involved. Alternatively pupils may be transferred to a partner school for a short period of time.

A serious view is taken of any anti-social behaviour committed by our pupils on the way to or from school. Pupils are expected to remain on the premises during lunchtime. We believe that the standards of behaviour expected in school are exactly those that are expected by parents in their homes. We firmly believe that a strong partnership forged between parents and teachers can overcome most behavioural problems. We expect decisions made in school to receive full parental support.

The basis of our discipline is through providing interesting and constructive activities in school supported by praise. In most cases this prevents poor behaviour. However, the following sanctions are in place.

In accordance with our present code of practice parents will always be kept informed of serious and other regular patterns of misbehaviour.

Examples of conduct leading to action other than immediate exclusion include: • Unauthorised absence • Persistent lateness A. Sanctions taken against those pupils who commit minor acts of misbehaviour • Verbal warnings • Placing the pupil on report (often used as an incentive rather than a ‘punishment’) • Detentions which could be at break, lunchtimes or after school (when an after school detention is given in excess of 10 minutes parents are given at least 24 hours notice or telephoned directly) • Temporary exclusion from certain classes

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STANDARDS

B. Sanctions taken against those pupils who commit serious acts of anti-social behaviour Examples of conduct which may lead to a fixed term exclusion, internal isolation or transfer to partner school, • Fighting • Bullying - either physical or verbal abuse including teasing at the expense of another pupil • Wilful Vandalism - to school property or property of a pupil or member of staff • Theft - of any property of pupils, staff or school • Repeated Disruptive Behaviour - which leads to the teacher having to spend a disproportionate amount of time with one pupil at the expense of others C. Examples of misbehaviour that may lead to immediate permanent exclusion.

• One or more of the previous incidents which is deemed premeditated or deliberate or ignoring direct instructions to desist • One or more of the previous incidents after a fixed term exclusion • When a pupil is in breach of a ‘contract’ which has been approved by the pupil’s parents • On an occasion when any one act of misbehaviour is deemed to be too serious to be dealt with by any other sanction • Deliberate and unprovoked physical attack or assault on a member of staff or another pupil • Use or distribution of illegal drugs, substances or alcohol on school premises

RESPONSE TO COMPLAINTS Although we receive very few, if you have a complaint or a concern - do not keep it to yourself.

Please let us know.

• We will endeavour to deal with all complaints on the same day and usually by a senior member of staff • We will endeavour to answer letters within twenty four hours • Appointments will be made to suit your convenience • The telephone is usually staffed between 7.30am and 5.00pm • Either your child’s Head of Year or a member of the Senior Leadership Team is usually available for immediate telephone contact • The Executive Principal or her representative will be pleased to discuss with parents any criticisms of the school curriculum. If problems remain unresolved there is a documented procedure, available to parents, to deal with curricular complaints.

We have a comprehensive policy to deal with complaints which can be obtained from the School Office.

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STANDARDS

ATTENDANCE AND UNAUTHORISED ABSENCES Year 7 -11

ACADEMIC YEAR

ATTENDANCE

UNAUTHORISED ABSENCE

2012 - 2013

95.7%

0.4%

2011 - 2012

95.6%

0.2%

2010 - 2011

95.2%

0.2%

2009 - 2010

94.5%

0.4%

2008 - 2009

94.5%

0.4%

2007 - 2008

94.4%

0.4%

2006 - 2007

93.6%

0.4%

2005 - 2006

91.1%

1.3%

2004 - 2005

90.6%

1.6%

2003 - 2004

91.6%

1.3%

2002 - 2003

91.7%

1.0%

2001 - 2002

91.3%

0.8%

2000 - 2001

90.9%

1.1%

Please Note.

In the school year 2011-2012, the average attendance for schools nationally was 94.3%.

Amendments have been made to the 2006 regulations in the Education (Pupil Registration) (England) (Amendment) Regulations 2013. These amendments will come into force on 1 September 2013. The amendments make clear that headteachers may not grant any leave of absence including holidays during term time unless there are exceptional circumstances.

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CURRICULUM

ORGANISATION AND TEACHING ARRANGEMENTS The curriculum and pupils’ academic attainment is the responsibility of the Executive Principal and the Senior Leadership Team. In this they are assisted by the Assistant Principals for Key Stage 3-5.

For the purpose of pastoral care the school is divided into five year groups. The Vice Principal, Mrs Mottram, leads the Pastoral Team. The five year groups are divided into two key phases, each of which is the responsibility of a Vice or Assistant Principal: Key Stage 3 (Years 7, 8 & 9), Mrs A Mottram, Key Stage 4 (Years 10 & 11), Mrs S Webster. In addition there are five Heads of Year who each have specific responsibility for a year group as it proceeds through the school. In turn the Heads of Year are supported by three Pupil Support Managers and a team of Form Tutors.

Pupils in Years 7 & 8 are placed into ten/eleven mixed ability form groups divided into two Bands, A and M. Creative subjects such as Art, Drama, Music and PSHE are taught in Form Groups. The pupils are also placed in ability groups within each Band, based on prior attainment data. In addition to this, a ‘stand alone’ O Band group exists to extend and challenge a group of pupils who have been identified as achieving highly as they enter our school. There is also a Transition Group which is smaller in number. Pupils identified with social, emotional and specific learning needs receive specialist support in a purpose built classroom whilst integrating into the curriculum for creative subjects. We feel that such an arrangement benefits those pupils requiring additional support, whilst also allowing us to challenge the children who can work to a high level independently.

In Year 9 there are 10 mixed ability forms in which creative subjects are taught. English, Mathematics and Science all have their own separate ability groups with the fourth grouping created for I.C.T., Modern Foreign Languages and Humanities. We endeavour to keep the groups to which we target support as small as possible.

In the upper school, teaching groups in core subjects are ability based and other groupings, although determined by the pupils’ choice, are decided whenever possible by ability. The timetable is based on a 30 period week and the time spent on teaching including Religious & Social Education, but excluding the statutory daily act of worship, is currently 25 hours.

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CURRICULUM

SPECIAL EDUCATIONAL NEEDS Parents of children with special needs are no different to any other parents in that you are looking for an environment where your child is most likely to thrive: where they will feel happy, safe and secure and benefit from the kind of teaching, support and pastoral care that enables them to reach their potential.

For some children it is clear which type of educational setting is likely to be the most suitable, but for others there will be a difficult choice to be made between mainstream and special school provision.

Ashton on Mersey School is a very inclusive school with a diverse population. Children with a wide range of special educational needs are successfully included in our mainstream setting, with varying degrees of support.

For children hoping to, or about to, join Ashton on Mersey School there will be a significant amount of liaison between our and your child’s current school to ensure that the transition is a smooth as possible.

All pupils with SEN are fully timetabled within the school timetable, including mixed ability tutor groups, ability sets and, in the later years, the option groups for the Key Stage 4 curriculum. However, on entry in Year 7 a small number of pupils with very particular individual needs are taught in a small group, based in a purposefully developed area to support their transition and integration to secondary school.

The school receives funding for statemented pupils. This is delegated to meet each child’s needs according to their Individual Education Plan, reviewed annually, which is produced in partnership with the local Authority.

We have outstanding links with the Authority and many other specialist support agencies. They complement our own experience and expertise in meeting the needs of all our children with special educational needs, including the assessment of any child whose needs may emerge during secondary education.

The school has excellent disability provision and has recent modifications undertaken to ensure that any pupil with a disability has full access to all facilities and the whole curriculum. Chair or wheelchair lifts are located on all staircases to allow access to all upper floor classrooms. There are separate toilet facilities specifically designed for the use of disabled pupils.

CHILD PROTECTION Parents should be aware that the school will take any reasonable action to ensure the safety of its pupils. In cases where the school has reason to be concerned that a child may be subject to ill treatment, neglect or abuse, staff will follow Trafford’s Area Child Protection Committee’s Guide: ‘Caring for Children’. Subsequently they will inform the Social Services of their concern.

The school has a designated Child Protection Officer – Mrs D Owen A copy of our Child Protection Policy is available on the website

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CURRICULUM

OUTSIDE AGENCIES Pupils for whom English is not their first language receive help from the E.A.L. Support Service.

RELIGIOUS AFFILIATIONS The school is non-denominational but Religious and Social Education is a compulsory subject. Pupils may be excused from religious aspects of R.S.E. at the written request of parents and they may also be excused from the relevant part of school assembly.

HOMEWORK For the first two years, homework should not exceed one hour per night. In Year 7 and 8 the core subjects, mathematics, English and science set homework every week. Other subjects set a weekly project once per half term. These projects are co-ordinated around a central theme/topic. Each subject has an allocated week – this is published at the start of the year.

These projects allow pupils to develop a range of personal skills such as research, resilience, taking responsibility and managing time. Such an approach creates more interested, enthusiastic and ultimately more independent learners.

In Year 9 all subjects set individual pieces of homework during the week, a timetable is published at the start of the year. Homework is differentiated to cater for ranging abilities. At this point pupils are expected to spend up to one and a half hours per night on homework.

In Years 10 and 11, pupils taking courses leading to external examinations can expect the amount of homework and controlled assessment tasks to be considerable at times. Homework will be set to all pupils on a regular weekly basis. Pupils can expect to receive a minimum of half an hour’s homework from each subject, each week. However, the volume of this may change according to the pupil’s ability and their needs.

Pupils will also receive additional work from the core subjects that may include preparation for internally assessed coursework or future exams. Pupils are also supported with homework and independent study through our Virtual Learning Environment – Moodle, please visit www.aomschool. co.uk . Pupils are expected to record that week’s homework and in the case of ongoing course work or revision the task needed to be completed for that week. This would include any additional work or corrections needed.

All pupils are issued with a pupil planner to help to improve communications between home and school and to help pupils record their homework. Training will be given to pupils, by their Form Tutor, in the correct use of the planner. We would ask parents to check and sign the planner each week to ensure their child is keeping up to date. Under this system parents will be informed if their child does not produce work to the required standard.

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CURRICULUM

CURRICULUM ORGANISATION LOWER SCHOOL Number of lessons Year 7 Art 1 Design & Technology 2 Drama 1 English 4 Spanish 3 Humanities 3 Information and Communications Technology 1 Mathematics 5 Music 1 Personal, Social & Health Education 1 Physical Education 3 Religious Education 1 Science 4 A total of 30 lessons per week Year 8

Art 1 Design & Technology 3 Drama 1 English 5 Spanish 3 Humanities 3 Information & Communications Technology 1 Mathematics 4 Music 1 Physical Education 3 Religious & Social Education 1 Science 4 A total of 30 lessons per week

Year 9 Design & Technology 3 English 4 Art 1 Music 1 Drama 1 French 3, 2 or 0* Humanities 3 Information & Communications Technology 1 Mathematics 4 Religious & Social Education 1 Physical Education 4 Science 4 Literacy 1* A total of 30 lessons per week *Depending on pathway selection

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CURRICULUM

CURRICULUM ORGANISATION Pupils progress at different rates in their studies with many being ready for greater challenges at an earlier age. In recognition of this we have condensed our Key Stage 3 programmes of study in English, Mathematics, and Science to two years. All pupils undertake School Assessment Tests at the end of Year 8.

Where appropriate pupils have the opportunity to begin GCSE courses of study in these subjects in Year 9. In addition to this many pupils also take the opportunity to follow courses in other subjects leading to GCSE qualification by the end of Year 9, these include Sport, ICT, Statistics and a Modern Foreign Language.

Commencing qualifications earlier and spreading the assessment burden allows pupils to build confidence in their studies, provides examination practice and, where necessary, allows an additional opportunity to re-sit qualifications.

UPPER SCHOOL We aim to ensure that the education offered at Ashton on Mersey School meets the best needs and interests of all our young people.

Towards the end of Year 9, pupils and parents, in consultation with the staff, are invited to opt for a choice of subjects to be studied in Year 10 and 11.

At present pupils entering Year 10 are divided into two parallel teaching bands, A and M, as in the Lower School. There are compulsory subjects which they all must study making up the Core Curriculum. Although all children must take these subjects the number of lessons for some subjects varies depending on the teaching groups in which they are placed.

CORE CURRICULUM - studied by all pupils Number of lessons English Mathematics Science Physical Education including Games Religious Studies & PSHE

4 4 6 3 1

Each core subject is a two year course (though the foundations are laid in Year 9) leading, in most cases, to a GCSE examination. In addition pupils will select option subjects from the qualifications below and overleaf, pupils are encouraged to select at least one ICT option subject.

OPTION SUBJECTS - A total of 12 Lessons Single GCSE - 3 lessons • Art & Design • Child Development • Food Technology • French • History • ICT • Spanish • • Geography • Graphic Products • Product Design • Triple Science • Business Studies • • Religious Studies •

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CURRICULUM

CURRICULUM ORGANISATION Applied GCSE or Dual Award (equivalent to 2 GCSEs) - 3 lessons • Health & Social Care • Physical Education • BTEC Qualifications - 6 lessons • Construction & the Built Environment • Sport • Art and Design• Music • • Performing Arts • Business • ICT • Vocational Qualifications Some pupils may follow courses leading to alternative qualifications. These are studied at either Entry Level, Level 1 or Level 2 • Accountancy • Beauty Therapy • Plumbing • Motor Vehicle Maintenance • • Basic Construction Skills • Child Care • Hospitality • Engineering • Retail • Other Awards • Community Volunteering • Duke of Edinburgh • Junior Sports Leader Award • • The Independent Study Project • Youth Achievement Award • Young Enterprise • Students with Special Educational Needs In addition to the core curriculum and optional subjects, individual programmes are provided for a small number of pupils to meet their Special Educational Needs.

WORK RELATED LEARNING The school is committed to providing pupils with the opportunity to learn about work, for work and through work. Throughout the curriculum our students are given the opportunity to learn about the world of work in all subject areas and are set tasks in a work-based context. Across both Key Stage 3 and Key Stage 4 enrichment activities are planned that will enhance the personal capabilities needed upon entering employment and in adult life. Pupils are encouraged to be aware of their own strengths and capabilities and how these could affect their career choices in the future. Pupils are also encouraged to show enterprising behaviour in all subject areas.

At Key Stage 4 the school is dedicated to enhancing the curriculum with a focus on learning for work, with the introduction of vocational based qualifications in some subject areas. We are committed to providing our pupils with the skills, knowledge and capabilities that will allow them to pursue an education pathway and career of their choice.

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CURRICULUM

CROSS CURRICULAR THEMES HEALTH EDUCATION Health Education is largely covered in the Personal, Social & Health Education course in Years 7, 10 and 11, but certain aspects of this theme are incorporated in Science and Physical Education Schemes of Work. Drug Education and Sex Education are important aspects of Health Education. Both these important areas are developed over the five year course taking account of the increasing maturity of the pupils. Sex Education is included in Science P.H.S.E. and Religious Studies. Science covers the physical aspects, and PSHE and Religious Studies emphasising the importance of caring relationships, responsible attitudes and self respect. Contraception, sexually transmitted diseases and personal decision making are discussed in this context.

CAREERS EDUCATION Careers education is an integral part of the education of each pupil, and is incorporated into PSHE and the Form Time curriculum. During the course the pupils will be encouraged to assess their interests, skills and abilities and to consider these alongside their plans for the future. They will also be encouraged to develop a deeper understanding of the adult world of work and leisure in order to help them make sound career choices.

There will also be other occasions when both pupils and parents will be able to meet representatives from the careers services for individual guidance. There is a separate library devoted to careers literature which the pupils will be able to use for reference. There is also a computer for careers information retrieval.

During the penultimate year of the course there is an opportunity for ‘work experience’, when students can sample one week of working life and derive an insight into the physical and mental demands of occupation as well as formulating ideas for their futures.

CITIZENSHIP Citizenship is delivered as a cross curricular subject and aspects of citizenship are delivered by each individual subject area throughout the curriculum. This is enhanced by additional citizenship events.

Citizenship education aims to give students the skills and understanding to consider a variety of issues including political and economic understanding; global issues and sustainable development, prejudice and discrimination; human rights issues; rights and responsibilities and the importance of resolving conflict fairly using positive communication.

Ashton on Mersey School strongly believes in promoting active citizenship and all students are given the opportunity to vote for form, sport and council representatives. We have an active school council and students are often involved in charity work and community events.

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EXAMINATION RESULTS

GCSE EXAMINATION RESULTS 2013 Pupil Boys % Girls % Total %

Achieving 5+ A*-C inc Eng & Maths 51 65 57

Achieving 5+ A*-C 91 93 92

Achieving 5+ A*-G 99 100 99.6

Achieving 1+ A*-G 100 100 100

Achieving 3+ A*/A/Distinction 25 45 33

Achieving 5+ A*-C inc Eng & Maths 59 70 64.8

Achieving 5+ A*-C 90 91 91

Achieving 5+ A*-G 99 99 99

Achieving 1+ A*-G 100 100 100

Achieving 3+ A*/A/Distinction 31 18 24

Achieving 5+ A*-C inc Eng & Maths 59 63 61

Achieving 5+ A*-C 89 93 91

Achieving 5+ A*-G 98 100 99

Achieving 1+ A*-G 100 100 100

Achieving 3+ A*/A/Distinction 28 44 35

Achieving 5+ A*-C inc Eng & Maths 59 58 59

Achieving 5+ A*-C 86 91 88

Achieving 5+ A*-G 99 98 98

Achieving 1+ A*-G 100 98 99.6

Achieving 3+ A*/A/Distinction 30 41 36

Achieving 5+ A*-C inc Eng & Maths 54 59 58

Achieving 5+ A*-C 79 83 81

Achieving 5+ A*-G 97 100 98

Achieving 1+ A*-G 99 100 100

Achieving 3+ A*/A/Distinction

Achieving 5+A*-C inc Eng & Maths 56 55 58

Achieving 5+ A*-C 80 79 79

Achieving 5+ A*-G 99 99 99

Achieving 1+ A*-G 100 99 100

2012 Pupil Boys % Girls % Total %

2011 Pupil Boys % Girls % Total %

2010 Pupil Boys % Girls % Total %

2009 Pupil Boys % Girls % Total %

23

2008 Pupil Boys % Girls % Total %

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EXAMINATION RESULTS

KEY STAGE 4 EXAMINATION RESULTS GSCE Subject

Entries

GCSE Art Design GCSE Biology GCSE Catering GCSE Chemistry GCSE Child Development GCSE English Language GCSE English Literature GCSE Food Technology GCSE Further Maths GCSE Geography GCSE Graphic Products GCSE Greek GCSE Health Social Care Dual GCSE History GCSE Hospitality GCSE ICT GCSE Maths GCSE PE GCSE Physics GCSE Product Design GCSE RE GCSE RE Short Course GCSE Science Core GCSE Science Additional GCSE Spanish GCSE Statistics PL Diploma Retail PL Project

21 14 3 14 26 263 149 55 5 90 16 2 17 90 3 19 263 52 14 14 28 132 246 220 144 255 8 8

% A*-A

% A-C

% A*-G

10 50 0 64 19 5 21 9 100 20 6 100 12 18 0 5 18 8 64 7 43 5 6 9 15 4 0 0

86 100 100 100 85 60 93 55 100 74 75 100 65 74 0 74 78 71 100 71 100 42 73 70 54 58 50 63

100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 99 100 100 100 100 95 100 100 100 98 50 63

% A*-A

% A-C

% A*-G

74 0 68 25 0 8 8 0 0 29 28 0 0

100 100 100 100 100 100 100 100 100 100 100 100 100

100 100 100 100 100 100 100 100 100 100 100 100 100

BTEC Subject BTEC Dip Art & Design BTEC Ext Cert Art & Design BTEC Ext Cert Business BTEC Dip Construction BTEC Ext Cert Construction BTEC Ext Cert Dance BTEC Ext Cert Media BTEC Cert Media BTEC Ext Cert Motor Vehicle BTEC Dip Performing Arts BTEC Dip Sport BTEC Ext Cert Sport BTEC Cert Sport

Entries 76 2 82 24 2 49 25 3 6 21 53 2 105

At the time of going to print, examination results for 2013 had not been veriďŹ ed.

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EXAMINATION RESULTS

OTHER SUBJECTS Subject AAT L2 Cert in Accounting ABC L2 Cert Personal Health Fitness AiDA CiDA FS English FS IT FS Maths L1 Basic Construction Skills L1 Cert in Salon Services NVQ L2 Spanish OCR L2 Nat Award Sport OCR L2 Nat Award ICT short OCR L2 Nat 1st Award ICT OCR L2 Nat Award ICT

Entries

% A*-A

% A-C

% A*-G

28 150 2 67 9 9 9 6 6 20 15 229 27 104

0 0 0 13 0 0 0 0 0 0 0 0 21 21

100 100 100 99 0 0 0 0 0 100 0 100 100 100

100 100 100 99 100 67 89 100 100 100 80 100 100 100

At the time of going to print, examination results for 2013 had not been verified.

KEY STAGE 3 RESULTS Percentage of pupils at each level English 2009 (Y9 TA)

2010 (Y9 TA)

2011 (Y9 TA)

2012 (Y9 TA)

2013 (Y9 TA)

Level 5+

83.7

87.8

90.8

93.2

94.1

Level 6+

30.7

53.5

74.8

74.0

78.7

Level 7+

6.2

13.0

32.1

35.1

39.8

Maths 2009 (Y9 TA)

2010 (Y9 TA)

2011 (Y9 TA)

2012 (Y9 TA)

2013 (Y9 TA)

Level 5+

82.9

83.9

84.0

91.3

92.1

Level 6+

61.1

67.3

65.3

61.9

62.2

Level 7+

21.0

31.9

32.1

34.3

31.1

Science 2009 (Y9 TA)

2010 (Y9 TA)

2011 (Y9 TA)

2012 (Y9 TA)

2013 (Y9 TA)

Level 5+

88.3

78.3

87.0

84.2

98.0

Level 6+

49.8

48.8

55.0

64.2

77.2

Level 7+

19.8

22.4

22.5

31.3

32.3

English and Mathematics Combined 2009 (Y9 TA) Level 5+

75.5

2010 (Y9 TA) 80.7

2011 (Y9 TA) 81.3

2012 (Y9 TA) 89.1

2013 (Y9 TA) 90.2

Results shown reflect Teacher Assessments made at the end of Key Stage 3 (Year 9) as the Government have abolished formal school KS3 assessment tests(SATs)

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PERSONAL APPEARANCE

SCHOOL UNIFORM We hope that parents will understand the reasons which underlie school clothing regulations, and we welcome their co-operation in seeing that they are observed. It is important that children should accustom themselves to being tidy, well-groomed and suitably dressed for different kinds of activity.

The compulsory school uniform consists of: BOYS

Blazer Trousers Shirt Tie Socks Shoes

GIRLS

Blazer Skirt or Trousers

Burgundy with The Dean Trust badge Tailored plain black trousers, NOT fitted slimline style or chinos White School colours (Clip on only Year 7, 8, 9 &10 ) Black Plain black with smooth black soles (boots, trainers and canvas shoes are not allowed)

Burgundy with The Dean Trust badge Grey tailored with maroon piping (Yrs 7- 9) Plain Black or Grey tailored with maroon piping (Yrs 10 – 11) Skirts, trousers must only be purchased from the official school supplier Blouse White Tie School colours (Clip on only Year 7,8, 9 &10) Socks Black or black tights in winter Shoes Black, flat heeled, smooth soles (boots, trainers canvas and platform shoes are not allowed)

Optional Jumper or Slipover

Grey with The Dean Trust Ashton on Mersey School logo.

Pupils may wear either but only underneath (not as a replacement for) the school blazer. They must be purchased through the official school supplier.

Pupils in Year 10/11 undertaking practical courses may be required to purchase additional items.

NB: If for some medical reason a child cannot wear shoes then he/she may be allowed to wear a pair of completely black trainers. In this event, a doctor’s note should be provided.

PHYSICAL EDUCATION KIT BOYS

GIRLS

Inside

White polo shirt with The Dean Trust Ashton on Mersey School logo, black shorts, black socks, trainers

Outside

Multisport jersey with The Dean Trust Ashton on Mersey School logo, black shorts, black socks, trainers and boots

Inside

White polo shirt with The Dean Trust Ashton on Mersey School logo, black shorts or black cycling shorts, black socks, trainers

Outside

Multisport jersey with The Dean Trust Ashton on Mersey School logo, black shorts, black socks, trainers and boots (optional)

Optional - Black tracksuit bottoms and school purchased Nike top and rain jackets may be worn by boys and girls during cold weather at the discretion of the P.E. staff. A towel will be required on all occasions for use after showering.

Official school uniform supplier: John McHugh, Stretford Arndale Centre, Stretford, Manchester.

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PERSONAL APPEARANCE

PERSONAL APPEARANCE Make up or nail varnish are not allowed and extreme hairstyles are not in keeping with our good standard of appearance. Judging whether a haircut is acceptable or not is a subjective and difficult task. However, we are firm in our opinion that haircuts should not be extreme. By this we mean that ‘fashionable’ haircuts such as ‘steps’, shaving the sides or all of the head, or other variations of these styles are unacceptable in this school. As a general rule nothing below a ‘No. 3’ is acceptable for boys who prefer this type of short style.

In addition to this, no extreme colours or ‘dip dying’ of hair are permitted - except traditional highlights.

We expect all pupils to have neat and tidy hair styles and ensure that long hair is tied back. We also request that hair adornments are kept to a simple hair slide or hair band.

Jewellery is not allowed. Pupils may wear a watch at their own risk.

Mobile phones or ipods are not allowed to be used within the school building and pupils are strongly advised that they should not bring these items to school. They do so at their own risk.

Should an item of jewellery or a mobile phone be confiscated it will be held in the school safe.

Parents or carers must collect any confiscated items on Fridays between 3.00 and 5.00 pm, otherwise pupils may collect the items themselves at the end of each school half term.

PLEASE NOTE THAT WE DO NOT ACCEPT WRITTEN OR TELEPHONE REQUESTS FROM PARENTS/ CARERS. CONFISCATED ITEMS MUST BE COLLECTED PERSONALLY. We believe that we must continue to present a good image both inside and outside the school and prepare your child for the world of further education and work by instilling good routines and standards.

EQUIPMENT All pupils MUST have a bag in which they can carry their belongings without damage. They must also have a BLACK pen, pencil, rubber, ruler and range of coloured pencils.

FELT TIP PENS ARE BANNED FROM SCHOOL, AS IS ‘TIPPEX’ OR ANY SIMILAR CORRECTION FLUID.

PERSONAL PROPERTY Parents are strongly advised to ensure that personal property, including all items of uniform, is clearly marked with the child’s name. Whilst every effort will be made to safeguard property the school cannot be held responsible for any loss or damage.

Cycles may be brought into school and stored in the designated cycle racks. We encourage pupils to wear a safety helmet whilst cycling to and from school. Parents should ensure that cycles carry adequate insurance cover in the event of loss, as the school cannot be held responsible. Cycles are brought into school and stored in the designated areas at owner’s risk. They must be locked within this area. All bikes must have fully operational brakes (Note: A fixed wheel is not an acceptable braking system)

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COMMUNICATION

PASTORAL TEAM HEADS OF YEAR Each Head of Year has responsibility for the welfare and progress of all pupils within the year group.

They are the member of staff who parents should contact to seek advice, discuss problems or raise matters of specific concern.

PUPIL SUPPORT MANAGERS The Pupil Support Managers, Mrs Owen, Mr Richmond and Miss Jay will work closely with pupils throughout the school offering advice and support both in curricular and extra curricular time. They have a non-teaching role within the school.

FORM TUTOR Form Tutors have day to day responsibility for 25/28 pupils. Their main role is to monitor a pupil’s attendance, punctuality, general well being and to organise interform activities. It is to the Form Tutor that parents will normally send their routine correspondence. The Form Tutors will generally remain with their form for the duration of their time at school.

REPORTING TO PARENTS Our intention is to keep parents and guardians informed of pupils’ progress as regularly as possible. We involve pupils in setting targets based on prior attainment to encourage them to reach their potential and realise their expectations.

Each pupil will receive an interim report in the Autumn term detailing targets and initial impressions for that academic year. Parents will also receive a further interim report and a full annual written report.

Year 11 will have interim and annual reports. Throughout their career at Ashton pupils should gather evidence of success and involvement in the life of our school.

Progress Evenings take place in the Spring term, we welcome pupils on Progress Evenings but at times teachers may wish to communicate without the pupil being present so as not to undermine confidence.

Senior staff are always willing to discuss any matters concerning pupil progress at any point during the year. Please contact school to make an appointment should such a need arise.

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INFORMATION

GENERAL INFORMATION SCHOOL FUND As an Academy we need to raise literally thousands of pounds each year if we are to give children the benefit of a full and varied education. Most of the money will be raised by the efforts of the school, but we also request that parents pay a nominal contribution at the beginning of Year 7. We will only request school fund once during your child’s time at school and this will be £65.00. Cheques should be made payable to Ashton on Mersey School, payable in July/August prior to your child’s admission in September. In the course of each year all pupils receive certificates for merit and attendance and appropriate badges. Although these items are given to pupils free of charge we could not do so without the above mentioned subscription.

PARENTPAY ParentPay is our preferred method of payment to school. ParentPay offers you the freedom to make online payments 24 hours a day, 7 days a week. Making a payment with your credit or debit card is straightforward and ParentPay holds an electronic record of your payments for you to view at a later date. Parents will have a secure online account, activated using a unique user name and password which will supplied by the school.

PUPIL PREMIUM The Government believes that the Pupil Premium, which is additional to main school funding, is the best way to address the current underlying inequalities between children eligible for Free School Meals (FSM) and their peers by ensuring that funding to tackle disadvantage reaches the pupils who need it most. Registering your child for Free School Meals means that the school gets extra money to help support your child. No one will know you have registered and it will not affect any other benefits you are claiming. Ashton on Mersey School operates a cashless catering system which ensures complete discretion. If you are registered you could also get help with the cost of school trips and uniform. To talk about registering your child or if you have any questions please contact Sarah Cunningham on 973 1179.

CHARGING The Governing Body has adopted the Local Authority’s policy on charging for extra curricular activities, and parents may of course refer to this document in detail. Briefly, no compulsory charge will be made for any activity, which forms part of a course of study within the curriculum. Extra curricular activities taking place wholly or mainly outside school hours are classed as optional extras, and are subject to charging . Other activities taking place wholly or mainly, inside school hours will normally be financed by voluntary contributions, although it will be made clear that such activities may not take place if insufficient contributions are received. Consideration may be given to supporting those families experiencing financial hardship by reducing or waiving contributions (excluding school fund) as appropriate.

PARENTS IN PARTNERSHIP (PIP) The origin of PIP was that a group of enthusiastic teachers wanted to increase and develop links to involve parents in their children’s social, moral and academic development. Meeting half-termly, the parents are given presentations on a variety of issues such as revision skills, bullying and counselling.

Each meeting is opened with a brief 15 minute report to parents on school staffing, activities, policies and proposed developments and the group act as a sounding board for the Senior Leadership Team.

The meetings allow parents to express concerns and raise ideas. Staff or external agencies then offer a workshop on issues which have been identified by the group as training needs.

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TEACHING SCHOOL

Teaching School In July 2011, Ashton on Mersey School became one of the first 100 schools in the country to be designated a National Teaching School by the National College for School Leadership.

Teaching Schools give outstanding schools a leading role in the training and professional development of teachers, support staff and headteachers, as well as contributing to the raising of standards through school-to-school support.

The aims of the Teaching School • To improve outcomes for pupils through high quality teaching and learning.

• To strengthen the link between the learning needs of pupils and those of their teachers by identifying the gaps.

• To provide a culture of honesty and trust to enable teachers to grow and improve their professional skills.

• To focus our professional learning opportunities based on the needs of pupils and teachers in school.

The role of the Teaching School As well as offering training and support for their alliance themselves, Teaching Schools will identify and co-ordinate expertise, using the best leaders and teachers to: • Train new entrants to the profession alongside other partners, including universities • Lead peer-to-peer learning • Spot and nurture leadership potential • Provide support for other schools • Designate and deploy Specialist Leaders of Education (SLEs) • Engage in research and development This is a tremendous honour and we look forward to building on our successful record of training, professional development and school-to-school support across a wide area so that ever more pupils can benefit from great teaching and leadership.

Our staff, pupils and governors recognise that we have an important role to play in ensuring that all children receive the best education possible – regardless of which school they attend. This collective vision, together with our history of collaboration and partnerships, will ensure the success of our Teaching School.

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CURRICULAR EXTRA

EXTRA CURRICULAR ACTIVITIES A great amount of time and effort is spent by staff in organising holidays, visits, games and outdoor pursuits and other clubs and activities. We hope that parents will encourage their children to play a full part in these activities which make up the life of the school.

All children who are selected to take part in these activities or represent the school MUST show formal courtesy and politeness to members of the public, teams from other schools and their staff. All pupils are expected to follow our ‘fairplay’ policy.

Activities include GENERAL Duke of Edinburgh Award Scheme : Bronze Level, Silver Level Visits to the theatre and ballet and other dance performances Visits to London and places of historical interest Year 7 residential activity Leadership opportunities Homework and support clubs in a range of Curricular areas Masterchef Art Club Football Tours Singing Group Ski Trips Foreign Cultural Visits Art and Craft Club Musical Groups Philosophy Club Guitar Club Drama Club Science Club Instrument Tuition Leadership Clubs Chess Club Youth Achievement School Library Computer Club Spanish Club Young Enterprise Gifted and Talented Clubs Gifted and Talented Camps SPORTS Athletics Badminton Basketball Cricket Cross Country Dance Golf Gymnastics Hockey Lacrosse

Netball Orienteering Rock climbing Rounders Rugby League Rugby Union Sailing Scrabble Club Skateboarding Skiing

Soccer Softball Sports Leadership Club Sports Week Snowboarding Swimming Table Tennis Tennis Trampolining Volleyball Wellness Club

The details given in this prospectus are accurate at the time of writing but since school arrangements are subject to change, there can be no guarantee they will remain so in the future.

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OFSTED- OUTSTANDING

Ashton-on-Mersey School Cecil Avenue, Sale, Cheshire, M33 5BP

Inspection dates

24–25 April 2013

Unique reference number 138123 Local authority Trafford Inspection number 413312 This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Academy School category Academy Age range of pupils 11–19 Gender of pupils Mixed Gender of pupils in the sixth form Mixed Number of pupils on the school roll 1456 Of which, number on roll in sixth form 165 Appropriate authority The governing body Chair Brian Rigby MBE Teacher in charge Victoria Beer CBE Date of previous school inspection 2 December 2008 Telephone number 0161 9731179 Fax number 0161 9695013 Email address office@aom.trafford.sch.uk

Previous inspection:

Outstanding

1

This inspection:

Outstanding

1

Achievement of pupils

Outstanding

1

Quality of teaching

Outstanding

1

Behaviour and safety of pupils

Outstanding

1

Leadership and management

Outstanding

1

Overall effectiveness

Grade 1 Outstanding An outstanding school is highly effective in delivering outcomes that provide exceptionally well for all its pupils’ needs. This ensures that pupils are very well equipped for the next stage of their education, training or employment.

This is an outstanding school.  Students achieve outstandingly well.  Attainment is well above average.  Given their starting points, nearly all students make the progress expected of them and the proportion of students that make better progress than this is now high in comparison to most schools across the country.  Students who are disabled or with a statement of special educational needs also achieve outstandingly well.  The quality of teaching has improved significantly in recent years. It is now never less than good and the majority of teaching in most subjects is outstanding.  The quality of marking is somewhat inconsistent in providing students with clear guidance on how to improve their work and opportunities to reflect on and respond to their teachers’ written comments.  Students are intensely proud of their school They feel very safe in school.

 Students’ behaviour towards one another and the adults working with them is impeccable. They are unfailingly polite and well-mannered.  Students have exceptionally positive attitudes to learning and are always keen to do their best.

Attendance is well above average.  Leaders and managers, including an outstanding governing body, know exactly how well the school is doing and where it could do even better.

They have created a community that has learning at its heart. The drive to improve the quality of teaching is successful and relentless.  There is an unrelenting and highly successful drive for improvement to take the school ‘beyond outstanding’.  The sixth form is outstanding. Courses are tailored to meet the needs of students. Students achieve outstandingly well and thoroughly enjoy their time in the sixth form.

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OFSTED- OUTSTANDING

Information about this school  Ashton on Mersey converted to become an academy on 1 May 2012. When its predecessor school, Ashton on Mersey School, was last inspected by Ofsted it was judged to be outstanding with a good sixth form.  Ashton on Mersey is much larger than most secondary schools across the country. It is led and managed by an Executive Principal. A Chief Executive Principal has overall leadership and management responsibility for Ashton on Mersey and two other academies in the Dean Trust.  The proportion of boys in comparison to girls is much higher than average.  The proportion of students known to be eligible for the pupil premium is below average. The pupil premium is additional funding for those pupils who are known to be eligible for free school meals, children from service families and those children that are looked after.  The proportion of students from minority ethnic groups is below average. Very few students speak English as an additional language.  The proportion of students supported through school action is broadly average. However, the proportion of students supported at school action plus or with a statement of special educational needs is above average.  The school meets the government’s current floor standards that set the minimum expectations for students’ attainment and progress.  The academy works very closely with a range of other schools, especially with Broadoak Academy. This involves some students attending jointly run courses at both establishments.

What the school should do to improve further Raise achievement even further by improving the overall quality of marking to provide students with sharper guidance on how to improve their work and more opportunities for them to reflect and act on the advice given by their teachers.

The achievement of pupils is outstanding  Students join the school with attainment that is broadly average.  Attainment by the end of Key Stage 4 in 2012 was significantly above average. The proportion of students attaining five or more GCSE passes at grades A* to C was above average but below the school’s target because attainment in English was lower than predicted. In previous years, the school’s targets for English had been extremely accurate.  School data, confirmed securely by inspection evidence, show that attainment in 2013 at the end of Key Stage 4, is set to be well above average.  Nearly all students make the progress expected of them. The proportion of students making better than expected progress has improved significantly and is now high in comparison to national figures.  Standards in literacy and numeracy are well above average. They are promoted very effectively in English and mathematics lessons and in other subjects across the curriculum. Most students read widely, are exceptionally articulate and write with a maturity that often belies their age.  Students who are disabled or with a statement of special educational needs also make outstanding progress from their individual starting points because of the excellent support they receive.  In 2012, students known to be eligible for free school meals achieved very well. They attained on average approximately half a GCSE grade lower in English and mathematics than other students in the school. Their attainment was above that of similar students across the country. The gap has closed rapidly in recent years. School data and inspection evidence show that the gap is continuing to close, demonstrating the school’s commitment to and success in promoting equality of opportunity.  Year 7 catch-up funding is used very effectively to support students whose reading skills are weak when they join the school. School data show a rapid rise in reading ages for the targeted students.  In 2012, boys’ attainment was above the national average but about half a grade lower on average than that of girls in the academy. Academy data, again confirmed by inspection evidence, show that the gap is closing rapidly.  The school has an exceptionally coherent and well-thought-out policy for early entry to GCSE in a number of subjects.

Evidence shows that this has no detrimental effect on attainment.  Students achieve outstandingly well in the sixth form because of the excellence of the teaching they receive.

The quality of teaching is outstanding  Teaching is never less than good and much is outstanding. Teaching was outstanding in over half of the lessons observed during the inspection. Some was of such simply stunning quality that it enabled students to make hugely impressive gains in their learning and progress.  Teaching inspires students to want to learn and is responsible for their outstanding achievement over time.  Teachers have excellent subject knowledge and prepare their lessons exceptionally well.  Students enjoy learning because teaching makes learning interesting and rewarding. Lessons move along at a fast pace and teachers plan activities that are pitched at the right level of difficulty to meet students’ abilities and needs.

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OFSTED- OUTSTANDING

 Students enjoy the opportunities that they are given to find things out for themselves. They work very effectively in pairs and in groups where they enjoy contributing their own ideas and listening respectfully to the views of others. In one Key Stage 4 geography lesson, for example, students were skilfully guided by their teacher in a debate about the advantages and disadvantages of a project to build dams in China. Students showed an excellent grasp of the concepts involved and showed levels of skills in putting forward their ideas that would not have been out of place in a university seminar. The teacher was able to take a back seat, only gently prodding the students in the right direction when necessary.  The teaching of English and mathematics is outstanding. It results in students who make excellent progress. By the time they leave the school, nearly all students have strong and secure skills in literacy and numeracy that equip them outstandingly well for future study, training or employment.  Teaching in the sixth form is highly successful in developing students’ skills as independent learners. Students say that they feel challenged to give of their best regardless of the subjects or courses that they are following. In one vocational lesson in Year 12 for example, students showed exceptional skills in planning their work and evaluating how well they had done against the targets they had set themselves. By the end of the lesson, each student was intensely proud of what they had achieved and had a crystal clear view of the next steps they needed to take to be even more successful.  Teaching assistants give very effective support, especially to students who are disabled or with a statement of special educational needs.  Teachers mark students’ work regularly. However, the quality of their comments is inconsistent in showing clearly what students need to do to improve their work further and too few opportunities are given to students to reflect on and follow up teachers’ suggestions.

The behaviour and safety of pupils are outstanding  Students behave with deep respect for each other and the adults working with them. They are exceptionally wellmannered and courteous. Students manage their own behaviour outstandingly well and this leads to a relaxed and very orderly atmosphere in classrooms and around the school.  Students approach their lessons with high levels of enthusiasm and extremely positive attitudes. They work very hard and with great enthusiasm. Staff manage behaviour in classrooms exceptionally well. The high quality of their teaching gives students little opportunity or incentive to misbehave.  Students are exceptionally proud of their school. They enjoy and appreciate all it has to offer. Attendance is consistently above average.  Pupils say that they feel very safe in school. They talk knowledgeably about potentially dangerous situations and how to avoid or deal with them. They are fully aware of the dangers posed by using the internet inappropriately.  Students say that bullying of any kind is very rare and that, on the few occasions it happens, it is dealt with very effectively.  The safety, attendance and progress of students who attend courses off- site are checked on meticulously.  The vast majority of parents are very happy with behaviour in the school.

The leadership and management are outstanding  Senior leaders and managers set the tone of high aspirations and expectations throughout the school. Other leaders and managers are tireless in making sure that the high aims and ambitions are translated into reality successfully.  At the root of all the school does is a razor sharp focus on improving the quality of teaching and students’ achievement.

Significantly, the programme of monitoring the quality of teaching has been replaced by a programme for improving the quality of teaching, to make sure that the academy continues to go from strength to strength.  Staff understand fully that improving their own classroom practice and boosting students’ progress towards challenging targets are central to the management of their performance and to their progress up the salary scale.  The outstanding curriculum in the main school and the sixth form provides a wide range of courses and qualifications to meet students’ needs and aspirations. Shared courses with Broadoak Academy add extra dimensions to the range of courses that otherwise could not be offered. An extensive range of enrichment activities in sport and the arts add significantly to students’ positive attitudes to school, their outstanding personal development and to the excellence of students’ spiritual, moral, social and cultural development.  The outstanding achievement of all groups of students demonstrates the academy’s strong and successful commitment to providing equality of opportunity.  Parents are strongly supportive of the school. Every one of the parents who recorded their views on Parent View would recommend the school to prospective parents.  Policies and procedures for safeguarding are fully in place and give no cause for concern.  The academy sponsor provides light touch support for this outstanding academy.  The governance of the school: The outstanding governing body keeps its finger on the pulse of the school at all times.

It uses information about the school’s performance astutely to benchmark accurately its effectiveness against other schools and academies. The governing body holds the academy rigorously to account and does not allow any hint of complacency to creep in. It knows the quality of teaching and fully supports strategies to improve it further. It has a firm grasp on the academy’s finances and is clear about the use of performance management and salary progression to hold staff to account. The governing body keeps itself fully trained and up-todate.

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WHERE TO FIND US Ashton on Mersey School is easily accessible from North and South Manchester via the major motorways.

Stockport M60

Ca rr i

ng to n

Sp ur

J8

Carrington Manor Ave

The school is a short drive from the M60, linking up with the M6, M61, M62 and M56. From Manchester, the school is approached along the A56 (Washway Road) and A6144 from Carrington, with the main entrance situated on Cecil Avenue.

Bolton

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U R M S T O N

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O l d T r a f f o r d

9 S T R E T F O R D

A6

144

7

Ashton on Mersey

Sale Water Park

6

A5

S A L E

M60

S a l e M o o r

W a r b u r t o n

Stockport

A560

7

A L T R I N C H A M

A5

A5

BOL LI

6

D u n h a m M a s s e y

N

M56

Chester

oad

C I T Y O F M A N C H E S T E R

B r o a d h e a t h

C H E S H I R E

way R

Altrincham

P a r t i n g t o n

VE R

Wa sh

Mo ss La ne

e il Av

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8

C a r r i n g t o n

RI

Rd

10

Flixton

R R I VE

boro

6

Liverpool

Fir

T r a f f o r d P a r k

Davyhulme

H

NC

62

MA

M

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Manchester

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Har

C I T Y O F S A L F O R D

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A AN

Ashton Village Ln

A56

Carrington A6144

It is convenient for all public transport including bus, train and metro-link and is less than 30 minutes drive from Manchester International Airport.

M6

HOW TO FIND US

Leeds

B o w d o n

38

H a l e

H a l e B a r n s

6

Manchester International Airport

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Ashton on Mersey School

Cecil Avenue Sale Cheshire M33 5BP t: 0161 973 1179 e: thedeantrust@aom.trafford.sch.uk w: www.aomschool.co.uk Registered in England 8027943 VAT Registration 132 9244 25