Broadoak School Prospectus 2012-2013

ADMISSION

Telephone Number:

0161 776 1977

Chief Executive & Academy Principal: Mr Tarun Kapur Executive Principal:

CBE

Mr Andrew Griffin

INFORMATION & VISITS 2012-2013 September 2012

A prospectus is sent, via Primary Schools, to each parent who has a child in a Year 6 class at a Partington 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 11 am - 1pm (CLOSE) 15th September 2012 An opportunity for prospective parents and their children to view the school Wednesday 31st October 2012

Closing date for receipt of applications to the Local Authority.

Friday 1st March 2013

Allocation letters issued to parents by the Local Authority.

Friday 15th March 2013

Deadline for acceptance of Secondary School place

April/May 2013

Independent Committee hear appeals

8th July -12th July 2013

Year 6 Induction Week

Monday 8th July 2013

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: Mr F Mackintosh, Assistant Principal, on 0161 776 1977. In addition the prospectus is available on the school website. *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 2013 • Children will be admitted without reference to ability or aptitude.

• The number of places available for admission to Year 7 in September 2013 will be 128.

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

• Places will be offered on the 1st March 2013.

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 Broadoak School.

3. 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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T h e D ean T r u st

THE DEAN TRUST On the 1st May 2012 Broadoak School changed status to become an Academy. The school has not changed its name but it has become part of The Dean Trust.

The Trust was named after Brian Dean Rigby in recognition of his 22 years as Chairman of Governors, for developing the successful federation with Ashton on Mersey School and more recently Forest Gate Primary School, successfully guiding the school to it’s first outstanding Ofsted inspection and four consecutive outstanding Ofsted inspections for Ashton on Mersey School.

The Dean Trust is a new multi-Academy organisation, it will enable us to maintain outstanding standards for all students whilst remaining at the forefront of school improvement across schools in Greater Manchester.

What is an Academy?

Academies are publicly funded autonomous independent local schools. The increase in operational autonomy is wide-reaching covering aspects such as teaching and learning and the operation of school business such as, delivery of contracted services.

However, Local Authorities, even for academies, retain responsibility for some matters, for example, for certain processes around children with Special Educational Needs and home to school transport.

Academy status will provide further resources for the school and allow us to develop new opportunities for pupils, students and staff.

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 the schools, 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 Mr Nick David Mr Andy Griffin

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

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GOVERNING BODY

GOVERNORS (Vice Chairman) (Chairman Personnel Committee) (Chairman Environment Committee) (Chairman Finance Committee) (Chairman Curriculum Committee)

Mr A Longworth 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 (Chairman) 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

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

Clerk to the Governors

Mrs F Royle

(Chief Executive & Academy Principal)

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

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STAFFING

TEACHING STAFF Chief Executive & Academy Principal

Mr T Kapur CBE

Executive Principal

Mr A Griffin

Vice Principal

Mr L McConaghie

Assistant Principal

Mr F Mackintosh

Attendance, Behaviour & Inclusion

Director of Learning Year 7 & Transition Director of Learning KS3

Director of Learning KS4 English Miss S Heaton Mrs N Smith Miss V Littler Mrs C McConaghie Mr A Griffin Mr L McConaghie Mathematics Mr M Taylor Mr C Kitching Mr D Jones Miss S Torry

Mr F Mackintosh Miss J Mantel Mrs J Long Head of English Curriculum Co-ordinator English Executive Principal Vice Principal Head of Mathematics Curriculum Co-ordinator Mathematics

Science Miss L Cropper Head of Science Mr D Mulvey Curriculum Co-ordinator Science Mrs J Long Director of Learning KS4 Mrs D Lowes

Art & Expressive Arts Miss A Pearson Lead Teacher of Art & Expressive Arts Miss A Willan Teacher of Drama Mr T King Teacher of Music

Humanities Miss D Lavelle Head of Humanities, Teacher of History Miss A Hill Professional Mentor, Teacher of Geography

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STAFFING

TEACHING STAFF ICT and Business Studies Mr S Phillips Miss J Mantel

Modern Foreign Languages Miss R Dunleavy

Physical Education Mr G Walls Miss S Breslin Mrs A Frain Mr F Mackintosh Social Studies Miss S Barrett Mr D Hunt

Technology Mrs J Mullen Miss K Garner Vocational Mr P Davidson Mr W Edwards Mrs J Morrow

Head of ICT Director of Learning KS3, Teacher of ICT & Business Studies Lead Teacher of Modern Foreign Languages Director of Sport Assistant Principal & Director of Learning Year 7/Transition BTEC Quality Assurance Nominee, Teacher of PHSE/Citizenship

Lead Teacher of Technology & Food Technology Teacher of Graphics & Resistant Materials Lead Teacher of Motor Vehicle Teacher of Construction Teacher of Salon Services

Educational Support STAFF Senco Mrs C Hammond

Special Educational Needs & Safeguarding Children Manager

Pupil Support Managers Mr T Meaney Mrs G Holland Specialist Teaching Assistants Mrs L Edwards Mrs R Kanes Ms S Murphy Miss J Richardson Mrs C Smith Mrs S Yarker

Mrs Mrs Mrs Mrs Mrs

T Greaves S Morton S Peak J Turner P Woods

Technicians Mrs K Flowers Intervention Tutors Mrs C Bentley Mr B Brown

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STAFFING

BUSINESS Support STAFF Mr N David

Chief Finance Officer

Mrs S Taylor Mrs F Royle Mr D Cotter

Human Resources & Payroll Manager Administration Manager Estates & Facilities Manager

Mrs L Freeman Mrs P Thomas Mr A Best Mrs S Pett Miss W Sinclair Mrs L Milne Miss C Mahon Mr D Meacock Mr P Hatch Mr R Morton Mr J Crane

Administration Supervisor Attendance Administrator Network Manager Pastoral Secretary PA to Executive Principal Reception Apprentice, Reprographics Exams Officer Site Manager Assistant Site Manager Assistant Caretaker

The Finance, Human Resources and Payroll functions are located at The Dean Trust, Ashton on Mersey School.

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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 Broadoak 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 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 BROADOAK SCHOOL YOUR FIRST CHOICE Can I be taught by friendly and caring teachers?

YOU CAN AT BROADOAK Can I be educated in a school with high expectations?

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

YOU CAN AT BROADOAK Can I attend a school which believes in firm but fair discipline?

YOU CAN AT BROADOAK Can I be taught in a school which is part of a Multi Academy organisation, which has its own Sixth Form YOU CAN AT BROADOAK Can I attend a school where excellent attendance is the norm?

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

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

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

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

YOU CAN AT BROADOAK

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SCHOOL CALENDAR

THE SCHOOL DAY The school day is planned as follows:

8.40 a.m

9.00 a.m

9.50 a.m

10.40 a.m

10.55 a.m

11.45 a.m

12.35 p.m

1.20 p.m

2.10 p.m

Children are expected

- - - - - - - - -

9.00 a.m 9.50 a.m 10.40 a.m 10.55 a.m 11.45 a.m 12.35 p.m 1.20 p.m 2.10 p.m 3.00 p.m

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

to be in their form rooms at 8.40 am

SCHOOL CALENDAR 2012 - 2013

OPEN CLOSE Autumn 2012

Tuesday 4th September Friday 26th October (Half Term 29th October - 2nd November)

Monday 5th November Friday 21st December (Holiday 24th December - 4th January) Spring 2013

Monday 7th January

Friday 15th February

(Half Term 18th - 22nd February) Monday 25th February Thursday 28th March (Holiday 29th March - 12th April)

Summer 2013

Monday 15th April

Friday 24th May (Half Term 27th - 31st May )

Monday 3rd June

Friday 19th July

school closed for STAFF TRAining (inset) Monday 3rd September 2012 Friday 19th April 2013 Friday 28th June 2013 School Closed for Public Holiday outside school holidays Monday 6th May 2013 (May Day) N.B School dates for 2013-14 will be available from the school or via the website after October 2012.

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STANDARDS

ATTENDANCE AND PUNCTUALITY At Broadoak School we are committed to improve punctuality as this will have an impact on your child’s attainment. Pupils should report to their form rooms at 8.40am for registration. Pupils who are late for school will be automatically placed in detention that lunchtime. Pupils who are late on 2 or more occasions within a week will be detained for 30 minutes on Friday after school.

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.

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 Parents are strongly discouraged from taking pupils out of school during term time for family holidays.

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.

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 ‘Pupil of the Month’ to celebrate outstanding achievement.

Good work and regular attendance are rewarded through the ‘Points make Prizes’ 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.

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STANDARDS

DISCIPLINE AND SANCTIONS The policy is to operate the normal school sanctions including detentions after school and at lunchtime. A full list of sanctions is available from the school.

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 partnership 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.

Broadoak School operates a ‘remove’ model where pupils, who despite verbal warnings continue to disrupt a lesson, are removed. Pupils who are removed or who self remove will automatically receive a 30 minute detention for each remove. Pupils who fail to attend the 30 minute detention that day will serve a 1 hour detention the following day. Pupils will be issued with a ‘remove’ slip to hand to parents/carers which acts as 24 hours notice of the 1 hour detention the following day, should the pupil fail to attend the shorter detention.

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.

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, we try to give parents advanced notice of after school detentions longer than 30 minutes 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 B. Sanctions taken against those pupils who commit serious acts of anti-social behaviour Examples of conduct which may lead to 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

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STANDARDS

C. Examples of misbehaviour that may lead to immediate permanent exclusion.

• One or more of the previous incidents deemed pre-meditated 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, alcohol or substances 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 8am and 4.30pm • Either your Director of Learning or a member of the Senior Management Team is usually available for immediate telephone contact • The Executive Principal or his 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. A full copy of the arrangements for the consideration of complaints about the school curriculum, made and approved by the Secretary of State under Section 23 of the ERA is available from the school • A sub committee of the School Governors, chaired by an independent person, will arbitrate in the event of an unresolved complaint We have a comprehensive policy to deal with complaints which can be obtained from the School Office.

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STANDARDS

ATTENDANCE Year 7 -11

ACADEMIC YEAR

ATTENDANCE

2011 - 2012

93%

2010 - 2011

92%

2009 - 2010

91%

2008 - 2009

91%

2007 - 2008

91%

2006 - 2007

90.3%

2005 - 2006

90.6%

‘Please Note.

In the school year 2010-2011, the average attendance for schools nationally was 93.4%’.

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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 Management Team. Academic Board Meetings occur half-termly to discuss issues and developments.

For the purpose of pastoral care the school is divided into five year groups. The Assistant Principal, Mr F Mackintosh leads the Pastoral Team. The five year groups are divided into three key phases, each of which is the responsibility of a Director of Learning: Transition (Year 7 ) Mr F Mackintosh, Key Stage 3 (Years 8 & 9) Miss J Mantel, Key Stage 4 (Years 10 & 11) Mrs J Long. In turn the Directors of Learning are supported by three Pupil Support Managers and a team of Form Tutors. The Pastoral System has the added dimension of a House System running vertically through Years 7 – 11 which promotes academic and sporting competition.

All Pupils are placed in mixed ability House groups for form time. In Years 7 and 8 Physical Education is taught in groups based on P.E ability. Science and Mathematics and ICT have sets linked to each other. For the remainder of the core and foundation subjects the pupils are placed in ability groups across the year group, based on English SATs data. We feel that such arrangements benefit those pupils requiring additional support, whilst also allowing us to challenge the children who can work to a high level independently.

In year 9 separate groupings are formed for English , Mathematics and Science giving all pupils the correct level of support personalised to their needs. This enables focused preparation for Key Stage 3 internal tests or early entry GCSE courses. All other subjects, apart from PE, are linked to English ability groups.

In Key Stage 4, 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 and Social Education, but excluding the statutory daily act of worship, is currently 25 hours and 25 minutes.

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CURRICULUM

SPECIAL EDUCATIONAL NEEDS All children are ‘special’, however, a number of pupils who have special educational needs will require extra support within mainstream schooling. On entry to Broadoak School pupils are placed in teaching groups based on Key Stage 2 results in the core subjects and the recommendation of their primary school teacher. Their work and progress is closely monitored throughout the year. Parental support and assistance at home is invaluable at this stage and can greatly enhance the work done in school. Pupils may also be withdrawn from lessons on an individual basis to receive extra help and support.

In Year 7 there is also a ‘Primary Curriculum’ Group which is smaller in number. Pupils who require more specialist support for literacy and numeracy or are 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 who require additional support, whilst also allowing us to challenge the children who can work to a high level independently.

In Years 10 & 11 support is provided for those that require it for core subjects and options.

For some pupils who find it difficult to access a full ‘academic’ curriculum they will be directed towards an ‘alternative’ curriculum (see Curriculum Section). This enables pupils to enjoy success at all levels whatever their ability.

THE INDIVIDUAL LEARNING SUPPORT CENTRE (ILSC) The purpose of the ILSC is to meet the needs of individual pupils irrespective of age and ability. The nature of the support is determined by each pupil’s particular need and can be academic, including Gifted and Talented, emotional and/or social. We aim to provide support across the whole curriculum and liaise closely with teaching staff to ensure the pupil’s progress is enhanced. The ILSC also coordinates the delivery of individual teaching and learning programmes designed specifically for pupils with special educational needs.

STATEMENTED PUPILS Statemented pupils are integrated into lessons and additional help is provided through Local Authority delegated funding budget to meet the pupils’ individual needs.

Pupils with physical disabilities are also fully integrated into all aspects of the curriculum and receive help from classroom assistants as required in practical lessons.

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 Guide: ‘Caring for Children’. Subsequently they will inform the Social Services of their concern.

The school has a designated Child Protection Officer – Mrs C Hammond

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CURRICULUM

OUTSIDE AGENCIES We work very closely with agencies who have expertise at working with pupils ‘outside the classroom’, for a variety of reasons. These include agencies such as: YISP; PAYP; CYPS and 42nd Street.

The School Nurse and Educational Welfare Officer have regular contact with the school. In their respective roles both offer invaluable support to our pupils.

Through Relate we employ the services of a counsellor, who arranges appointments to meet some of our pupils. This service is accessed through a referral process.

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

The above are just a few of the many professional agencies whose expertise we can employ to the benefit of our pupils.

RELIGIOUS AFFILIATIONS The school is nondenominational but Religious Education, Social and Personal Education and Citizenship Training (RESPECT) is a compulsory subject. Pupils may be excused from religious aspects of RESPECT at the written request of parents and they may also be excused from the religious part of school assembly.

HOMEWORK Homework is graded according to the position of the pupil in the school. For the first two years homework should not exceed one hour per night.

In Key Stage 3 homework is set weekly in English, Mathematics and Science. It is set fortnightly in all other subjects. Homework for Years 7 and 8 is also available on ‘Moodle’ the virtual learning environment. Subject teachers may also set additional homework linking directly with topics studied in lessons.

In Year 9 there is the opportunity for some pupils to begin their GCSE courses and therefore homework is a balance of coursework, revision, research and other extended learning tasks. Time required to complete homework can increase to one and a half hours each evening.

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 but only as and when required. This is a more flexible system that will advantage all pupils.

Pupils will be given homework according to their ability, course of study and their needs.

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 Year 7 Number of lessons

Art 1

Design & Technology 2

Drama 1

English 4

Spanish 2*

History 2*

Geography 2*

Information and Communications Technology 2

Mathematics

4

Music

1

Personal, social, health, citizenship & economic education 1

Physical Education 3

Religious Education 1

Science 4

A total of 30 lessons per week Year 8 Art 1

Design & Technology 2

Drama 1

English 4

Spanish 2*

History 2*

Geography 2*

Information & Communications Technology 2

Mathematics

4

Music

1

Physical Education 3

Personal, social, health, citizenship & economic education 1

Religious Education 1

Science 4

A total of 30 lessons per week Year 9 Art 1

Design & Technology 2

Drama 1

English 4

Spanish 2*

History 2

Geography 2

Information & Communications Technology 2

Mathematics

4

Music

1

Physical Education 3

Personal, social, health, citizenship & economic education 1

Religious Education 1

Science 4

A total of 30 lessons per week

*Subjects marked with an asterisk may be reduced to accommodate those pupils who require additional help with Literacy and Numeracy.

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CURRICULUM

CURRICULUM ORGANISATION We aim to ensure that the education offered at Broadoak School meets the best needs and interests of all our young people.

With the abolition of national tests at Key Stage 3 the core curriculum continues to adapt, broadening the opportunities for young people. English, Maths and Science have flexibility to commence GCSE courses in Year 9.

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 Broadoak 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.

Pupils entering Year 10 are divided into two parallel teaching bands There are compulsory subjects which they all must study making up the Core Curriculum.

CORE CURRICULUM - studied by all pupils

Number of lessons

English 4

Mathematics

4

Science BTEC or GCSE with Additional Science 6 Physical Education including Games 3* 1 RESPECT (Incorporating RE, PSHCEE and CoPE - Certificate of Personal Effectiveness)

* GCSE or BTEC Sport may be offered will be offered to those pupils who wish to undertake the course and show aptitude during this time allocation.

All pupils study English Language with higher ability pupils also studying English Literature. English controlled assessments commence in year 9 with pupils given the opportunity to sit the examination as early as year 10. High ability pupils in Mathematics are given the option to sit the IGCE which is a more challenging examination but creates a further opportunity to achieve the highest grades in the subject. Mathematics also has examination sittings in year 10.

Science has a number of pathways with BTEC Science, GCSE Science, Additional Science and Triple Science all chosen to suit the needs of individual pupils giving them the greatest chance of success.

During RESPECT pupils receive Religious Education, Personal and Social Education, Citizenship and Careers Training. From 2012 pupils will asked to select and study a full course GCSE in Citizenship or RE.

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CURRICULUM

OPTION SUBJECTS Pupils choose one of the following Level 2 options: • Sport (BTEC) and PE (GCSE) - combined course • Manufacturing (GCSE) and Business Studies (BTEC) - combined course • Retail Business (Principal Learning / Diploma) • Health and Social Care (BTEC and GCSE) - combined course • Construction (BTEC) • Music Technology OR Pupils choose a level 1 qualification in: • Motor Vehicle (Institute of Motor Industry) • Construction (City and Guilds) • Hair and Beauty (City and Guilds) Pupils then select two subjects from the following: • Art • Drama • Food Technology • Geography • History • ICT • Resistant Materials • Spanish •

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 PROJECT DAYS In Years 7 and 8 Project Days take place every half term. These events encourage group learning and cross curricular delivery. Pupils compete in teams on a particular project. Pupils create futuristic schools; build theme parks; design recyclable clothing; film, edit and report on sports footage; market an airline or football club; create a retail business; re-enact the Civil War; investigate internationalism or engage in a community based agenda. These deep learning experiences develop all the time! On these days the real focus is enjoyment alongside achievement.

HEALTH EDUCATION Health Education is largely covered in the PSHCEE course for the whole school, but certain aspects are incorporated in Science and Physical Education schemes of work. Drug Education and Sex Education are important aspects of Health Education. Both of these important areas are developed over the five year course accounting for the increasing maturity of the pupils. Sex Education is included in Science and PSHCEE the former covering the physical aspects, the latter emphasising the importance of caring relationships, responsible attitudes and self respect. Contraception, sexually transmitted infections and personal decision making are discussed in this context. Health professionals visit to deliver road shows on these issues and a nurse conducts a weekly drop–in clinic.

CAREERS EDUCATION Careers education is an integral part of the education of each pupil, and is incorporated into the PSHCEE 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. Students also undertake an accredited course to develop and assess the necessary skills required for the world of work.

During the course, pupils will undergo thorough preparation for their mock interviews guided by a Connexions Personal Advisor, a Careers Librarian and a Learning Support Assistant. These mock interviews in Year 10 will take place with employers at Carrington Business Park. 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 “drop – in” careers area which is accessible to pupils and is devoted to careers literature which pupils will be able to use for reference.

During Year 10 there is an opportunity for ‘work experience’, when students can sample working life and derive an insight in to the physical and mental demands of an occupation as well as formulating future ideas.

CITIZENSHIP Citizenship is taught within PSHCEE with students having the opportunity to select a GCSE in Citizenship or RE in years 10 and 11. Citizenship is taught cross curricular and is further enhanced by special timetabled days and themed weeks. Citizenship education gives students the knowledge, skills and understanding of their rights and responsibilities at local, national and global levels. There are many opportunities for students to participate as active citizens at Broadoak School, such as the School Council, Local Democracy Week and Community events and Project days in Years 7 and 8.

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EXAMINATION RESULTS

GCSE EXAMINATION RESULTS 2012

Entered Achieving Achieving Achieving Achieving Achieving

5+ GCSEs 5+ A*-C 5+ A*-C 5+ A*-G 1+ A*-G No A*-G

Eng & Maths Total 68 Pupils 96% 51% 97% 100% 0%

2011

Entered Achieving Achieving Achieving Achieving Achieving

5+ GCSEs 5+ A*-C 5+ A*-C 5+ A*-G 1+ A*-G No A*-G

Eng & Maths Total

62 Pupils

92%

39%

98%

98.4%

1.6%

2010

Entered Achieving Achieving Achieving Achieving Achieving

5+ GCSEs 5+ A*-C 5+ A*-C 5+ A*-G 1+ A*-G No A*-G

Eng & Maths Total

66 Pupils

77%

42%

98%

100%

0%

2009

Entered Achieving Achieving Achieving Achieving Achieving

5+ GCSEs 5+ A*-C 5+ A*-C 5+ A*-G 1+ A*-G No A*-G

Eng & Math Total 73 Pupils 70% 30% 95% 100% 0%

2008

Entered Achieving Achieving Achieving Achieving Achieving

5+ GCSEs 5+ A*-C 5+ A*-C 5+ A*-G 1+ A*-G No A*-G

Eng & Math Total 90 Pupils 67% 36% 96% 100% 0%

2007

Entered Achieving Achieving Achieving Achieving Achieving

5+ GCSEs 5+ A*-C 5+ A*-C 5+ A*-G 1+ A*-G No A*-G

Eng & Math Total 105 Pupils 56% 38% 96% 100% 0%

2006

Entered Achieving Achieving Achieving Achieving Achieving

5+ GCSEs 5+ A*-C 5+ A*-C 5+ A*-G 1+ A*-G No A*-G

Eng & Math Total

90 Pupils

39%

14%

87%

99%

1%

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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

Black with The Dean Trust badge Tailored plain black trousers White School colours (Clip on) Black or Dark Grey Plain black with smooth black soles (boots, trainers and canvas shoes are not allowed)

GIRLS Blazer

Skirt or Trousers

Blouse

Tie

Socks

Shoes

Optional

Jumper

Black with The Dean Trust badge

Plain Black Pleated knee length Tailored plain black trousers full length White with top button School colours (Clip on) Black or black tights in winter Black, flat heeled, smooth soles (boots, trainers canvas and platform shoes are not allowed)

Black with gold trim.

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

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 White polo shirt with The Dean Trust Broadoak School logo, plain black shorts,

plain black football socks, black fleece with The Dean Trust Broadoak School logo, trainers.

GIRLS White polo shirt with The Dean Trust Broadoak School logo, plain black shorts,

plain black football socks, black fleece with The Dean Trust Broadoak School logo, trainers.

Pupils in Year 10/ 11 undertaking BTEC Sport or GCSE PE will be expected to purchase an individually embroidered polo shirt . A towel will be required on all occasions for use after showering.

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PERSONAL APPEARANCE

PERSONAL APPEARANCE Make up and nail varnish are not allowed and extreme or coloured 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, extreme colours of hair are not permitted – other than 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 MP3/Ipods/earphones are not allowed to be used within the school buildings or grounds, pupils found using them will have the item confiscated. Pupils are strongly advised that they should not bring these items to school, they do so at their own risk.

Confiscated items will be held in the school safe. Parents or carers can collect any confiscated items at the end of each school day, otherwise pupils may collect the items themselves on a Friday after school.

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 planner, 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. Claims should be made on parents / carers’ private insurance policies.

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.

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COMMUNICATION

PASTORAL TEAM Director OF Learning Each Director of Learning has responsibility for the welfare and progress of all pupils within their year groups. 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, Mr Meaney and Mrs Holland will work closely with pupils throughout the school offering advice and support both in curricular and extra curricular time. They provide significant motivation for many of our pupils, and support them in their attendance and with academic and social issues They have a non-teaching role within the school.

Form Tutor Form Tutors have day to day responsibility for about 20 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.

Pastoral Care At Broadoak School we pride ourselves on outstanding pastoral care, which begins prior to the pupil starting the school with very close liaison with our partner primary schools, parents and carers. Once a child gains a place at the school they are allocated to the House and Form Group where they are looked after by a team of people dedicated to their well-being, inextricably linked with pastoral care and emotional development of pupils.

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 December 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 Broadoak School pupils should gather evidence of success and involvement in the life of our school.

Progress Evenings will coincide with the full annual report for each pupil so that the concerns of subject teachers and parents can be addressed. We welcome pupils on Progress Evenings but at times teachers may wish to communicate without the children 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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COMMUNICATION

GENERAL INFORMATION 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) Broadoak School has been awarded the Leading Parent Partnership Award (LPPA) it is a national award that provides a coherent framework through which schools can deliver effective parental engagement.

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.

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EXTRA CURRICULAR

EXTRA CURRICULAR ACTIVITIES At Broadoak we work extremely hard to provide an extensive range of clubs and activities for our children. Our staff offer activities that will interest and include every child throughout the school.

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 or choose to take part in these activities are reminded that whilst representing Broadoak School in the community and beyond, they are ambassadors for 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.

GENERAL Duke of Edinburgh Award Scheme Visits to the theatre Visits to London and places of historical interest Kingswood Outward Bound Centre Homework and support clubs in a range of Curricular areas Art Club Drama Club Instrument Tuition Chess Club School Library Computer Club

Young Enterprise Science Club Gifted and Talented Club Youth Achievement Steel Band DT Club

SPORTS Athletics Badminton Basketball Cricket Cross Country Dance Gymnastics Hockey

Netball Rock climbing Rounders Rugby Swimming Trampolining Football Table Tennis

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

Broadoak School Inspection report

Unique Reference Number Local authority

106363 Trafford

Inspect ion number Inspect ion dates

377391 2–3 November 2011

Report ing inspector

John Coleman HMI

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school

Secondary

School category

Foundation

Age range of pupils Gender of pupils

11–16 Mixed

Nu mber of pupils on the school roll Appropriate author ity

356 The governing body

Chair

Brian Rigby MBE

Headteacher Date of prev ious school inspection

Andrew Griffin 18 September 2008

School address

Warburton Lane Partington Urmston Manchester M31 4BU

Introduction Telephone number 0161 7761977 This inspection was carried out by one of Her Majesty’s Inspectors and two additional inspectors. Inspectors observed teaching and learning in 18 lessons taught by 177754559 different teachers. Meetings were held with members Fax number 0161 of the governing body, senior staff and groups of students. Telephone discussions took place with the Director Email address office@br oadoak.trafford.sch.uk of the Local Authority Children’s Services and representatives of two of the school’s partnerships. Inspectors observed the school’s work, and looked at a range of school documentation including data showing students’ attainment and progress, policies, the minutes of the governing body, reports from the School Improvement Partner, safeguarding records and students’ work. Questionnaires were scrutinised from a sample of students, staff and from 44 parents and carers.

The inspection team reviewed many aspects of the school’s work. It looked in detail at a number of key areas.  What is the progress of all pupils in English and mathematics and especially the highest attaining students?  What are the rates of students’ attendance and how successful is the impact of school leaders’ initiatives to improve this?  How consistent is good-quality teaching across different subjects?  What is the impact of leaders’ strategies to provide outstanding curricular opportunities on the progress and attainment of pupils in core subjects?

Broadoak is a much smaller than the average-sized secondary modern school. It is situated in a local authority which operates a policy of selective entry to secondary education. The proportion of students known to be eligible for free school meals is well above the national average. A lower than average proportion of students Age group Inspection date(s) Inspection number

11–16 2–3 November 2011 377391

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OFSTED - OUTSTANDING

speaks English as an additional language. The proportion of students with special educational needs and/or disabilities is well above average, and those with a statement of special educational needs is below average.

In 2006, Broadoak School joined the West Trafford Learning Partnership in Federation with Ashton-on-Mersey secondary school. The two schools have one governing body, an executive headteacher and a business manager. There are separate headteachers for each school. Broadoak has been awarded a number of nationally recognised awards including Investors in People and Sportsmark. On the school site is a sports village providing an extensive range of facilities used by the school and local community. Broadoak is designated as a London 2012 Olympic Games training site for football. In September of this year, adjacent to the school, ‘The Fuse’ opened. This is a privately sponsored youth facility providing state of the art dance and drama studios, a 300 seat theatre, a local radio station, a computer centre and meeting rooms. The Fuse is used by the school for the promotion of the expressive arts curriculum and vocational studies. It is also used by businesses and the local community. The management boards of the sports village and The Fuse include members of the federated governing body and senior staff from the school.

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory and 4 is inadequate Grade 1 Outstanding These features are highly effective. An outstanding school provides exceptionally well for all its pupils’ needs.

Grade 2 Good These are very positive features of a school. A school that is good is serving its pupils well.

Inspection judgements Overall effectiveness: how good is the school?

The school’s capacity for sustained improvement

Grade 1

Grade 1

Main findings

Broadoak provides an outstanding quality of education. Inspirational leadership from senior staff and the governing body has further developed good and outstanding provision seen at the last inspection. The systematic rigour to leaders’ monitoring and evaluation of the school’s performance leads to precise targets for improvement and sustained excellence in the school’s provision. This demonstrates the school’s outstanding capacity to improve.

Many students enter Year 7 with levels of attainment which are well below those found nationally. Due to consistently good teaching and an outstanding curriculum, they make good progress to reach broadly average standards by the end of Year 11. A very wide range of excellent facilities provides extremely well for students’ interests, aptitudes and abilities. In particular, vocational studies are outstandingly provided and outcomes are excellent. The school’s outstanding provision for care, guidance and support results in improving rates of students’ attendance, high levels of enjoyment in school activities and very positive attitudes of students to their school and the work they engage in.

Since the last inspection, standards have risen, as shown by the well above average percentage of students gaining 5A* to C grades at GCSE or equivalent. The provisional figure for 2011 is 92%. There is a consistent improvement evident in the rate of progress being made by all students across the full range of subjects. Levels of attainment in English and mathematics are a little below average, but given the very low starting points of many students, this represents significantly good progress. All groups of students make above average progress.

The highest attaining students make above average progress, but the percentage of students gaining the top A*/A grades in GCSE examinations are below average with the notable exception of physical education which achieves above average results. In the last three years, the gap between the progress made by students known to be eligible for free school meals and the progress made by all students has closed rapidly so that there is now no difference. This improvement is mirrored for students with special educational needs and/or disabilities.

The proportion of good and outstanding teaching has improved since the last inspection as a result of extremely effective and rigorous monitoring by leaders. Teachers are supported to improve by carefully targeted training based on the outcomes of monitoring. There is whole-school commitment to improvement by all staff. A `can do’ culture pervades all the school’s work and the exemplary vision and direction of the senior leaders is tangibly seen in the responses of staff questionnaires during the inspection which show overwhelming support for leaders’ plans and strategies to improve the school. There is some variation in the quality of teaching, in part brought about by several staff changes. For example, the mathematics faculty has seen an entire new teaching complement in recent months. This turnover of staff and the time needed to fully induct and embed

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OFSTED - OUTSTANDING

new appointments into the school’s systems explains why teaching is judged as good rather than outstanding.

Over time, students’ overall attendance has been below average and the percentage of persistent absence has been above average. Due to the very good impact of leaders’ strategies to improve these figures, they are now broadly similar to national expectations. The attendance officer works tirelessly to monitor attendance. Visits are made to students’ homes, effective use is made of welfare officers and regular letters encourage a good attendance. Recourse to the courts to prosecute persistent offenders is taken when appropriate.

What does the school need to do to improve further?

Raise further, students’ attainment in English and mathematics by: - increasing the school’s GCSE grade expectations for the highest attaining students - sustaining the improvements in students’ attendance.

Outcomes for individuals and groups of pupils Grade 2 Students say they enjoy school, feel safe and they appreciate what the staff provide for them. Relationships between staff and students are respectful and this results in good behaviour in lessons and around the school.

Students’ questionnaires show almost all agree that staff care for their well-being and are interested in their views. Inspectors’ observations confirm this; there were many examples seen of staff stopping students in the corridors and asking about how they are getting on with their studies or in other activities such as sport. In lessons, students show good attitudes to learning and concentrate well. Students feel easily able to approach staff for help if they need it. Attendance is improving and makes an increasingly positive impact on students’ ability to learn. Students gain a wide range of externally accredited qualifications and skills which equip them well for their future economic well-being. The excellent opportunities provided for sport, with high rates of participation, make an outstanding contribution to students’ development of healthy lifestyles. Students learn about physical health matters through the curriculum and they are knowledgeable about the best choices to make regarding food and drink. An outstanding range of opportunities is available for students to engage in the school and local community. For example, students act as peer mentors, prefects, members of the council and some are actively involved in the management of The Fuse. It is too soon to evaluate the full impact of provision at The Fuse on students’ achievements.

The outstanding curriculum ensures an excellent match to students’ needs and aspirations. As a result, students show interest and enthusiasm for learning and this contributes strongly to their good progress. In lessons, students enjoy learning through practical activities and they say they make most progress when they are able to learn through `doing.’ Students gain broadly average skills and knowledge by the time they leave the school and the vast majority gain numbers of qualifications above the national norms. The development of students’ spiritual, moral, social and cultural awareness is good, meaning that when combined with their academic and vocational skills, they are well prepared to enter the world of work, training or further education. The percentage of students not entering any of these pathways is reducing and is better than the national comparisons.

How effective is the provision?

The quality of teaching Grade 2 The extent to which the curriculum meets pupils’ needs, including, where relevant, through partnerships

Grade 1

The effectiveness of care, guidance and support

Grade 1

The good quality of teaching is characterised by the good subject knowledge of staff, very good relationships between students and staff and consistent application of leaders’ policies and expectations. The profile of teaching, as shown by school and local authority monitoring, has improved since the last inspection.

Observations made by inspectors, combined with scrutiny of students’ work and analysis of tracking data, support this view. Most lessons are good. There is some outstanding teaching and an equal amount which is satisfactory. The best lessons are where teachers have clear expectations for students’ learning based upon prior assessment of what students already know and can do. This ensures a good level of challenge for the different abilities of students. In these lessons, teachers briskly engage students with interesting initial tasks which are quickly moved on when teachers have checked students’ understanding. In satisfactory lessons, there is often too much teacher talk and too few opportunities for students to think and reflect upon their learning. Also, the teachers’ expectations of the highest attaining students are not always high enough in some lessons because similar tasks are given to all students.

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OFSTED - OUTSTANDING

The outstanding curriculum provides excellent personalised and flexible options for students of different interests especially in Key Stage 4. There is a first class balance of academic and applied learning for all students. A very wide range of partnerships with external agencies enriches provision, widens choices and brings work-related experience to students’ learning. Excellent opportunities for students are provided through the federation by utilising staff’s expertise and achieving excellent economy of scale for the availability of resources. Specialist qualifications are offered in a broad range of areas. For example, a sports qualification offers dedicated teaching on careers in sport in partnership with a premiership football team situated in close proximity to the school.

Sport, science, health and social care, construction, retail, salon studies and motor vehicle technology are all provided at Broadoak with external courses available in media and hairdressing. Opportunities for students to complete GCSE examinations early, in Year 10, are in place.

Well-targeted support is provided for all students. A vulnerable children’s team including a head of behaviour, director of learning, pupil support managers, pastoral secretary, attendance officer and special educational needs leader, all ensure that students are quickly identified if they need additional support. Excellent use is made of external agencies including psychological support, youth offending team and mental and emotional health services. The school nurse and councillors are available daily and the school works closely with families and students to support learning, development and well-being. Post 16 progression is aided by the Connexions officer who meets with all students with special educational needs and/or disabilities in Year 10. Staff are trained in the techniques to support students with medical conditions. Communication between staff is excellent and this ensures a prompt response to supporting students’ needs.

How effective are leadership and management?

The effectiveness of leadership and management in embedding ambition and driving improvement

Grade 1

The leadership and management of teaching and learning

Grade 1

The effectiveness of the governing body in challenging and supporting the school so that weaknesses are tackled decisively and statutory responsibilities met

Grade 1

The headteacher and executive headteacher set extremely high expectations for their own performance and for everyone who works or studies in the school. They lead by personal example. Together, they enthuse and inspire staff, students and the local community. They build highly effective staff teams who unequivocally share their vision for school improvement and students’ success and well-being. Management systems run extremely smoothly and ensure the day-to-day organisation and function of the school is first class. Staff expertise is used very productively to the maximum benefit of all students in the federation. Professional development is outstanding and staff questionnaires returned to inspectors show overwhelming support for leaders.

The governing body provides exemplary strategic management. Led by a very knowledgeable and experienced chair it is both supportive of, and challenging to, school leaders. The quality of reports received by the governing body is exceptionally good. Leaders provide termly evaluations of the school’s progress to improve provision and outcomes for students. In harmony with senior leaders, the governing body successfully develops provision and facilities in the school and wider community which impact strongly on the range of opportunities provided for students. Safeguarding procedures are very effective. Good arrangements are in place to undertake risk assessments to keep students, staff and visitors free from harm. Training is up to date and goes beyond what is required statutorily. There is good promotion of equal opportunities as evidenced by the successful closing of the gap for notable student groups. Community cohesion is good due to effective policies and reviews of plans which take into account the specific needs of students in the school.

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HOW TO FIND US

WHERE TO FIND US From the North and West: • • • • • • •

Take M6 south to Junction 21 Turn East on to A57 towards Irlam 2 miles to lights - turn right Over Warburton Toll Bridge (have 12p handy) 50 yards first left into Paddock Lane At end left on to A6144 1 mile to Partington - shortly after 30mph signs, at Pelican crossing, turn right into main gate

From the South: • M6 North. If the Thelwall Viaduct is clear you can use the directions above from J21 • If Thelwall is slow you can come off at J20 and take the road to Lymm • At the T-junction in Lymm turn left and immediately right on to the A6144 towards Partington and Carrington • About 3 miles to Partington - shortly after the 30mph signs, at Pelican crossing turn right into main gate From the East M62 West • •

•

Take M60 towards Stockport - over Barton Bridge J6 for Carrington. At the exit follow the signs for Carrington (turn right over the motorway) Follow the road for 5 miles (two sets of lights, past Shell and Carrington power station, into Partington and over mini roundabouts) • Broadoak is the last building on the left - at the Pelican crossing - shortly before the 40mph signs On Arrival at Broadoak School: • Drive in through main gate and turn right into the car park • Walk back towards the main gate and turn right past the building (as if you had just come straight in through the gate).

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