ASPIRE & ACHIEVE
Additional Information and parents and carers guide
Contents Additional Information Admissions 01 Uniform 02 CURRICULUM AIMS
03
the CURRICULUM (overview)
03
Behaviour for Learning
04
THE CODE OF CONDUCT FOR PORTSMOUTH ACADEMY FOR GIRLS (PAG)
08
procedures and expectations
09
REWARDS PROCEDURE
11
A GUIDE FOR PARENTS AND CARERS
Target setting, Assessment, Tracking Pupil Progress and Reporting to Parents
TARGET SETTING ‘ASPIRE AND ACHIEVE’
14
MARKING 15 REPORTING TO PARENTS
15
gcse results 2013
16
Admissions This Academy has no defined catchment area; applications are welcome from anywhere in Portsmouth and the surrounding area. For admissions to year 7 in September 2014 a quota system will operate for each junior/primary school within the City of Portsmouth if the Academy is oversubscribed. With the exception of places allocated to pupils with statements of special educational need and one place available for pupils living in Portsmouth but not attending a maintained primary/junior school, the number of places in a year group will be allocated to all the potential feeder schools in Portsmouth on a percentage basis, i.e. • Number of year 6 girls in the school x (admission limit – number of pupils with statements applying) divided by number of year 6 girls in the city. The figures used will be based on the Academy’s Census figures for that cohort in the January of the year preceding the September entry date (i.e. January 2013).
If a school quota is oversubscribed by the total number of applications from that school, applications will be considered according to the priorities in the order set out as follows: 1) Children who are looked after by a local authority (i.e. in their care or provided with accommodation by the authority for a continuous period of more than 24 hours). Children who were previously looked after but immediately following being looked after became subject to an adoption order, residence or special guardianship order. 2) Children or families who have a significant medical, physical, psychological or social need. Evidence must be attached with the application. Applications under this criterion must be supported by written evidence from an appropriate professional involved stating clearly why the preferred school is the most appropriate for the child and reasons why other schools in the city are inappropriate. All applications received under this category are considered by the academy liaising with a multi-disciplinary team of the local authority. 3) Children whose parents are specifically stating their preference for a single sex school. 4) Children who have a sister (living within the same household) already on roll and who will still be attending the school the following year;
5) Children who live closest to the Academy, based on the shortest distance from home, measured in a straight line. (This distance will be used where necessary to prioritise applications using the LA Geographical Information System). Note: If a school quota is oversubscribed by the total number of applications from that school within any of the criteria 1 to 5 above, then distance as given in paragraph 5 will be used to prioritise applications within these categories. Should there be two or more identical distances requiring prioritisation this will be done by casting lots. If the quota to a potential feeder school is undersubscribed then the remaining places will be taken to a central pool. This pool will then be allocated as a second quota to the oversubscribed schools. The quota will be calculated as follows: (Number of applications remaining per school ÷ number of remaining applications) x number of places remaining. All places will be allocated using the Admissions Policy criteria set out in paragraphs 1 to 5 above. For mid-year applications places will be allocated in accordance with the criteria set out in paragraphs 1 to 5 above.
• Note – this category does include stepsisters, adoptive sisters living within the same household or children whose parents are married or cohabiting and live together within the same household.
Page 01
Uniform Uniform Policy
For health and safety reasons girls must wear shoes which cover the whole foot. Trainers, converse style shoes/trainers with white trim, or sandals, are not suitable. Boots are only allowed in snowy conditions.
school day even if this means that the piercing will close up. Retainers are not acceptable. If pupils do not conform to this then they may be sent home.
Please note – Pupils in the incorrect uniform may be sent home, with their parents’ permission, to correct this.
HEADBANDS/SCARVES should be black too.
No nail varnish, no false nails, gels or extensions
All uniform can be brought from Simmonds online uniform store: www.simmonds-ltd.com
Hairstyle
BLAZER – (compulsory) black blazer with blue trim and Academy logo (available from Simmonds only).
For online shopping assistance Tel: 01892 837202
Jewellery
Hairstyling should be smart, plain and simple. Un-natural hair colour dyes and highlights, shaved patterns, extreme cuts, are not acceptable. Multiple plaits/braids should be tied back.
Years 7 – 9
PE Uniform
May not wear jewellery, rings or make-up.
• Blue polo shirt
Years 10 – 11
• Black plain shorts
May not wear jewellery, rings and any make-up must be discreet.
• Black plain tracksuit trousers
As the new uniform includes a blazer, outdoor coats – including denim and leather jackets – are not to be worn in school. TIE – (compulsory) with Academy logo will be given free to all existing pupils (any replacements will have to be paid for). PE TOP & BADGE – will be given free to all existing pupils (any replacements will have to be paid for). PE uniform is for PE only.
Email: customersservice@simmonds-ltd.com
Please note:
SHIRT – white long or short sleeved shirt.
• Watches are not classed as jewellery.
JUMPER – is not compulsory but if a jumper is worn, it must be the Academy jumper.
• A necklace with a light chain and a small plain emblem may be worn – to be kept under the shirt. This must be removed for PE.
SKIRT/TROUSERS – skirts are the preferred option but plain black tailored trousers can be worn (no skinny jeans/trousers, jeggins etc). SOCKS/TIGHTS – plain white or black socks/ plain tan or black tights. SHOES – black enclosed shoes with low heels.
Pages 02 & 03
• Trainers • No jewellery • Plain sports jumper with logo See the Academy’s website for FAQs (Frequently Asked Questions) and uniform updates
• The wearing of earrings is inappropriate and not encouraged. However, where pupils have pierced ears a plain stud only may be worn, no more than one in either ear lobe.
Mobile Phone Policy
• If pupils have piercings which require them to wear additional jewellery, such as nose studs, extra ear studs, eyebrow studs, tongue studs, they will be told to remove them during the
The Rules:
The purpose of this policy is to prevent unacceptable use of mobile phones.
1. The Academy strongly advises that mobile phones should not be brought on site.
2. Parents and pupils should understand that bringing a phone in is entirely at their own risk as the Academy accepts no responsibility for loss, theft or damage of any phone.
CURRICULUM AIMS
3. Mobile phones that are brought on site should be stored turned off (not on silent) and out of sight.
To encourage girls to develop lively, enquiring minds; to be capable of independent and collective thought and to experience enjoyment in learning so that they can take advantage of opportunities that occur throughout their lives.
4. Any pupil using their phone (except where outlined in point 7 or 8) will have their mobile phone confiscated. 5. A refusal to hand over a mobile phone when requested will be treated as a disciplinary matter. 6. As part of the Academy’s Internet Acceptable Usage Policy and E-Safety Policy, the Academy reserves the right to confiscate and search any phone where there is a reasonable suspicion that it may contain undesirable materials including those that promote pornography, violence or bullying. 7. Pupils are permitted to use mp3 players (including mp3 mobiles) during lunch and break time only in designated areas. 8. Pupils may be permitted, by the explicit instruction of their teacher, to use their mobile phone as a “learning tool” for example to take photographs of their work for a portfolio. 9. Communications between parents and pupils during the learning day should only occur through the Academy’s official communication channels. 10. Under no circumstances should mobile phones be taken into any external examination.
To set high expectations which enable each girl to achieve her greatest potential. To enable the girls to develop as fully as possible their abilities, interests and aptitudes; making additional provision where necessary for those with special needs and who are in any way disadvantaged. To give girls the experience of a caring, supportive community where life is enjoyable and where there is equal provision regardless of race and culture. Each girl should feel that her language, religion and culture are acknowledged and valued throughout the community. To provide a curriculum which ensures contact with the key skills, knowledge and experience which will help the girls to solve problems, make informed decisions and know more about themselves and the world in which they live. To work in ways which will enhance the selfdiscipline, self-respect and confidence of young people and encourage them to take responsibility for their physical and emotional well-being and the quality of their own lives.
To enable the girls to acquire understanding, knowledge and skills relevant to adult life, employment and leisure in a changing world. To promote the development in the girls of a code of moral values which takes full account of other people’s feelings and beliefs. To enable the girls to make positive contributions to themselves, future generations and society. To promote aspects of healthy living and encourage the girls to make choices with consideration of risk and subsequent implications (Stay Safe).
The Curriculum (overview) The curriculum model will follow a broad base in Years 7 and 8 (Key Stage Three). Core subjects: English, Mathematics, Science and ICT. Humanities: RE, PE, PHSE, Art, Technology, a Modern Foreign Language and additional literacy and numeracy where appropriate. Key Stage Four: Years 9, 10 and 11 will be differentiated for girls’ needs. There will be access to academic and practical, creative, artistic and applied options. This will also include PHSE and Careers Advice and Guidance. In addition, there will be access to post-16 qualifications where appropriate.
Behaviour for Learning
It also takes into account DfE guidance:
ETHOS
• Exclusion guidance.
The Behaviour Policy at Portsmouth Academy for Girls is a statement of good practice that covers all aspects of the Academy that contribute to fulfilment of the Academy’s mission statement through the development and maintenance of good behaviour, an awareness in students of their personal responsibility and a positive ethos within the Academy. All members of the Academy are expected to help maintain an atmosphere conducive to learning and development, with courtesy and mutual respect as the basic requirements. This will be achieved through the application of the Code of Conduct and the procedures laid down in the policy.
THE CONTEXT The National Context The policy has been updated in the light of the Education and Inspections Act 2006 which came into force on 1 April 2007 and the education act 2011.
Pages 04 & 05
• Home school agreements. • Use of reasonable force. • Screening, searching and confiscation.
ROLES AND RESPONSIBILITIES The Trustees are responsible for: Producing a written statement of general principles to guide the Principal in determining measures to promote good behaviour.
• Preventing and tackling bullying.
Notifying the Executive Principal and providing them with any related guidance if the governing body wants the behaviour for learning policy to include particular measures or address particular issues.
• DfE and ACPO drug advice for schools.
The Local Governing Body is responsible for:
Academy Context
• Establishing, in consultation with the Executive Principal, Principal, staff, parents and student (including students with disabilities), the policy for promotion of good behaviour and keep it under review.
• Behaviour and discipline in schools.
This policy does not stand alone but is to be used in conjunction with other school policies including Attendance, Assessment, Anti-bullying, Health and Safety, Safe Restraint Equality and Diversity as well as other relevant day-to-day advice in the staff handbook.
AIMS • To encourage adherence to an agreed set of principles of behaviour – The PAG Code of Conduct. • To support effective Teaching and Learning. • To contribute to mutual respect. • To ensure all members of the school community are safe and ensure their well-being.
• Ensuring that the policy is communicated to students and parents, is non-discriminatory and the expectations are clear. Governors will support the Academy in the maintaining of good behaviour and health and safety. • Monitoring and assessing the impact of the policy to ensure the strategies do not impact disproportionately or unfairly on any students within the Academy. The result of this review will be published to appropriate staff and any issues will be addressed. • Ensuring the policy and the strategies take into account staff and student health and welfare issues e.g. by ensuring the staffing level is appropriate, that appropriate training is available and that there are support systems in place for staff etc.
The Principal is responsible for: • Ensuring the strategies devised will satisfy the principles set out by the governing body. • Ensuring the policy promotes good behaviour and deters inappropriate behaviour, including all forms of bullying. • Ensuring Behaviour for Learning is viewed as a core principle by all staff. • The implementation and day-to-day management of the policy and procedures. • Ensuring the policy is publicised annually to staff (including volunteers), students and parents in the form of a written document (this is a legal obligation). • Deciding which staff may impose sanctions. • Decide on the lead professional for Behaviour for Learning in the Senior Leadership Team.
• Enabling the monitoring and assessing of the policy’s impact to ensure the strategies do not impact disproportionately or unfairly on any students within the school can occur through provision of appropriate systems and support staff.
• Providing the Executive Principal, Principal and Governing Body with a report regarding the monitoring.
The Senior Leadership Team (SLT) is responsible for:
The Assistant Principal (Teaching and Learning) is responsible for:
• Ensuring that all staff are aware that the ethos and standards of the Academy must be transmitted through them, as well as ensuring the effectiveness of the school as a caring and safe community.
• Ensuring all staff have access to appropriate CPD for Behaviour Management.
• Working with their designated pastoral leaders to support them in their role. The Assistant Principal (Every Child Achieves) is responsible for:
• Working with other staff, including the Lead Professional on the SLT and the unions in developing disciplinary strategies.
• The day-to-day implementation of the Behaviour for Learning policy and associated strategies, including dealing with incidents in the higher stages of the sanctions process (see the staged sanctions procedure).
• Ensuring that all staff are clear about the school’s expectations with regard to behaviour leadership.
• Carrying out staff training in the Behaviour for Learning policy and strategies, to ensure they are in a position to implement them.
• Ensuring staff have access to advice, training and development opportunities to meet their needs and that staff faced with challenging behaviour have appropriate support.
• Analysing the data with regard to rewards and sanctions to ensure the strategies do not impact disproportionately or unfairly on any students within the Academy. • Analysing the data with regard to rewards and sanctions with the Associate Leader ECA and House Leaders during line management
meetings to identify as soon as possible where intervention is needed.
The Educational Visits Co-ordinator is responsible for: Ensuring that all staff organising trips include in their standard application letter for the trip a clear statement about behaviour standards and processes and that subsequently there will be a behaviour agreement specific to the trip, making expectations of good behaviour and consequences of poor behaviour clear, signed by the parents and student. (see the model agreement in the Academy’s trips section of this policy) The and Associate Leader for ECA is responsible for: • Providing and driving a House ethos that will encourage high standards of behaviour. • Using the information obtained to provide positive feedback in House assemblies. • Supporting other staff with staff actions in response to individual incidents of poor behaviour.
• Monitoring the rewards and sanctions of students in their House through the use of CMIS and the commendation recording system and taking action at an early stage to prevent escalation of underachievement by an individual.
The SLT as line manager to a curriculum area is responsible for: • Reviewing incidents and their causes with the Curriculum Leader in order to inform the review of the policy and provide an opportunity for assessing training needs.
• Communicating with parents to ensure they are informed at the earliest stages of interventions regarding underachievement.
The Associate Leader/Lead Teacher is responsible for:
• Liaising with external agencies and supporting our most vulnerable children.
• Being proactive as well as reactive with regard to behaviour for learning practices in their curriculum area.
The Tutor is responsible for: • Carrying out their duties as form tutor to the highest standard, thereby acting as a positive role model. • Using information provided by the Pastoral system regarding rewards to provide positive feedback within the form. • Working with individual students using all available data (rewards, sanctions, report grades etc.) to help the student set meaningful targets for improvement and devise strategies to achieve them. • Using the opportunities provided by Vertical Tutor Group provide leadership opportunities and to set up support for students as appropriate. • Assisting the House Leader with monitoring students.
Pages 06 & 07
• Supporting staff in their curriculum area with regards to behaviour management issues. Lead Teacher (LT) should be the first port of call in case of an incident.
• Creating a high quality learning environment, modelling and teaching good behaviour and implementing the agreed policy and procedures consistently. • Keeping accurate registers of attendance to lessons in all Key Stages using CMIS lesson monitor. Students will in the first instance be expected to take responsibility for their own behaviour and will be made fully aware of the school policy, procedure and expectations. Students also have the responsibility to ensure infringements of the policy are reported.
• Running the detentions on calendared occasions.
Parents and carers will also be expected to take responsibility for the behaviour of their child both inside and outside the Academy. They will be encouraged to work in partnership with the Academy to assist in maintaining high standards of behaviour and will have the opportunity to raise any issues arising from the operation of the policy. If parents wish to make comments about the behaviour of students they can do so via the school e-mail or contact the relevant pastoral leader.
All staff will be responsible for:
(refer to appendix 1 – Rights and Responsibilities)
• Reviewing incidents and their causes with their staff in order to inform the review of the policy and provide an opportunity for assessing training needs.
• Ensuring that the policy and the procedures are followed and fairly and consistently applied. Mutual support amongst all staff in the implementation of the policy is essential. Staff have a key role in advising the Executive Principal or Principal on the effectiveness of the policy and procedures.
STRATEGIES • The Code of Conduct, with examples to illustrate intent, and the Learning agreement will be included in the Student Planner each year. A copy will be sent home for signing as an indication of support and will be kept on file for each student. • The Code of Conduct will be displayed in classrooms and other parts of the Academy as appropriate. It will be sent to all parents when their daughter joins the Academy as part of the Induction Pack. • The Code is designed to be brief and easy to remember. It will include only the underlying principles of the Academy’s expectations. • The Code is capable of application to an infinite variety of situations and is designed to encourage students to develop responsibility for their own behaviour. • It is expected that students will adhere to the Code of Conduct. • It is expected that staff will follow the Behaviour Policy and apply the Rewards and Sanctions procedures consistently. • Staff should use the student planner to keep parents informed. • Expectations of students in lessons are supported through the effort grade system. The requirements are displayed in teaching rooms. (reference to the relevant section in the online handbook)
• High standards and a positive approach in both academic and extra-curricular aspects of personal development are encouraged through the rewards system. • Inappropriate behaviour is discouraged through the sanctions process. Staff will use the rewards and sanctions procedures to keep form tutors, Curriculum Leaders and Pastoral Leaders informed. • Maintenance of good attendance is expected. • The school works positively with external agencies. It seeks appropriate support from them to ensure that the needs of the students are met by utilising the range of external support available.
ASSERTIVE DISCIPLINE • Students at PAG are, in the main, well behaved and will respond to a reminder of the appropriate behaviour. • Use proactive approaches to stop undesired behaviour and model socially acceptable behaviour. • Use supportive feedback when things go well. • Make sure students are clear about any specific applications of the Code of Conduct within your classroom, do not assume that students will know. • Be consistent in your application of this code.
• When students are not on task, deal with it calmly, quickly and consistently. • Where a student is off-task but non-disruptive, they should be redirected onto task e.g. by standing near the student as you teach, mentioning the student’s name etc. • If the student repeatedly goes off task ask the student to stay at the end of the lesson to discuss the issues, consider rearranging the seating plan etc. • Persistent behaviour of this type should be referred to the Lead Teachers and Pastoral Leader using the appropriate forms. • If a student is disruptive and does not respond to corrective action a message should be sent to the appropriate line manager to come to assist and withdraw the student from the lesson. The student will work in the line manager’s teaching room. The incident must be recorded. Appropriate action should be taken with the student. The teacher should have a follow up discussion with the line manager. • In the unlikely event of behaviour that causes a risk to the student or to others a member of Senior Leadership Team should be called to assist.
THE CODE OF CONDUCT FOR PORTSMOUTH ACADEMY FOR GIRLS (PAG) It is expected that, as a student of PAG, you will show respect at all times, both in and out of the Academy, by having: Respect for Learning: • Ensure you have all the necessary equipment and books to all lessons.
• You can wear one pair of small gold or silver coloured studs for pierced ears, in the ear lobe only, do not wear any other jewellery. Inappropriate jewellery will be confiscated until parents collect. • Makeup should be discreet. Nail varnish must not be worn. • Do not bring banned substances onto premises or be in possession of banned substance on your journey to or from Academy. This will result in exclusion. • Follow all Health and Safety guidelines. • Do not leave the Academy’s grounds during the day unless permission has been given by your House Leader. Leaving without permission will result in inclusion.
• Ensure behaviour does not impede your own learning or that of other people in the class.
Respect for others:
• Complete all learning activities to the best of your ability.
• Behave with courtesy and consideration at all times, walk on the left when moving around the Academy and hold doors open for people coming through after you.
• Meet all deadlines set by teaching staff. Respect for yourself: • Take responsibility for your actions. • Always look smart and wear the correct uniform.
Pages 08 & 09
• Respect the property of other members of the community (refer to mobile phone policy). • Arrive promptly to lessons. If you are late you will receive a sanction that day. • Share with your parents/carers any entries made in your planner.
• Ensure your parents/carers receive all letters promptly and return the reply slips. • Follow all Health and Safety guidelines. Respect for the environment: • Keeping the Academy clean and tidy. • Eat in the designated places e.g. the dining hall, the quad or the field. You should not eat in class rooms or the main building. • Do not bring chewing gum, aerosol cans, tippex etc. into school. • Follow all Health and Safety guidelines.
procedures and expectations The following outlines procedures and expectations for students 1. Before the Learning Day
3. Assemblies • Assembly is a period of reflection and for some individuals may carry a spiritual significance; therefore students should enter and leave in silence and show personal respect and tolerance for others. • Students should sit in tutor groups in main school assembly, facing the stage, as directed by staff.
• Students who arrive before 8.15 a.m. must wait in the Dining Hall and not enter other parts of the building since this would impede the work of the cleaning staff.
• In Key Stage Assemblies or House assemblies students should sit in tutor groups or as advised by the relevant Pastoral Leader.
• Students should ensure that they are in their form room and ready for registration to begin at 8.45 a.m.
• Students should wait in silence.
2. During Registration • All students should be seated and all chairs should be down. • Books and equipment should be on the student’s desk ready for the next lessons; they should not be allowed to go to lockers during registration. • The Register must be taken in silence at 8.45 a.m. and 1.55 p.m.
4. Lunch hour/Break • Students should eat in the Dining Hall or outside (excluding hot food), if weather permits, in the designated areas. No food or drink (except water) may to be consumed in classrooms or corridors. • A warning bell will sound at 1:50 p.m. All staff and students should be ready for registration at 1.55 p.m. 5. Lessons • Students should arrive on time and enter the room quietly and get books out, or, if appropriate, wait quietly outside in the corridor, ensuring they do not block the through route.
• The Register will be taken, usually at the start of the lesson. Lateness will be recorded. • Students are expected to demonstrate high standards of behaviour in lessons. • Students should complete all home learning and course work that is set and adhere to the deadline for completion. It is each student’s responsibility to write their assignments and deadlines in their planner. An extension can only be given for specific and genuine reasons and at the discretion of the subject teacher. 6. During Pastoral Time (8.45 a.m. – 9.00 a.m. and 1.55 p.m. – 2.00 p.m.) • Students should be engaged in a meaningful activity, as advised by the Assistant Principal and Associate Leader for ECA. • Form tutors will ensure students are kept informed about relevant changes to daily routines as outlined in the Staff Bulletin, the Weekly Focus and at staff briefings. Students should check the plasma screen for room changes. • Students should ensure that their planners/ diaries are kept up to date. • Planners/diaries will be checked at least fortnightly by tutors and periodically by the Assistant Principal and Associate Leader ECA and House Leaders.
7. Leaving the Academy During the school day: • Students may only leave with written permission from their parents. A letter should be sent in the previous day and given to the House Leader who will, if appropriate, issue a Student Pass. • Students should sign out at reception. If they return they must sign back in on the same sheet.
• If a member of staff does not arrive at the lesson a pupil should go to reception within 5 minutes of the start of the lesson. • Students should sit in silence while registers are taken and be attentive at all times. Students are collectively responsible for: • Ensuring rooms are tidy at the end of each lesson and lunch time; unclaimed items should be taken to lost property. • Keeping the Academy free from litter.
• Bags should be an appropriate size to carry books and equipment. 10. Movement around the Academy. • Keep to the left and in single file wherever there is two-way traffic, take extra care on stairs. • Hold doors open for people coming through after you. • Queue in single file.
• Reporting bullying.
• Enter rooms quickly to avoid congestion in corridors.
• If students are given study time during any examination period they must sign in and out on designated sheets at reception.
• Reporting theft.
• Be very quiet around the reception areas.
• Reporting graffiti.
• Go promptly to lessons.
• All students should leave promptly in a sensible and orderly fashion, realising that others may still be working.
• Reporting any damages to the Academy’s property.
• Only leave lessons with permission.
During Examination:
8. Collective Responsibility Students and staff should work together to ensure their working environment is safe and pleasant. • Always follow the Code of Conduct. Students may ask for clarification via the Academy council. • If you see someone you do not know around school and they are not wearing a visitor’s badge, report it to reception or any other adult immediately.
Pages 10 & 11
• Reporting any broken equipment. 9. Uniform / Dress Code • Follow the code and take care of your appearance.
11. Care of the Environment • You should not leave litter; it is your responsibility to put your rubbish in the bins provided. Eating is allowed:
• Outdoor coats, hats and scarves must not be worn in the main building.
• Before learning time and at break, in the dining room or in the designated areas.
• Make up and nail varnish are not appropriate and should not be worn.
• At lunchtime in the dining room or in the grounds.
• Large jewellery is not appropriate and should not be worn. A pair of gold or silver studs, or small earrings (that do not hang below the earlobe) a small and discreet religious symbol, and a watch are permissible.
Eating is never allowed in classrooms or music practice rooms as this is against health, safety and hygiene guidelines. • Classrooms should be used carefully, safely and respectfully. You should behave quietly and sensibly. • Chewing gum should not be brought into the Academy it spoils clothing, furniture and carpets. It is difficult and expensive to remove. 12. Use of Planners • Students must always have their planner with them. They must be tidy and up to date and signed in accordance with the school’s instructions. 13. Use of Computers • Passwords must be kept confidential. • Academy computers should only be used for work and business, in compliance with the guidelines given in the student planner. PAG is a large Academy and everyone has the right to feel safe and to work in a challenging and rewarding environment. We expect everyone will keep our code so that we can all work to get the best from the Academy. All tutors will go through this information with their forms at the beginning of the year. A copy of the PAG Code of Conduct – General Procedures will be kept in the tutor file.
REWARDS PROCEDURE We believe the most effective means of reinforcing appropriate behaviour and motivating students to meet the Academy’s work and behaviour expectations is through praise and rewards. Praise and rewards are given in recognition for a positive contribution to school life. Such a contribution includes sound academic work and effort and participation in extra-curricular activities and events. The attention of staff is not to be limited to those whose academic work is outstanding or those whose behaviour is consistently poor. Good work and effort are encouraged by the awarding of commendations. Students are encouraged to use their time constructively by participating in extra-curricular activities and events. It is expected that good standards of behaviour will be encouraged through the consistent application of our Code of Conduct supported by a balance of rewards and punishments within a constructive school ethos. It is vital that we maintain a consistent approach to the application of the award system.
AIMS • To provide a system of rewards, which are known, understood and agreed by all members of the community. • To provide a means of supporting academic development and social and emotional development. • To provide a fair and equitable means of encouraging students and hence support the Behaviour Policy and the Code of Conduct.
STRATEGIES The aims may be achieved in the following ways: • By making it apparent that rewards may be informal, such as giving praise, and formal such as awarding commendations. • By effective use of the SEAL approach. • Staff should award commendations when they feel it is appropriate but there should be a consistent approach across all curriculum areas.
SEAL and Habits of Excellence
SEAL aspects
SEAL approaches
Habits of Excellence
Knowing myself
Managing impulsivity
Understanding my feelings
Metacognition
The PAG uses a SEAL approach to underpin the qualities and skills that help promote learning. There are five social and emotional aspects of learning which should be adopted as everyday practice. This approach is driven through the Habits of Excellence programme.
Self Awareness
Managing impulsivity Managing my expression of emotions Managing feelings
Changing uncomfortable feelings and increasing pleasant feelings
Thinking and communicating with clarity and precision Responding with wonderment and awe Finding humour Acting with persistence
Motivation
Working towards goals
Thinking flexibly
Persistence, resilience and optimism
Metacognition
Evaluation and revue
Empathy
Social Skills
Remaining open to continuous learning
Understanding others thoughts and feelings
Acting with empathy and understanding
Valuing and supporting others
Skills of interdependence
Building and maintaining relationships
Skills of interdependence
Belonging to groups Solving problems including interpersonal ones
Pages 12 & 13
Taking responsible risks
Acting with empathy and understanding Thinking flexibly Finding humour
House Points Suggested criteria for awarding for academic work are: • A piece of work that is above target grade (where the target it A* a piece of work at target grade). • Sustained improvement in standard of work i.e. the student does not have to get full marks but has to have improved from her previous level. • Sustained improvement in some other aspect of her work e.g. punctuality, attitude to learning etc. • Staff should take into account recommendations made by students during peer assessment. Commendations should also be awarded for participation in extra-curricular activities. The procedure will be: • Lead student should collect information at registration each Monday morning about sporting activity, community work etc. that students in the form have carried out in the last week. • The Lead student should pass on the information to the form tutor who can award commendations where appropriate.
• Praise Postcards can be sent to inform parents about a significant achievement or improvement. • 100% attendance certificates are awarded. Prizes are awarded at the end of the Academy’s year for effort and achievements.
A GUIDE FOR PARENTS AND CARERS Target setting, Assessment, Tracking Pupil Progress and Reporting to Parents
We aspire to excellence and measure ourselves against the highest standards. This is integral to: • how we set targets for pupils • how we assess their progress against their targets • how we track this progress and intervene appropriately and • how we report to parents and carers about their daughter’s progress and life in our academy.
TARGET SETTING ‘ASPIRE AND ACHIEVE’ All pupils are set challenging but realistic targets and are tracked against these targets. Targets are based on a thorough knowledge of the prior attainment, progress and context of pupils individually and collectively. They are a means of setting and agreeing high but realistic expectations and an essential element of developing a positive culture where everybody knows what needs to be done to improve. Targets are set on the belief that all pupils can make at least the expected 3 levels of progress from year 7 to year 11 with some pupils exceeding the expected levels of progress.
Pages 14 & 15
Targets are set on an individual basis using KS2 sub levels and % future chances accessible from a well-established, national data provider called Fischer Family Trust. Targets will not be ‘moved down’ through a student’s time at PAG except in exceptional circumstances. Target setting will reflect the drive to close attainment gaps for vulnerable pupils. Pupil targets will be reviewed in line with assessment times. Where a pupil is consistently outstripping a target, the target may be increased incrementally to reflect their accelerated progress. In every classroom there is a poster that shows your daughters what grades or levels they should be working towards in order to meet or beat their final targets.
MARKING ‘MARKING IS THE TOOL TEACHERS USE DAILY TO FIND OUT WHAT CHILDREN HAVE DONE, AND WHERE THEY NEED TO GO NEXT. ‘ In the Academy we mark in order to inform and support progress. We use a WWW, EBI and SR marking stamp. When students are returned work, they receive a grade or level and comments from their teachers which inform them What Went Well (WWW), and what would be Even Better If (EBI)… We have found this an extremely effective way of helping students to move forward in their learning. As they respond to the comments, so their next pieces of work are strengthened. As they progress through school, students are likely to be asked to write their own WWW/ EBIs – and some for their peers too. From Year 7, students can use these comments and reflect on what can be done to take their learning to the next stage. We encourage students through the Student Response (SR) part of the marking process. Students are expected to respond to the written feedback they have been given. A most important piece of equipment is a red pen. After teachers have marked work, students should respond to the comments which have been made, using this red pen, and identify any areas about which they are unclear. It is this partnership in giving and responding to feedback which ensures fast progress.
Frequency of Marking: Teachers check students’ work after every 2 weeks. All students work is acknowledged by teachers. NB: Teachers Mark in green pen and students comments are in red pen. Marking also takes Literacy into account. All staff are guided to monitor students’ spelling, punctuation and grammar closely and we use a series of codes to inform our students of this. Code
Meaning
Circle word and put S in the margin
Spelling mistake – check in dictionary
P
Punctuation error
Gr
Grammar error
//
New paragraph required
V
Incorrect word used
^
Missing word
REPORTING TO PARENTS ‘PARENTAL SUPPORT HAS A GREAT CORRELATION WITH PUPILS’ ACHIEVEMENT’ • Between 4 and 5 times during the school year your daughter’s attainment sheet will be sent home. • During the academic year you will have one formal report with personalised teacher and tutor comment and a Parents’ Evening. Attendance at Parents’ Evening is essential to support your daughter’s learning. • Please remember that at anytime you can log on to Eportal to track and monitor your daughter’s attainment, attendance and conduct. Contact your daughter’s House Leader for more details.
GCSE Results 2013 Subjects
2013
2012
2011
2010
2009
3D Design GCSE
14%
21%
36%
50%
11%
Art GCSE
86%
79%
89%
94%
80%
Biology GCSE
100%
Business and Communications Studies
48%
61%
64%
71%
80%
Catering GCSE
50%
82%
54%
75%
78%
Chemistry GCSE
100% 73%
80%
73%
68%
Dance GCSE
33%
Double Science GCSE
45%
43%
36%
44%
38%
Drama GCSE
43%
60%
56%
88%
63%
English GCSE
72%
56%
59%
68%
63%
English Literature GCSE
67%
74%
64%
64%
50%
Film Studies GCSE
81%
84%
86%
89%
80%
French GCSE
41%
62%
64%
46%
41%
Geography GCSE
51%
45%
55%
47%
48%
German GCSE
66%
92%
62%
62%
68%
Graphics GCSE
62%
54%
62%
63%
84%
History GCSE
59%
54%
58%
55%
67%
Home Cooking Skills L2 BTEC
100% 100%
ICT OCR Nationals Award
81% Double Award, 74% Single Award
76%
66%
Leisure and Tourism GCSE
40%
37%
55%
Maths GCSE
62%
39%
52%
54%
51%
Music GCSE
89%
54%
50%
92%
70%
PE GCSE
47%
55%
61%
33%
57%
Physics GCSE
100%
RE GCSE
45%
75% (with Short Course), 82% (Full Course)
87%
83%
89%
50%
Spanish GCSE
67%
60%
59%
63%
70%
Textiles GCSE
81%
41%
38%
65%
51%
Page 16
Actual Results
Ebacc
A*/A
5 A*-C
5 A*-C inc Eng and Maths
2011
56%
41%
12%
22%
2012
56%
37%
6%
20%
2013
62.20%
56%
32.40%
19%
% 3+ A*/A
St Mary’s Road, Portsmouth PO1 5PF Tel: 023 9281 2822 Fax: 023 9287 2022 Email: info@pafg.org.uk
www.pafg.org.uk