27385 Weydon School Online Brochure Update

Additional Information

Contents Promotion of Teaching and Learning ................................................................................................................. 2 Curriculum .................................................................................................................................................................... 3 Subject Organisation and Delivery....................................................................................................................... 5 The Arts at Weydon.................................................................................................................................................... 6 Sporting Aims and Provision................................................................................................................................... 8 High Achieving Students and Special Educational Needs.........................................................................10 Students with Disabilities.......................................................................................................................................12 Child Protection and Lunchtimes........................................................................................................................13 Student Leadership Team.......................................................................................................................................14 Student Voice..............................................................................................................................................................15 Extra-curricular Clubs..............................................................................................................................................16 Admissions...................................................................................................................................................................19 Collective Worship and Citizenship ...................................................................................................................24 The Spiritual, Cultural, Social and Moral Development of the School Community..........................25 Religious Studies.......................................................................................................................................................26 Governing Body.........................................................................................................................................................27 i2i Teaching Partnership..........................................................................................................................................28 Useful Contact Details.............................................................................................................................................29

Inspiring

ACHIEVEMENT

Promotion of Outstanding Teaching and Learning Teaching • Teaching will be based on research into the most effective pedagogical methods to deliver inspiring lessons.

• Teachers will provide opportunities for deliberate practise through planned problems of increasing complexity.

• Teachers will explain, model and scaffold new and challenging material to support metacognition (why and how we’ve learnt something).

• Teachers will formatively assess students’ progress regularly and work with them to accurately target further improvements and secure rapid progress.

• Teachers know students well, showing belief in their potential.

• Teachers will set goals that stretch and challenge students of all abilities, backgrounds and disposition. Students are interested, stimulated and captivated by their learning.

• Teachers have high expectations of behaviour and establish a framework for discipline using praise, rewards and sanctions consistently and fairly.

Students • Students work independently and collaboratively to solve problems and consider increasingly challenging circumstances and tasks.

• Students regularly and deliberately practise using the skills and knowledge they have acquired ensuring they use the feedback they are given to move towards mastery.

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• Students have a go and take risks ensuring that work is consistently at the highest standard achievable.

• Students manage their own motivation towards learning and build a repertoire of strategies to choose from during learning activities.

• Students learn to take positives from any failure experienced.

• Students achievements are praised, shared in the classroom and celebrated across the school through, for example, wall displays, assemblies, social media and the schools’ bulletins.

Weydon Curriculum 2022–2023 Minutes per week for each subject YEAR 7

YEAR 8

YEAR 9

YEAR 10

YEAR 11

English

200

200

250

200

225

Mathematics

200

200

200

250

225

Science

200

200

300

300

300

Physical Education

100

100

100

100

100

Personal & Social Education

50

50

50

50

50

Religious Education

50

50

-

-

-

Computing

50

50

-

-

-

Geography

100

100

-

-

-

Languages

150

150

-

-

-

Design Technology

100

100

-

-

-

History

100

100

-

-

-

Music

50

50

-

-

-

Art

100

50

-

-

-

Drama

50

50

-

-

-

Dance

-

50

-

-

-

Option subjects A

-

-

150

150

150

Option subjects B

-

-

150

150

150

Option subjects C

-

-

150

150

150

Option subjects D

-

-

150

150

150

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Weydon Curriculum (Continued) • The total curriculum time is 1500 minutes per week.

• The curriculum is delivered through a one-week timetable of thirty periods.

Each period lasts for 50 minutes.

• Year 7 students will follow a two-year Key Stage 3.

For some subjects, students will follow a particular pathway. The pathways are designed to ensure that the students are fully engaged in their learning.

• Students will follow either French or Spanish on joining the school. The decision as to which a student will follow, is made by Weydon School.

• Year 9, 10 & Year 11 includes four option subjects of 150 minutes per week leading to a full GCSE. Subjects include French, German, Italian, Spanish, History, Geography, Computer Science, Business Studies, Statistics, Art & Design including Photography, Music, Drama, Dance, Child Development, Design Technology including Textile Design and Three Dimensional Design, Physical Education, Astronomy, Politics (AS Level), Film Studies, Media Studies, Food Preparation & Nutrition and Religious Studies. The school also follows a number of other courses provided by BTEC and OCR Nationals in Creative Media, ICT and Child Development, as well as WJEC Vocational Award in Hospitality & Catering.

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Subject Organisation and Delivery In Year 7 students are assigned to a tutor group and the majority of students will be following a two-year Key Stage 3 course.

The courses that the students will follow have been designed to personalise the educational experience of the learners. In some subjects students will follow a particular pathway which has been designed to ensure that they are fully engaged in their learning whilst following a relevant course designed for their particular needs. In all subjects, the pathways are continually reviewed and monitored. The school will assign all students to follow either French or Spanish. This decision is made by Weydon School.

In Year 8 students will continue to be taught in some pathways to suit their individual requirements. At the end of the year students will complete an ‘internal’ end of Key Stage 3 assessment. In Year 8 students pick their GCSE subjects for the remaining 3 years after a fully supportive schedule is delivered to ensure that the students make an informed decision.

In Year 9 students will begin to follow their GCSE courses in English, Mathematics and Science. Most students will also follow four GCSE options. There are some additional courses that some students are offered in addition. These take place outside the normal school timetable.

The teaching methods employed at Weydon vary in response to the needs of the students and the demands of subject content. The school has developed a FLOW teaching and Learning policy that takes all the best practice identified from educational research and implements these strategies in the classroom. Teachers’ professional development at Weydon means that students are constantly benefitting from the right approach at the right time.

Students in Year 7 and above have the opportunity to purchase an iPad to support their learning. The school uses digital platforms to assist students’ learning both in and outside the classroom. We aim to be an inclusive school. This means that all students, regardless of their strengths and weaknesses in any area, are equally valued and have the same opportunities for participation. As part of our school community they are included in the feeling of belonging.

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The Arts at Weydon Housed within the Medici building, the Arts are able to perform and exhibit in a world class building that has purpose built studios, exhibition spaces and a 300-seat theatre with an in-house sound and lighting technician.

Art The Art and Design curriculum area is a vibrant and busy area where a wide range of creative activities takes place. All students are given the opportunity to experience a variety of media and techniques in three purpose-built studios.

We have a beautiful exhibition space, ICT suite and kiln, giving students the opportunity to work in both two and three dimensions across a wide spectrum of art, craft and design.

The fabulous gallery enables us to showcase and celebrate work by students of all years throughout the year.

The light and airy studio rooms are available for students to develop their skills and ideas during a number of lunchtime art clubs and after school GCSE students are able to use these spaces to access all the art materials and facilities. Experienced staff are on hand for advice and support about their project and portfolio work. We offer additional

extra-curricular activities and workshops at various times through the year, exploring techniques for Mixed Media, Fine Art, Painting, Printing and Photography.

We offer Art, Craft and Design at GCSE in Key Stage 4 and, from September 2021, we have introduced the GCSE Art & Design Photography course as an option. We are delighted that a significant percentage of our students move on to do further artrelated courses at 6th Form Colleges.

Dance The Dance curriculum area is a hub of excitement and creativity; it was introduced into the curriculum four years ago and has continued to grow and become more popular, especially with our now extensive cohort of male dancers.

Students take part in regular clubs, festivals, competitions, performances and showcases throughout the year and they are proud of their work and what they are achieving.

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Dance offers opportunities for everyone, being such a diverse subject there are no limits or boundaries for our students to create and achieve.

We work both practically and theoretically in this subject to ensure that the foundations of Dance are set properly from the beginning. Students study choreography and performance, the professional works of established

choreographers including; aspects of production and analysis of their own work and the processes of creating a piece.

They are encouraged to experiment, create and be curious at every opportunity learning how to work with others and appreciate different styles and works along the way.

Drama The drama curriculum is challenging and diverse offering students opportunity to devise original work as well as develop performance skills through a variety of practical workshop-based classes as a way of exploring text and performance. We also have fabulous facilities including a drama studio and 300-seat theatre, which supports exciting practical student involvement in lighting, sound, costume, and set design.

Weydon stages very successful school productions (Caucasian Chalk Circle and The Little Shop of Horrors to name the most recent) as well as providing a variety of other performance opportunities throughout the year. We also take part in the largest youth drama festival in the country: Shakespeare Schools Foundation.

Extra-curricular clubs run at lunchtime for both KS3 and KS4.

Our student technical team is growing in size and independently handles many of the technical demands of our performances.

Theatre visits are arranged for all year groups and are enthusiastically supported by students. One of the most exciting GCSE trips is to New York for the ‘Broadway

Experience’. GCSE Drama has a high uptake at KS4 and many students go on to study Drama, Performing Arts or Theatre Studies at 6th Form Colleges.

Music The Music department is a thriving and dynamic space within the school. Over 150 students regularly take part in the extensive extra-curricular timetable which includes choirs, concert band, training band, taiko drumming, and rock school.

There are half termly concerts: some of these are informal recitals for soloists and small

ensembles, others are formal concerts for large ensembles. In addition to these concerts, there are annual musical theatre productions.

In lessons, we study a wide range of musical genres from around the world and from various eras. Students learn through performing, composing and appraising activities. We use music software, in particular

GarageBand and Noteflight, for composing projects. We run regular trips to concerts and musicals. Students also have the opportunity to visit amazing destinations abroad on Summer Music tours, most recently Lake Garda in 2019.

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Sporting Aims and Provision The Physical Education curriculum area has an excellent reputation both within the school and local area and is extremely proud of its students and their achievements. The curriculum area believes strongly in developing healthy, active lifestyles in the school community, whilst also striving for excellence.

Currently there are 10 members of staff teaching Physical Education, additionally supported by a number of trainee teachers who are undertaking teacher training as part of the school’s SCITT programme. A key feature of the area is the passion that all of the staff have for their subject and sport, and the way in which the staff interact, and their willingness and flexibility to adapt in order to best meet the needs of the students.

The curriculum area has great facilities, which consist of two high quality allweather pitches, a state-of-the-art fitness suite, a sports hall, gym, main hall, and high quality floodlit hard court areas marked out for either four netball or six tennis courts.

Additionally the main playground is marked with six superb basketball or football courts marked for students to use both within and outside of lesson time.

Students in KS3 cover a number of invasion games, aesthetic activities, athletics, fitness, net wall games and striking and fielding games. In Years 8, 9 and 10, classes are put into pathways according to their ability. In Year 11 students have the opportunity to follow an options programme and make use of local facilities, including; Surrey Sports Park, Blacknest Golf Club and the Alpine Ski Centre at Aldershot.

Students who opt to study GCSE PE follow the EDEXCEL syllabus, with approximately 100 students studying for this award each year.

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We are a dedicated curriculum area for fixtures and extra-curricular activities, and as well as running inclusive clubs before school, at lunchtime and after school, we also run teams that compete at local, District, County and National level in a number of sports. Netball, football and rugby feature strongly as winter sports, with a focus on cricket, athletics and tennis in the summer. We have a number of students taking part in individual activities like trampolining, dance and gymnastics, and opportunities exist for students to take part in a range of further activities from wakeboarding, sailing and kayaking to karate. Additionally a number of specialist coaches come in to school on a fee paying basis to offer additional high quality

coaching in a number of sports. Inter-form and inter-college competitions in a range of sports also run throughout the year.

Many of our students are very talented and go on to achieve success locally, nationally and even at international levels.

The department is keen to offer students opportunities to develop and grow further, both in their sport and as individuals, and organises a number of sports tours. In the last few years this has included major tours to South Africa and Australia, and more locally a rugby tour to the West Country and a netball tour to the Brighton area. A football tour to Holland is being planned as well as a watersports trip to the South of France.

The curriculum area is fully committed to encouraging students to adopt healthy, active lifestyles and to foster and nurture their talent and love of physical activity.

Excellence for some, opportunity for all.

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High Achieving Students Students who demonstrate excellence in their subjects will be identified through teacher nominations and grade sheet academic performance. These students will be registered as being potential high achieving students and incorporated into our extra-curricular and academic programme.

All staff are made aware of these students and plan their lessons to ensure the students fulfil their potential. The high achieving student co-ordinator, the Directors of Key Stages and PALs, monitor their progress in line with an assessment cycle and provide extra opportunities for the highest abilities across different subjects.

A programme is in place for Champion students that are identified as having the potential to achieve highly in Years 7-10.

Projects include taking part in workshops such as ‘Visiting Vets’, supported by the University of Surrey where a group of Year 7 students mocked up working as a vet for the day. Year 11 students are then stretched and challenged through the student leader process and their assigned curriculum areas.

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Additionally, opportunities arise for students to represent the school in local speaking competitions and academic triathlons.

Recently we have partnered with the University of Oxford to offer a small group of Year 10 students the chance to experience a week on campus with hundreds of students from around the country.

As of summer 2020, we are excited to launch our first Higher Project Qualification (additional GCSE) to a group of Year 9 students moving into Year 10. This is a rigorous, valuable award that involves a small number of students completing a 2000 word investigation essay on a topic of their choice and supporting project paperwork over 12 months. This helps our students to stand out when applying for Russell Group Universities in the future. Our legacy trip to the Brecon Beacons for Year 9 students continues in the summer term with a week-long residential to reward the Champion students for their efforts on their involvement in the extra GCSE.

Special Educational Needs and Disabilities We aim to be an inclusive school. This means that all students regardless of their strengths or weaknesses in any area are equally valued and have the same opportunities for participation. As part of our community they are included in the feeling of belonging.

A student is defined in the Code of Practice 2014 to have special educational needs where their ‘difficulty or disability calls for special educational provision, that is different from or additional to that normally available to pupils of the same age’.

Staff based in the student support centre address a wide range of special educational needs and disabilities (SEND).

These include children who have difficulties with communication and interaction, cognition and learning, social, emotional wellbeing and mental health difficulties and sensory or physical needs.

We aim to help all students to become effective, independent learners and to ensure that the curriculum is differentiated to meet individual needs. Regular monitoring and assessment allows targeted intervention based on individual need. A detailed SEND policy is available.

Students are initially identified through transition liaison with our confederation schools, screening test results, referrals by subject teachers and concerns expressed by students and parents. Our current SEND provision is published on our website and can be found at http://www.weydonschool.surrey. sch.uk/parent-information/sen-info-offer/.

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Students with Disabilities The definition of disability is defined in the Equality Act 2010 as having a physical or mental impairment that has a ‘substantial’ and ‘long-term’ negative effect on your ability to do normal daily activities.

effort would be made to provide and accommodate any additional facilities or resources that might be required by the disabled student, including the use of special technological aids.

Admissions Arrangements:

The Supported Learning team co-operate with their mainstream colleagues to facilitate the integration of a range of learning activities and differentiated resources into teaching programmes and endeavour to provide any additional teaching or nonteaching support that may be required.

All students have equal opportunity for consideration for admission to Weydon.

Every effort is made to meet the individual needs of the applicant and, after consultation with the appropriate outside agencies, parents or guardians would be advised of any difficulties that the student would be likely to encounter.

Steps to prevent students with disabilities from being treated less favourably: Helping all students to be effective learners is the responsibility of every member of staff. Therefore, a whole-school policy for Supported Learning has been adopted. This aims to ensure that appropriate provision is available to enable all students to have equal access to curriculum opportunities and to ensure that the curriculum is differentiated to meet individual learning needs. Every

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Access to the school buildings: Weydon has much of its teaching and learning space at ground floor level and access ramps have been installed to those ground floor areas. Wheelchair users would encounter problems in gaining access to some upper floors, however there are lifts to the Faraday area, the Art classrooms in Medici and a lift has been installed in the Globe building. Toilet facilities have been installed in many areas of the school.

Accessibility duties – background: Schools are expected to draw up accessibility plans to improve access to education in schools over time. The following statements are initial ideas as to how Weydon might look to meet its duties under the Act. Some classrooms have less than ideal acoustic properties affecting audibility and teaching.

We will aim to increase access to the school curriculum for disabled students.

We will aim to increase access to the physical environment of the school.

We intend to investigate, with appropriate resources, any other facilities that might cause difficulties for those with disabilities.

As part of Weydon’s ongoing assessment of provision of resources for students, the school regularly assesses the provision that it makes for students with physical disabilities to access learning resources. As part of the identification process there is potential for specific software to be made available should a need arise.

Child Protection Safeguarding is at the heart of Weydon School.

The Designated Safeguarding Leads (DSL) are Mrs Sam Howard (Assistant Principal) and Mr Matt Venton (Vice Principal), the Deputy DSLs are Mrs Julie Aldridge and Mrs Rebecca Price. In their absence, we have a team of Safeguarding Officers who can help you. Upon receiving information that a child may be a cause for concern or in danger, all members of the staff know that they are responsible for referring the details to the DSL, whose duty it is to decide what course of action to follow. Procedures are laid down by the local authority/Government and it is the policy of the DSL to follow these guidelines.

The DSL may conclude that the nature of given allegations indicates that they should be reported to agencies outside of school.

These agencies are trained to deal sensitively and supportively with a wide range of child protection matters. The DSLs and staff at Weydon School aim to work collaboratively with the parents to provide a supportive package of care, ensuring children are kept safe and grow up in circumstances which provide effective care.

Lunchtimes At lunchtime we offer a wide range of hot and cold food in the restaurant which follows the new national food standards. Students may purchase food or bring a packed lunch, which may be eaten in the restaurant, the hall or outside. In good weather we encourage students to spend their break times outside but in wet weather they may use their tutor rooms to talk quietly or the Learning Resource Centre to work. Students are not allowed to leave school at lunchtimes. The school provides a wide range of activities and clubs at lunchtimes which they are encouraged to participate in.

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Student Leadership Team The Student Leader team consists of the Senior Six Student Leaders and the main Student Leader body who are all responsible for a faculty or pastoral area. Each committee of students will be running activities to improve their area of the school.

The Senior Six Student Leaders are made up of:

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Head Boy

Head Boy of Castle College

Head Boy of River College

Head Girl

Head Girl of Castle College

Head Girl of River College

Student Voice Student Voice is run by Student Leaders and comprises of a committee from all year groups. It is run in conjunction with the Leadership Team and Senior Six in order to implement change and improve the school.

All student leaders are allocated a specific faculty or pastoral area as follows: AS Politics

Geography

Astronomy

History

BTEC IT

Inclusion

Business

International

Careers

LRC

Computer Science

Maths

Dance

MFL

DofE

Music

Drama

Pastoral

DT

PE

English

PSHE

Environment

RE

Extra-Curricular

Science

Film and Media

Student Voice

Food tech

Textiles

Student Voice Student Leaders

7

8

9 10

Year

Year

Year

Year

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Extra-Curricular Clubs As you can see from the sample list, the extracurricular activities offered at Weydon School is extensive and offers a broad and balanced selection for your son/daughter to choose from.

We feel passionately about ensuring the very best progress is made for each and every student but we also believe that students benefit from fully embracing the extra-curricular offer. Students are encouraged to pursue at least one club a week.

Extra-Curricular Sample Timetable Monday Activity Genre Genius Reading Stemettes Board Games Debating Society Drama Club Percussion Junior Choir Netball Football Badminton

Venue Albion A12 Elsinore Roosevelt Medici WM2 WM2 Courts AWP 2 Sports Hall

Time

Venue Alexandria N2 E4 Mediterranean Elsinore Drama Studio WM1 AWP 1 AWP 2 Courts Sports Hall Gym

Time

After School After School

Tuesday Activity Chess Club Science Club DT CAD Project Globetrotters Geography Warhammer Club Dance Club Folk Music Rugby Girls Football Netball Basketball Archery Page 16

After School After School After School After School After School

Wednesday Activity Knit and Knatter Book Club History Film Club Embroidery Club Bridge Club Brass Band String Orchestra Ukuleles United Trampolining Fitness Basketball Gymnastics

Friday Venue Bohemia V11 Cavell E3 LRC WM1 WM2 WM2 Sports Hall Fitness Suite Gym Gym

Time

Venue Riley E2 W18 V11 W19 W8 Drama Studio Medici WM2 Drama Studio Sports Hall Gym Sports Hall

Time

After School After School After School

Activity International Oware Games Club Code Club Big Questions – Philosophy Club Model UN Sustainability Team Rock School Girls Rugby Gymnastics Trampolining

Venue

Time

N16

-

A10

-

N8

-

Roosevelt N7 WM2 Field Gym Sports Hall

After School

Thursday Activity Art Sketch Club Cookery Club Chinese Club Maths Club Spanish School French School Boys Dance Tap Dance Concert Band Dance Academy Table Tennis Girls Basketball Trampolining

After School After School After School After School Page 17

Our vision is inspiring minds of every student through:

Excellence in progress, achievement and learning

Ethos through leadership, partnership and friendship

Expectations a relentless focus on improvement through innovation and creativity

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Admissions Policy 2023 – 2024 Weydon School is an academy within the Weydon Multi Academy Trust & the Weydon Multi Academy Trust is the admissions authority. The admissions process is administered by the school in accordance with these Admission Arrangements, in accordance with and pursuant to the Admission Policy of the Weydon Multi Academy Trust.

Weydon School Academy is a 11 to 16 mixed comprehensive school serving the southern area of Farnham and rural villages within Surrey and Hampshire. We do not have any requirement for aptitude from prospective students.

The school participates in the Local Authority co-ordinated scheme and all deadlines within that should be adhered to by applicants.

Applications for admission to year 7 must be made in October of the year before admission, to the child’s Home Local Authority on their Common Application Form.

The Published Admissions Numbers (PAN) for Year 7 starting September 2023 will be 330.

As required by the Admissions Code (2021), the school will give top priority to applications on behalf of children in public care (Children in Care) and children who have previously been in care.

Children with an Education Health and Care Plan naming the school will also be admitted and will count within the admission numbers.

There is no guarantee of a place for children attending one of our named partner schools.

The school will endeavour to provide places for students who do not attend a named partner school whose parents wish them to attend Weydon School, provided that they can be accommodated within the admission limits.

Admission to our school is not dependent on any ‘voluntary’ contribution.

The Schools Admissions Code (2021) will take precedence if there is any disparity with the Admissions Policy.

Living inside or outside the County boundary of Surrey has no impact on any parent / carer application.

Out of Chronological Year Group Requests When applying, applicants may make a request in writing to the School’s Admissions Committee for a place for their child outside of the normal age group. The School’s Admission Committee will consider this request and the decision will be made on the basis of the evidence supplied to the committee of the circumstances of each case and in the best interests of the child concerned.

https://www.gov.uk/government/ publications/summer-born-children-schooladmission/admission-of-summer-bornchildren-advice-for-local-authorities-andschool-admission-authorities • Applicants who are applying for their child to have a decelerated entry to school, i.e. to start later than other children in their chronological age group, should initially apply for a school place in accordance with the deadlines that apply for their child’s chronological age. If, in liaison with the Principal, Governors agree for the child to have a decelerated entry to the school the place cannot be deferred and instead the applicant will be invited to apply again in the following year for the decelerated cohort.

• Applicants who are applying for their child to have an accelerated entry to school, i.e. to start earlier than other children in their chronological age group, must initially apply for a school place at the same time that other families are applying for that cohort.

If, in liaison with the Principal, Governors agree for the child to have an accelerated entry to the school, the application will be processed. If it is not agreed for the child to have an accelerated entry to the school, the applicant will be invited to apply again in the following year for the correct cohort.

For further understanding please refer to the Department of Education Guidance on ‘Advice of the admission of summer born children.

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Admissions Policy 2023 – 2024 Oversubscription criteria Should there be more applications for entry to the school than places available, the Governors will apply the criteria in the order in which they are set out below.

First priority: Looked after children and previously looked after children Children who are in the care of a Local Authority (LA), or have been previously in the care of a Local Authority.

Looked after and previously looked after children will be considered to be: • Children who are in the care of a Local Authority or provided with accommodation by a local authority in accordance with Section 22 of the Children Act 1989, e.g. fostered or living in a children’s home, at the time an application for a school is made; and • Children who have previously been in the care of a Local Authority or provided with accommodation by a local authority in accordance with Section 22 of the Children Act 1989 and who have left that care through adoption, a child arrangements order (in accordance with Section 8 of the Children Act 1989 and as amended by the Children and Families Act 2014) or special guardianship order (in accordance with Section 14A of the Children Act 1989).

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• Children who appear (to the admissions authority) to have been in state care outside of England and ceased to be in state care as a result of being adopted. A child will be regarded as having been in state care outside of England if they were accommodated by a public authority, a religious organisation or any other provider of care whose sole purpose is to benefit society. The parent/carer will need to provide evidence to demonstrate that the child was in state care outside England and left that care as a result of being adopted.

Places will be allocated under this criterion when places are first offered at a school and the Local Authority may also ask schools to admit over their Published Admission Number at other times under this criterion.

Second priority: Staff Children Priority will be given to children of staff who are employed at the Weydon School site by the Weydon Multi Academy Trust.

To qualify, the staff member must either: • Have been employed on the Weydon School site in Weydon Lane for 2 or more years as at the final date for admissions applications. In addition, their Employment Contract must demonstrate their employment address / place of work is the Weydon School site, Weydon Lane, Farnham Surrey GU9 8UG

• Their employment must meet a skills shortage at the school. To identify if your role qualifies for a skills shortage please speak with the Principal or Deputy Principal of Weydon School.

If you are applying under the skills shortage criteria, please submit all relevant documentation for the Governors consideration by the closing date for applications.

By children of staff we mean: • Children of staff refers to the situation where the staff member is the parent, legal guardian or resident step parent • Home address: The home address for the student must be the same as the staff members’ home address for the priority of Criterion 2 to be awarded.

A Supplementary Information Form is needed for all applications made under this criterion. This can be downloaded from the website and must be fully completed and forwarded to the Admissions Officer by the closing date for applications.

Third priority: Exceptional Circumstances Occasionally there will be a very small number of children for whom exceptional social or medical circumstances will apply which will warrant a placement at a particular school. Evidence from a consultant doctor will be required for medical cases.

•C hildren living at the same address who have a parent living as a partner at this address; • Foster children or adopted children living at the same address;

Fifth priority: Children attending a named partner school

Documentary evidence from any relevant support services will be required for other sensitive family circumstances. In all cases evidence should be submitted as to why the child needs to attend Weydon School and why no other school could meet the child’s needs.

In alphabetical order these are:

Providing evidence does not guarantee that a child will be given priority at this school and in each case a decision will be made based on the merits of the case and whether the evidence demonstrates that a placement should be made at this school over any other.

• South Farnham Primary School

Fourth priority: Siblings Places are offered to siblings of students who will be attending the school at the time of the Admission. By siblings we mean: • Children living at the same address who have one or both parents in common; • Children living at the same address who are related by a parent’s marriage;

• Highfield South Farnham School • Potters Gate C of E Primary School • Rowledge C of E Primary School (Hampshire)

• St Peter’s C of E Primary School • Waverley Abbey C of E Junior School All partner schools are treated on an equal basis.

Sixth priority: Any other applicant Remaining places will be offered on the basis of nearness to the school. The distance is measured in a straight line from the address point of the child’s home, as set by Ordnance Survey, to the school gate on Weydon Lane. This is calculated using Surrey Admissions Team’s Geographical Information System.

Tie Breaker In the event of oversubscription children within any of the categories above will be allocated a place in rank order using the following criteria: Should there be oversubscription within any of the above criteria, the remaining places will be offered to applicants on the basis of the proximity of the child’s home address to the school.

The distance is measured in a straight line from the address point of the child’s home as set by Ordnance Survey and will be calculated using Surrey Admissions Team’s Geographical Information System, to the central entrance gate of the school in Weydon Lane.

Where two or more children share a priority for a place, e.g. where two children live equidistant from the school, the school will draw lots to determine which child should be given priority.

In the case of multiple births, any child from a multiple birth will be offered a place if one child has already been offered a place and the subsequent child/children are ranked consecutively. If this results in the PAN being exceeded, the school will not offer new places until numbers have reduced to PAN-1.

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Admissions Policy 2023 – 2024 Late applications Late applications and any changes to the application will be considered in line with Surrey’s Coordinated Admission Scheme and deadlines within the Scheme.

For further guidance, please use the link below: https://www.surreycc.gov.uk/schoolsand-learning/schools/admissions/secondary/ late-applications-and-change-of-preference

Definition of Home address The address on the application must be the child’s current permanent place of residency.

An application can only be made from one address and only one application per child can be made.

Proof of residence will be required by the coordinated scheme. This is usually the council tax number, or if you are not responsible for council tax, some alternative evidence. The offer of a place may be withdrawn if proof of residency is not met. In the case of temporary address a rental agreement is required We will not generally accept a temporary address if the main carer of the child still possesses or rents a property that has previously been used as a home address, nor will we accept a temporary address if we believe it has been used solely or mainly to obtain a school place when an alternative address is still available to that child.

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Where a child lives part of the week with one parent and part with another member of the family the ‘home address’ will be considered to be residence where the child spends at least three nights of the school week each week. This is usually the address of the parent receiving child benefit (where applicable) The address to be used for the initial allocation of a place for Year 7 will be the child’s address at the closing date for application. Changes of address that affect waiting list positions may be considered in accordance with Surrey’s Co-ordinated Schemes if there are exceptional reasons behind the change, such as if a family has just moved into the area. The address to be used for waiting lists, after the initial allocation, will be the child’s current address.

Any offer of a place on the basis of address is conditional upon the child living at the appropriate address on the relevant date.

Parents have a responsibility to notify Surrey County Council and Weydon School of any change of address.

Surrey County Council will investigate any applications where there is a doubt about the address being given. Use of false information may lead us to withdraw an offer of a place, even after a child has started at the school and we will cooperate fully with them.

The home address will apply at the closing date of applications unless a change of address for good reason has been accepted by the Academy .

More information on how we investigate applications is available in the Address of Convenience Assessment Protocol that can be found using the link below: https://www.surreycc.gov.uk/schoolsand-learning/schools/admissions/ policies-and-reports

Notification and acceptance of offers Notification of offers for admission to year 7 will be sent to parents by their Home Local Authority. Offers are made by the Home Local Authority on or about 1 March. If the Home Local Authority requires it, written acceptance of the offer of a place must be sent to the Local Authority to be received by the closing date as stated in the offer letter.

Notification of offers for admission other than year 7 will be sent to parents by the school. Written acceptance of the offer of a place must be sent to the school to be received by the closing date as stated in the offer letter.

An offer found to have been gained fraudulently will be withdrawn. This may also be the case after the child has started at the school.

Waiting Lists

In the case of oversubscription, a waiting list will be created and kept for each year group.

Admissions into Year 7

The children on this waiting list will be ranked in accordance with our Admissions criteria, excluding criteria 5 (partner schools children), without regard to the date the application was received or when the child’s name was added to the waiting list.

In the case of oversubscription, waiting lists are created using the criteria as stated above.

This waiting list is maintained until the end of the Autumn Term of entry.

From the start of the Spring Term a new waiting list will be created and kept. Parents wishing to remain on the waiting list for the Spring & Summer Term must contact the school by the end of the Autumn term, stating their wish to remain on the waiting list and providing their child’s name, date of birth and the child’s current school.

6 Approved by Governing Body (Admissions Committee) Effective from: Autumn 2021 Review date: Autumn 2022 The children on this Spring waiting list will be ranked excluding criteria 5 (partner schools children), without regard to the date the application was received or when the child’s name was added to the waiting list.

In Year Admissions (Year 7 from 1st September following admission & Years 8 to 11) Please use the attached link to download the application form to be considered for an In Year transfer to Weydon School; https:// www.surreycc.gov.uk/schools-and-learning/ schools/admissions/in-year

All waiting lists for all year groups will be cancelled at the end of each academic year.

Parents must reapply for each subsequent academic year if they wish their child to be considered for a place at Weydon.

For further information on In Year Transfers please contact Weydon School Admissions on 01252 725052 admissions@weydonschool. surrey.sch.uk or see the In Year Admission page on the website www.weydon.com

Appeals If you are not offered a place at our school you have the right to appeal to an independent panel.

Transport to School measurement Parents should note that if they apply for free transport, different criteria applies and the distance from home to school will be measured using a different route.

For further guidance please use the link below : https://www.surreycc.gov.uk/schools-andlearning/schools/transport

All applicants please note The Governors reserve the right to withdraw the offer of a place if an application has been made which is fraudulent or intentionally misleading and which has effectively denied a place to another child.

If you wish for a paper copy of the application form or require any further information, please contact either Surrey Schools and Childcare Service on 0300 200 1004 or Weydon School Admissions on 01252 725052

If you were offered a school lower on your preference list than Weydon School (Academy) you may contact the Surrey Schools Appeals Service to request an appeal form at: Surrey Schools Appeals Service, 020 8541 9029 www.surreycc.gov.uk/schoolappeals

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Collective Worship

We are unable, through lack of space, to hold assemblies for the whole school or for two halves of the school, on a daily basis and our experience is that the smaller year assemblies are more satisfying to students and staff alike. Accordingly, each student will attend at least one assembly each week at which there will be a combination of presentations, readings, talk and music.

School musicians make very meaningful musical contributions from time to time.

The general ethos of the assemblies are based upon the fundamental teachings of all the major religions.

Assemblies led by local church leaders are a feature to take place from time to time.

Parents who do not wish their children to participate in formal Religious Education or collective worship, should write to the Principal.

As consideration should be given to the needs of the developing young person in company with her/his peer group, withdrawal from lessons is not encouraged. No organised substitute activity can be provided when a parent decides on non-participation in Religious Studies or collective worship.

Citizenship Citizenship is delivered across the curriculum but more specifically through PSHE lessons in all year groups and the pastoral programme.

Citizenship education aims to equip young people with the knowledge, skills and understanding to play an effective role in public life. Citizenship encourages them to take an interest in topical and controversial issues and to engage in discussion and debate. Students learn about their rights, responsibilities, duties and freedoms and about laws, justice and democracy. They learn to take part in decision-making and different forms of action and learn how to play an active role in the life of their schools, neighbourhoods, communities and wider society as active and global citizens.

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Citizenship encourages respect for different national, religious and ethnic identities. It equips students to engage critically with and explore diverse ideas, beliefs, cultures and identities and the values we share as citizens in the UK. Students begin to understand how society has changed and is changing in the UK, Europe and the wider world.

Citizenship addresses issues relating to social justice, human rights, community cohesion and global interdependence, and encourages students to challenge injustice, inequalities and discrimination. It helps young people to develop their critical skills, consider a wide range of political, social, ethical and moral problems, and explore opinions and ideas other than their own.

They evaluate information, make informed judgements and reflect on the consequences of their actions now and in the future. They learn to argue a case on behalf of others as well as themselves and speak out on issues of concern.

Citizenship education is about enabling and encouraging students to make their own decisions and to take responsibility for their own lives as well as the quality of life of all those who are part of Weydon and the wider community.

In order to achieve these objectives students at Weydon are encouraged to participate fully in the rich life of the school.

Securing the Spiritual, Cultural, Social and Moral Development of the School Community The curriculum in all its parts attempts to create an environment where the potential for development of the whole person is realised in individual lives. There are regular opportunities, taught and caught, to learn about and to experience qualities like love, forgiveness, inspiration, humour, tolerance, beauty, awe and wonder.

The whole curriculum develops students’ spiritual, cultural, social and moral development. However, parts of the curriculum such as Religious Education, Literature, Drama, Music, Art, History, Modern Foreign Languages, PE and PSHE are particularly well equipped to encourage understanding and the development of

specific human qualities. Through our school reward scheme, Characters of Success we aim to measure progress, particularly in the moral and spiritual spheres.

All curriculum areas identify aspects of their taught curriculum and schemes of work where opportunities may be provided for the development of these qualities. Teachers are encouraged to use a variety of learning styles which will allow all students to reflect on important issues and aspects of life.

Social and Moral development policy. Also supportive of this policy are the ‘Tutor Time Thunks’ which tie in with the current PSHE theme being taught and are discussed during tutor time.

Numerous school trips, whether local, national or international, along with a vast array of curricular and extra-curricular opportunities, all make valuable contributions to students’ maturing sense of spiritual, cultural, social and moral development.

The school assembly system follows a weekly, non-faith based theme which is designed to reflect the values of the Spiritual, Cultural,

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Religious Studies The RE curriculum at Weydon is where students’ study varied aspects of Christianity and is carefully balanced by their learning about five other major world religions: Judaism, Islam, Hinduism, Buddhism and Sikhism. The school benefits greatly from close relations with Cohesion, a Christian Youth Organisation. In Years 9, 10 and 11 students follow an interesting and extremely popular course in Religious Studies, which leads to GCSE qualification. This course draws heavily on topical philosophical and ethical issues requiring students to keep abreast of current affairs. Wherever possible the curriculum is supported by visiting speakers and local church leaders.

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Weydon School Local Governing Body c/o Weydon School, Weydon Lane, Farnham, GU9 8UG Mr Peter Brinsden (Chair)

Co-opted Governor

Mrs Jackie Sharman

Principal

Mrs Angela Adam

Co-opted Governor

Mrs Louise Barber

Co-opted Governor

Mr John Boshier

Co-opted Governor

Mrs Victoria Brownlow

Staff Governor

Ms Chris Gillard

Co-opted Governor

Mr Paul Haimes

Co-opted Governor

Mr Chris Hyland (Vice-Chair)

Co-opted Governor

Mr John Impey

Co-opted Governor

Mrs Sandra Laird

Parent Governor

Mrs Sharon Robinson

Parent Governor

Mr Adam Hewson

Co-opted Governor

Ms Desi Lyon

Co-opted Governor

Clerk to the Governors clerk@weydonschool.surrey.sch.uk

Updated January 2022

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Teacher Training with the i2i Teaching Partnership SCITT Since 2012 Weydon School has been part of a select group of Teaching Schools called the i2i Teaching Partnership. Our main aims have been to recruit, train and retain the best new teachers, and support leadership development across our partnership.

Teaching Schools were discontinued by the government in 2021, but with our reputation of excellence and track record of training high quality new teachers, our teacher training programme and partnership remains central to our future.

The i2i Teaching Partnership delivers a first class and highly supportive School Centred Initial Teacher Training (SCITT) programme for aspiring secondary school teachers.

Our continued success in this area led us to launch a second training hub at Reigate School, and we currently have 45 trainee teachers on the programme for the academic year 2021-2022.

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To continue with our aims, we need your help. If you or someone you know is considering teaching as a career, whether they are an undergraduate coming to the end of their studies or someone thinking about changing career, we would love them to contact us about our Secondary PGCE programme.

You can view a short film about the programme on our website via the welcome page: www.i2ipartnership.co.uk/542/welcome For further details of the programme, to register for an information event or to enquire about our School Experience Programme, please contact Krissy Taylor at: ktaylor@i2ipartnership.co.uk Make a difference. Start your teaching journey to transform, lead and inspire with us.

Useful Contact Details Senco sendco@weydonschool.surrey.sch.uk

PA to the Principal PrincipalsPA@weydonschool.surrey.sch.uk

Admissions admissions@weydonschool.surrey.sch.uk

Main Office Telephone 01252 725052

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Weydon Lane Farnham Surrey GU9 8UG Tel: 01252 725 052 Email: PrincipalsPA@weydonschool.surrey.sch.uk www.weydon.com Find us on social media

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