Downham Market Academy - Prospectus 2015-16

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Contents Welcome 06 Introduction 08 The curriculum 10 Learning and pastoral support 12 Student leadership and participation Parental involvement 20 Academy day 22 Behaviour and discipline 24 Equality of opportunity 26

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Welcome Thank you for taking the time to read this prospectus. I understand the importance of the decision you are about to make for the next stage of your child’s education and I am confident that Downham Market Academy can offer an excellent environment for them to develop their aspirations, achieve their ambitions and reach their goals.

A key feature of the academy is a commitment to high standards, evident in our smart formal uniform for all and approach to respect through our ‘Right to Teach, Right to Learn’ policy.

The academy’s organisation, systems and curriculum are based on the best of modern innovative practice and we have a welltrained and inspirational staff team who are committed to becoming outstanding practitioners in the classroom and beyond to find the best way to motivate and engage your child.

Most of all, we are fully committed to ensuring that every student is enabled to develop a love of learning. We recognise and develop the skills, talents and abilities of all our young people and prepare them for their adventure beyond the academy.

Jon Ford Principal

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Introduction Downham Market Academy is one of the largest schools in Norfolk with a wide rural catchment area. Drawing students from a wide area, many of whom travel by bus, means we have a truly comprehensive intake.

We are keen to hear your views on how we are doing through our Parent Partnership Initiative, which we will continue to develop.

As well as the information in this prospectus, you will find more detailed information on our website, from where parents will also be able to log into our Learning Gateway – providing access to your child’s day to day progress, behaviour and achievement.

Academy aims We aim to grow ambition within all our students and we will support them in their learning to achieve the best they can.

We aim to achieve this through a single-minded focus on learning within a context of mutual respect, continuing to develop on our communityagreed respect principles, which state: People at Downham Market Academy...

• Are prepared and ready to enjoy learning • Act as positive role models for those around them • Are polite, helpful and always ready to listen • Bring a positive attitude towards every aspect of learning • Respect standards, regulations and the environment

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The curriculum The academy curriculum constitutes all the learning opportunities that we provide for our students, not just the timetabled lessons - although they are, of course, the main part of our work. A very wide range of teaching methods is employed, including whole-class teaching, group work, project work, workshops and supported self-learning.

Key Stage 3 – Years 7, 8 and 9 Every student follows courses in the following subjects: English, mathematics, religious studies, personal and social education, science, physical education, a foreign language (French, German or Spanish), history, geography, drama, art, music, computer science, IT, design technology and food technology.

For students with special needs, support is provided either within the classroom or in an individualised setting. This may include additional work to enhance literacy and numeracy skills.

All students may be invited to participate in one-to-one learning to meet individual needs during lesson time and/or beyond the curriculum. If your child requires support in this way, this will always be discussed with you first.

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Key Stage 4 – Years 10 and 11 All year 10 and 11 students follow courses leading to public examinations or other approved courses. We have adapted how we deliver our courses to ensure students take their exams as and when they are ready to achieve their targets. Many students study their option subjects over one year but with twice as much time and focussing on just two subjects per year – an approach, which we believe, allows students to become immersed in their learning.

The following subjects are compulsory for all students in these two year groups: English, mathematics, citizenship, religious studies, personal and social education, science and physical education.

We strongly encourage all our students to follow a pathway which will see them achieve all the subjects included in the English Baccalaureate (EBacc).

To achieve this they are expected to achieve English, maths, science, computer science, a modern foreign language/Latin and either history or geography.

Three further qualifications are now considered important to ensure a rounded education on top of the EBacc to include one or two vocational subjects, an artistic and/or design subject and one other from the students’ range of interests. The range of subjects offered include: art and design, French, business studies, German, graphic products, media studies, history, food technology, engineering, computing, triple science, geography, resistant materials, health and social care, child development, music, leisure and tourism, physical education and drama.

In addition, some students in years 10 and 11 will have the opportunity to join our Increased Flexibility programme, which includes the chance to study a vocational subject at the College of West Anglia (course choice availability is dependent on sufficient student numbers).

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Learning and pastoral support House system We believe that learning is an adventure, finding out about ourselves and what the world has to offer. Our pastoral system therefore takes the theme of an ‘adventure’.

The academy operates a house system and students are supported within their houses through small mixed-age groups of students, with at least one dedicated tutor and three sixth form mentors. Following the adventure theme, each house takes on the context of a continent for a year; each group becomes a country in that continent. The students’ ‘place in the world’ will provide opportunities for extending learning both within and beyond the curriculum and we look forward to our first real life expeditions, a privilege that will be earned by students who best demonstrate the hard work, progress and respect which we aim to develop at the academy.

Groupings Students are grouped differently for different purposes. Individual departments will group students according to their ability in that subject area. This process begins at the start of year 7 with ‘setting’ in English.

Other subject areas ‘set’ at a later date. Groupings are regularly reviewed and changed as appropriate. We have found recently that whilst it can be beneficial for some groups to work at a deeper level, we also find that mixed middle sets frequently lead to a higher expectation for all. In some areas of the Key Stage 3 curriculum, therefore, we have used linear blocks to maximise this effect.

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Homework We think working beyond the curriculum is vital and we provide challenging homework for all our students. This is in the form of our home learning strategy, which has been developing over the last three years and is maturing into a strong means of supporting learning outside the classroom. We are working to ensure that all tasks recorded on our Learning Gateway are fit for purpose and all staff track and monitor the students’ progress on these tasks. We will be introducing voluntary prep sessions where volunteers will support out-of-lesson learning at the start and end of the day.

Student progress Measuring and monitoring student progress is vital to them achieving their goals and we have been developing our systems and practice to ensure that progress is measured regularly and tracked not just by the academy but by parents and students themselves.

Progress assessment is integral to every lesson and teachers will use many assessment-for-learning techniques to ensure all are appropriately challenged. We have an expectation that students will receive written feedback in most subjects at least three times per half term and an academy-wide focus on literacy will see all staff use the same highlighting code to ensure students learn key spellings and grammar points.

Careers education and guidance A programme of careers education and guidance is provided for all students throughout the academic year. The academy operates a programme of individual guidance, which includes specialist careers’ advisors visiting the academy on a regular basis, with whom referrals may be made. Students are also encouraged to make use of the KUDOS programme on the careers’ computer - for independent development.

A support programme is operated through tutorials, work in personal education lessons and specific events. The programme follows government guidelines and covers the following aspects: self-awareness, making decisions, planning and making transitions.

The key issue in year 9 is ‘option choice’ and making the transition to seniority and the examination years. Particular emphasis is paid to work experience in year 10. The complete year group takes up work placements, covering a wide selection of jobs, usually for two weeks, often in July. Year 11 careers education and guidance is based upon individual preparation for 16+.

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Special educational needs The academy supports the needs of all students in a positive and practical way, recognising the rights of every child to have a fully inclusive, broad and balanced experience, both within the curriculum and beyond. We firmly believe that all students have an entitlement to support when a need is identified. Special needs are many and various and are not restricted to students with learning difficulties.

The basis of any provision made within the academy will be to support the individual student in coping with the demands of the national curriculum. Support for students who experience learning difficulties may be provided in various ways, such as the use of specially designed programmes and materials, the setting of defined learning targets, and assistance provided by an additional adult within the classroom.

All students are encouraged to achieve their own potential and, through appropriate support, make progress. Good communication between the academy, student and parents, plus regular assessment and review, help to attain this goal.

We publish a SEN information report annually, which is available on our website.

If you would like to know more about the SEN department, please contact Mr Ridley, the academy’s co-ordinator for special educational needs, on 01366 389130 or email m.ridley@downhammarketacademy.co.uk

Additional support services In addition to the good care exercised by the academy, there are several other people to whom parents can turn for support. The attendance improvement officer comes into the academy regularly and will seek to help parents and students if there are attendance difficulties. We also have a visiting school nurse, to whom students and parents can turn for help and advice. Our SEN department can also facilitate referrals to external support such as the educational psychologist, behaviour management and inclusion teams, which can be especially helpful and supportive when difficulties arise.

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Student leadership and participation Activities and opportunities As a large academy we have the ability to offer a wide range of activities across sports, arts, classics and technology and we will be sharing with you our extensive extra-curriculum program as the new academic year begins. Our Duke of Edinburgh awards program is one of the biggest in Norfolk, we are fully committed to the National Citizen Service and we have developed a model United Nations group. With many opportunities for student leadership on offer through house and subject, there are many ways that your child can take an active part in academy life.

Student leadership We believe student leadership is vital to our success and we have developed this concept across the academy. Opportunities to formally become positive role models for those around us are available to all students and this principle, which is a key statement of our mutual respect agenda, is crucial for our community development.

Each house has a head-boy and head-girl and a student executive consisting of roles such as sports leaders, learning leaders, technology champions, events managers, student mentors, press officers and lead prefects. Each leader recruits a team of volunteers to help deliver their service for their house. House councils also enable students to develop confidence and ensure they have a clear voice in their academy.

Further opportunities to develop leadership exist through Duke of Edinburgh, sports clubs and teams and many of our clubs, groups and societies. We aim through these activities to ensure that all our students will develop the capability to lead and support others, be it for work or for university application.

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Recognition and reward We believe it is important to recognise student success and have been developing a range of methods for rewarding effort and achievement.

Alongside our Respect Agenda and the policy of ‘Right to Teach, Right to Learn’, we have a recognition policy based around the use of rewards – called Oobles – to recognise achievement. Ooble rewards have included reward breakfasts and lunches, trips to Nando’s, bowling and theme parks, lunch queue passes and a whole range of other rewards. These rewards are a key feature of inter-house competitions.

Each year, we also hold various academy award events to recognise student achievement; these include events to reward progress at Easter and one for sport in July.

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Parental involvement Academy – parent contact We believe that the partnership between the academy and home is vital for the realisation of a child’s potential. Your prime point of contact for most matters will be your child’s form tutor and this single point of contact should ensure that you develop a strong working relationship with the academy towards supporting your child in the most effective way.

Every half term you will receive a grid which shows you how your child is doing currently and whether they’re on target to achieve the aspirational targets we set at the academy. We call this our Current Assessment Grade (CAG) system. It is linked to actual work done and assessed and allows you to track progress and for us to step in and offer more support if they are not progressing as they could.

A key feature of our respect agenda is that we are polite, helpful and always ready to listen. This applies to our form teachers and our students alike – you should always be able to talk through any issues with our staff and, as well as the form tutor, our pastoral team of head and deputy head of house will be on hand to ensure any issues are resolved quickly.

Learning Gateway The main aspects of students’ day-to-day performance – from attendance and lateness to how many rewards they have received and whether they have had to be challenged in the classroom – are recorded on our Student Information Management System (SIMS). As a parent you have full access to our SIMS database for your child and we encourage all parents to review how your child is doing on a weekly, if not daily, basis. At the start of term you will be given instructions on how to log in and try out the system. You will be able to see all your child’s reports, CAG grades and their behaviour and achievement points. As this serves as a key home-to-academy contact method, it is vital that you check it regularly and discuss the information with your child. If you have any issues with accessing this technology, please discuss it in the first instance with your child’s tutor so we can ensure you have access to this information and do not miss out.

Parent Partnership Initiative Our Parent Partnership Initiative is designed to pick up on issues about academy life which parents request help and support for and then create a program of events and sessions each term which any and all parents are free to attend.

The content varies from year to year dependent on demand but some sessions are run each year as the issues are perennial. Examples of previously included content are: ‘What is a ‘level’ at Key Stage 3 and where should my child be?’, ‘How to support your child to prepare for their GCSE’s’, ‘Tracking your child’s performance’, ‘How to keep your child safe online’ and ‘What do you think about…’ sessions.

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The academy day Our overview shows the rhythm of the academy day. We strongly encourage our students to get involved beyond the curriculum, so they may well be here beyond the final lesson. Although we’re a large academy, the site is efficient so we expect all students to arrive at lessons on time. Lateness to lessons is always recorded and passing a lateness threshold means that a student will have to make time up.

Lunchtime We encourage students to use the learning spaces in the academy at break and lunch.

We operate a split lunchtime system to reduce queuing. Our canteen menu offers a good range of healthy food and with the recent addition of serve-yourself salads and hot pots, there is the opportunity to enjoy great freshly-cooked food. Our cashless system is designed so that your child should not need to carry money on a day-to-day basis.

Students will have the opportunity to sit and chat and listen to music in at least one hall and our new zoning system will make it clear where students should go for the various kinds of out-of-lesson experience on offer. The outdoor spaces are now divided into peaceful, chatty, lively and sport play areas and we will be ensuring that everyone feels comfortable wherever they choose to relax at break and lunch.

Assemblies All houses have assemblies on a regular basis. These are vital for ensuring good communication, high standards of behaviour and uniform, and a strong feeling of community within the academy. Assemblies are also used for giving information and celebrating achievement.

Acts of collective worship are mainly of a broadly Christian character, as required by the Education Reform Act 1988. However, at different times, we seek to consider all the world’s major religions. These are all treated respectfully and great care is taken not to cause offence to any religious group.

The academy day – Key Stage 3

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08.40 Form Time / Assembly 09.00 Lesson one 10.00 Lesson two 11.00 Break 11.15 Lesson three 12.15 Lesson four 13.15 Lunch 14.00 Lesson five

15.00 End of academy day

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Behaviour and discipline Right to Teach, Right to Learn

Attendance

Good behaviour is expected at all times in the academy; our ‘Right to Teach, Right to Learn’ policy is designed to raise expectations of the day-to-day behaviour of all our students. We know that high expectation is welcomed by many but may be a surprise for some. It is a swift response for those who do not respond to reasonable requests. The policy details non-negotiable expectations which, if not met, will result in students losing the right to remain in lessons for the rest of the day. The system is successful in many outstanding academies and ensures that disruption to learning is minimised.

We are committed to high levels of attendance to maximise the opportunities for learning.

The average student should seek to achieve attendance levels in excess of 95% and we ask parents and carers to support us in this. It is not expected that students will be away from the academy other than for sound medical reasons or for educational reasons agreed with the academy in advance. We do not believe that holidays should be taken during term time and all students returning from absence are required to bring a letter of explanation to their form tutor on the day of return unless parents have telephoned and left a message on the attendance line (01366 389175). We do not expect form tutors to have to spend time chasing up absence notes and we rely on parental co-operation in this matter.

We know this is an area of prime concern for parents and we are looking for full support from all our community on this issue. We will endeavour to be clear and fair in the implementation of the process but will request the assumption of support from parents in our challenge of poor behaviour.

Bullying Downham Market Academy is firmly opposed to all forms of bullying and is committed to the wellbeing of all its students. Part of this commitment is a clear anti-bullying policy based on the Department for Education “Bullying - don’t suffer in silence” publication.

Copies of the policy are available on request.

Much work has been done to raise the profile of our anti-bullying work and the vast majority (over 96%) of our students now report feeling safe in the academy. We will continue to offer support through the ‘bully busters’ anonymous email communication tool and our ‘high five’ support campaign. This year the academy will also see the introduction of student mentors and form buddies and we will continue to develop our community as one where we all look after one another.

In addition, students are expected to arrive punctually and should be through the gate by 8.30am to enable them to arrive in time to be registered for form time at 8.40am.

Uniform The academy uniform is formal and is clearly defined and we expect all students to wear it correctly with pride. It is expected that all students will wear the uniform unless there is a valid medical reason why a student cannot wear a particular item or why they have to wear an additional garment. The academy has spare items of uniform for students to change into. Any student refusing to wear the correct uniform will be withdrawn from lessons until the matter is rectified. Full uniform and supplier details are available on our website.

If any parent experiences financial hardship and requires help to comply with this request, this should be communicated in writing to your child’s form tutor.

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Site access and safety The academy site is very busy, particularly at the beginning and end of the day. To improve the safety of the site for students at these busy times, we have changed the layout and organisation of buses and request that parents do not drive on to the site between 8.20am and 9.00am and again between 2.40pm and 3.30pm. We may, at times, close the barrier to ensure the site remains safe. All students are trained in the access to transport arrangements.

We have been working to secure the site throughout the day and would request that anyone who wishes to visit either a student or staff member on site only enters the site through reception.

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Equality of opportunity We are committed to providing equality of opportunity and regard, irrespective of gender, socio-economic background, ethnicity, religious beliefs, ability, physical capabilities or appearance. We fully endorse the first foundation principle in “A Statement of Policy for the Curriculum, 5 - 16” (Norfolk County Council, 1989) - “We believe that all pupils are entitled to equal regard, just as they are entitled to equality of opportunity in learning.”

Racial discrimination and the promotion of race equality Downham Market Academy is committed to the elimination of unlawful racial discrimination and the promotion of good relations between people of different racial groups as required in the General Duty of the Race Relations (Amendment) Act 2000. Our full policy can be seen on request.

Disability discrimination and the promotion of equality Downham Market Academy is committed to the elimination of unlawful disability discrimination and harassment of disabled persons, the promotion of equality, the need to take account of disabilities, the promotion of positive attitudes towards disabled persons and the need to encourage participation by disabled persons as required under Section 49A of the Disability Discrimination Act 1995.

The academy has adopted Norfolk County Council’s policy on disability and has a single equality scheme which it reviews every three years with all stakeholders.

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Downham Market Academy Bexwell Road, Downham Market, Norfolk PE38 9LL Telephone: 01366 389100 Fax number: 01366 389111 Attendance line: 01366 389175 Email: info@downhammarketacademy.co.uk downhammarketacademy.co.uk

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