Prospectus 2013-2014 by David Cotton

Tuxford Academy Aims

ACADEMY MOTTO

“Excellence through Teamwork” 1.

HIGH ASPIRATION To raise aspirations, motivate and inspire people to reach their full potential and to experience success. To identify talent in everyone and to provide a stimulating environment to develop it. To encourage imagination, resourcefulness and responsibility.

HIGH EXPECTATION To promote high expectations through combating complacency, encouraging positive attitudes and setting challenging targets. To meet the academic, personal and social needs of students in preparation for adult life and the world of work.

TEAMWORK To promote good teamwork, high levels of co-operation and respect for others To play an integral part in the life of the local community. To share good practice and specialist status expertise, to raise standards throughout the school and to create opportunities within partner schools and the wider community.

ACADEMY MISSION STATEMENT

High aspirations and high expectations leading to high achievement for all – within a safe, supportive and challenging environment. School Prospectus

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September 2012

Contents

In this Prospectus: Admission Arrangements Intake Process Communicating with Parents Teaching, Learning & Achievement  Curriculum  Learning Support  Public Examination Results Student Welfare - Care, Guidance and Support  Pastoral Welfare and Guidance  Attendance and Child Protection  School Uniform Our Academy  Tuxford Academy  Teaching School Alliance  School Website  Tuxford Family Collaboration  Academy Board

p. 5 & 6 p. 7 p. 8 p. 11

p. 20

p. 24

On our website: Schools are required to make detailed policies available to potential applicants for places. These policies can be viewed in the parental portal of our website: www.tuxford-ac.org.uk School Prospectus

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September 2012

Message from the Principal It is with great pleasure that I welcome you to Tuxford Academy. Everyone associated with the school is justly proud of what has been achieved over the years. Governors, parents, students and staff have all contributed to this success. Expectations are high, community spirit within the school is excellent and examination results continue to excel. These aspects of the school were confirmed during the last Ofsted Inspection in May 2012, when Tuxford was recognised, yet again, as an ‘outstanding’ school. Below is a direct quote from the inspectors’ 2012 report. “Tuxford Academy is outstanding, the sixth form is good. Students thrive academically and develop the essential personal qualities and attitudes that prepare them very well for adult life. The academy’s very high expectations and exceptional support and guidance ensure that students, including those facing barriers to engagement and achievement, are given every opportunity to succeed. The overwhelming positive responses from students, staff, parents and carers affirm the academy’s outstanding effectiveness.”

In 2012 we achieved our best ever examination results when 77% of Year 11 achieved 5+ A* - Cs including English and Maths. In terms of progress from Key Stage 2 to Key Stage 4, this result placed Tuxford in the top 10% of schools nationally. Our in-house data would suggest that a number of our present year groups will not only match this achievement but do even better. These outstanding results are obtained because Tuxford is clearly focused on: Delivering high quality teaching Ensuring high standards of behaviour Achieving outstanding examination results Building an outstanding community spirit within the school Responding to individual needs Tuxford students are proud of their school and their achievements. They work hard, support each other and enjoy school. This was recognised by Ofsted in 2012 when they reported: “Students are courteous and considerate. They conduct themselves with commendable maturity in lessons and around the academy. Their positive attitudes are a key factor in their progress and achievement.” We intend to ensure Tuxford remains a top performing school. This will be facilitated by continuing to develop productive partnerships within the school and beyond. Working closely with parents and others will benefit our students and ensure Tuxford continues to flourish. We have superb facilities available to our students and we have, in consultation with the students, developed these even further over the past 18 months. We intend to continue to invest in buildings and grounds hence creating a first class environment for our students. Visitors to the school often comment on the positive atmosphere, the fantastic students and a strong sense of purpose that exists in the school. This is only possible by working in partnership with parents and we plan to strengthen these relationships even further. Tuxford Parents Teachers Association, of which all parents are members, gives tremendous support to the school and we hope you will be able to join in. If your application for a place at Tuxford is successful, I am sure your daughter/son will enjoy an excellent and successful all round education. If your application is at first turned down and you really want your child to come to this school, you should appeal against the decision. By all means contact me at school and I will advise you on the process you will need to follow. I look forward to meeting you in the future.

Geoff Lloyd Principal School Prospectus

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September 2012

Admission Arrangements ADMISSIONS PROCEDURES Nottinghamshire County Council continues to administer the admissions process for Tuxford Academy and entry is still based upon the admissions criteria (opposite). Parents of children who are unsuccessful in gaining a place have the right of appeal. Please note that for September 2011 Year 7 admissions, there were: 405 applications 166 in catchment applications 242 students admitted in September 2012

During September and October, there are intake tours of Tuxford Academy every week for prospective parents. Book your place by contacting Main Reception. Mrs Rose Watson Beech and Oak Colleges

School Prospectus

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September 2012

Admission Arrangements ADMISSIONS CRITERIA The academy will apply the following criteria, in priority order, to determine which applications will be granted: 1. Looked after children 2. Children who live in the catchment area and who, at the time of admission, will have a brother or sister attending the academy 3. Other children who live in the catchment area 4. Children who live outside the catchment area but who are attending a Tuxford family catchment Primary phase school on 19th October preceding admission to secondary school and who will have a brother or sister at the preferred academy at the time of admission 5. Children who live outside the catchment area and who, at the time of admission, will have a brother or sister attending the preferred academy 6. Children who live outside the catchment area but who are attending a Tuxford family catchment primary phase school on 16th October preceding admission to secondary school 7. Other children who live outside the catchment area In the event of over-subscription within any criterion, preference will be given to children who live nearest to the academy as the crow flies. Distances are measured from the entrance to the child’s home to the principal entrance to the main administrative building of the school. A waiting list is operated until the end of December in the admissions year. Children on that list will be offered a place should one become available according to our over subscription criteria above

SPECIAL CIRCUMSTANCES The following groups of children will be given special consideration in their application: Children whose particular medical needs, mobility support needs, special educational needs or social circumstances are supported by written evidence from a doctor, social worker or other relevant professional stating that the school is the only school which could cater for the child’s particular needs. The evidence must be presented at the time of application In order to make an assessment of the case, reference will be made to local head teachers and other relevant professionals. Cases agreed under ‘special circumstances’ will take precedence over all of the numbered criteria Children of nomadic Travellers will be allocated a place at their catchment area school Tuxford Academy adheres to the Fair Access Protocol to ensure that the most vulnerable children can secure access to education

School Prospectus

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September 2012

The Intake Process APPLYING FOR A PLACE Places in secondary schools are allocated using the admission criteria printed on page 5. Parents apply for places via the County Council’s North Base. Enquiries and applications for Year 6 transition should be made in writing to:North Base, Meadow House, Littleworth, Mansfield, NG18 2TA

PREPARING FOR ENTRY AFTER BEING OFFERED A PLACE National offer day is 1st March 2013. Once the LA informs you that a place at Tuxford has been awarded, the school will ensure that the transition occurs painlessly. Visits by our Student Transition Manager, Miss Hethershaw, to official feeder primary schools occur in January/February. In May/June, the majority of students are visited in their primary schools. Some students are invited to visit school in early June. A transition week is arranged for the summer term so that students allocated places can get to know the school. This includes taster sessions and a visit to Perlethorpe. Some students will be invited to a Summer School. An evening session is provided for parents to meet College Heads. Students with special needs have an extended induction – working with members of the Learning Support Team from the school. In the summer, an intake booklet and other information will be provided that should answer any questions that you have. If you need to find out more, all you have to do is to contact Miss Hethershaw and she will be happy to help. During September and the first 2 weeks of October, tours are available for small groups of parents to see the school in working order. This generally last for approx 50 minutes. An Open Evening will be held on Thursday 27th September 2012. This evening is open to all and there are various displays and demonstrations throughout the evening, together with guided tours.

APPLICATIONS TO YEAR GROUPS OTHER THAN THE INTAKE YEAR Applications for admission to other year groups will be considered in relation to the published admission number (PAN) which applied when the year group was first admitted to the school. Enquiries and applications should be made in writing to:North Base, Operations and Community Services Division, Meadow House, Littleworth, Mansfield, NG18 2TA Further guidance on the way in which applications are dealt with including: Co-ordinated admissions scheme Preferences for more than one school Late applications The way waiting lists are maintained and used can be found in Nottinghamshire County Council’s ‘Admission to Schools’ booklet 2012/2013.

School Prospectus

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September 2012

Communicating with parents

School Prospectus

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September 2012

A Welcoming and Helpful School 1. A FRIENDLY EFFICIENT SERVICE FOR PARENTS AND VISITORS It is our aim to greet all visitors with a warm welcome and to respond as quickly as possible to their requests. Students and staff are asked to make strangers feel at ease, within the limits of the school’s health and safety policy. Whilst unannounced visitors will be seen by a relevant member of staff, if possible, we try to make clear that constraints on staff to be with their classes means that it is usually necessary to make an appointment. Service standards have been set for administration staff after consultation. Enquiries will be responded to as quickly as possible and in a professional and courteous manner. 2. QUALITY MARKS AND QUALITY ASSURANCE Staff training is given a high priority at Tuxford Academy because we aim to provide a high quality service to students, parents and the community. Tuxford Academy has held Investors In People status since 1995. This is assessed every three years and the scheme guarantees that all staff are fully involved in decision-making and fully committed to providing a first class service. Tuxford was awarded National Support School status in 2009 following Ofsted inspection. The inspectors assessed the school as ‘Outstanding’. In 2012 Ofsted confirmed that the school is outstanding and it was awarded teaching school status. This means that it is a recognised centre for professional development of staff. For several years, graduates have been able to qualify as teachers via the school’s Graduate Teacher Programme, accredited by partner universities.

3. INFORMATION FOR PARENTS AND THE WIDER COMMUNITY The school prospectus is published annually and a separate school brochure is also published. A newsletter, Tuxford Topics, is published each term to record events and achievements. The school website features more than one hundred pages of information which can be accessed by anyone. Community leaflets on a range of topics are available at reception to visitors. 4. REPORTING TO PARENTS The school reports regularly to parents on behaviour, attendance and progress via an on-line system called PARS Insight. Behaviour and attendance are reported on a day to day basis and six data points agreed throughout the academic year are used to track and report on progress. The data points are used not only to identify underperforming students but also those making sustained and rapid progress. The analysis of the date collected allows the staff to take appropriate actions. School Prospectus

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September 2012

Teaching and Learning

and

Achievement School Prospectus

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September 2012

Key Stage 3 Curriculum In Year 7 the school follows the National Curriculum. At the time of going to print, the subjects studied are:4 periods of Humanities, incorporating Citizenship 4 periods of English, Maths, Science and Creative & Expressive Arts 4 periods of French and a second language (German or Spanish) 2 periods of Technology (Food and Textiles / Resistant Materials) 2 periods of Physical Education 1 period of ICT and Learning to Learn In Year 8 students study 4 periods of Modern Languages (French and German, or French and Spanish), 3 periods of Maths, 4 periods of Creative & Expressive Arts, 4 periods of Science and 2 periods of Geography, 2 periods of History, 1 period of Religious Education and 1 period of Learn to Learn. Students are setted in Mathematics, Modern Languages and Science. In Year 9 the following subjects are taught:4 periods of 6 periods of 3 periods of 6 periods of 2 periods of 2 periods of 1 period of

English and Maths Science Modern Foreign Languages and a Humanities subject Science Technology (Resistant Materials / Textiles and Food Technology)* Physical Education* Art* Music*, ICT*, Drama*, Citizenship* and Religious Education*

Some subjects are setted in Year 9 and those asterisked (*) are taught in mixed ability groups. The school uses a range of assessment methods to measure achievement and progress. Departments test on a regular basis and record the results in an appropriate form. These assessments are linked to the National Curriculum and allow departments to report at Key Stage 3 according to statutory requirements. All students are involved in Cognitive Ability Tests in Year 7 for diagnostic purposes and to identify progress. Some subjects may also enter students for early GCSE entry in Y9 based upon their current progress. Initially students needing support are identified by a variety of processes and then an intervention programme is implemented if required. This can involve in-class support, small group work outside normal classes or one-to-one intervention. Those responsible for providing this support include the SENCO, Senior Teaching Assistant KS3 Strategy, Teaching Assistants and a specialist teacher for students with dyslexia. The impact of the intervention is measured by carefully monitoring the studentâ&#x20AC;&#x2122;s academic progress. At Tuxford there is also a number of staff supporting students in terms of developing their behaviour. This is led by the Behaviour for Learning Leader and again involves a number of strategies matched to the needs of the students. The progress units for literacy are delivered by extracting students from lessons during Year 7. KS2 results are used to identify students requiring this form of support, and they are extracted for 18 lessons over a six-week period for each element of literacy requiring this form of teaching.

School Prospectus

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September 2012

Key Stage 4 Curriculum Before beginning examination courses leading to GCSE in Year 10 and 11, students are given advice regarding the subjects they wish to take. This is supported through work in Citizenship where a third of the course is aimed at option choices and careers. In Years 10 and 11 all students study English, Maths, Science, Physical Education, Citizenship, RE and ICT Key Skills (Y10 only). This ensures that the school complies with the requirements of the National Curriculum. The students are setted for the majority of their timetable. Students can choose from four option blocks, one subject from each block. At present the option blocks are as follows: Option 1 History Geography Philosophy & Ethics Leisure & Tourism BTEC Public Services

Option 2 French German Health & Social Care ICT Leisure & Tourism Spanish BTEC Public Services BTEC ICT

Option 3 Art Business Studies Drama French ICT Music Philosophy & Ethics BTEC ICT

Option 4 BTEC Engineering BTEC Hospitality Electrical Engineering Food Graphic Products Resistant Materials Textiles Art Business Studies Geography History ICT

The school prides itself on the number of students who successfully complete a range of GCSE courses. Provision is made for the more able. Within the Science Year 10 and 11 blocks for example, it is possible to study 3 separate Sciences - Chemistry, Physics and Biology. This and other arrangements allow some students to study for 10 GCSE subjects. The school curriculum is also differentiated to cater for students who wish to study for fewer GCSEs and attend taster courses at a local college. Important areas of vocational education are provided for some students within the option blocks. Citizenship involves students studying Health Education, Careers, community studies and study skills. In the autumn term all Year 11 students take part in a 1 week work experience. In Year 10 students study 2 periods of RE and in Year 11, 2 periods of Careers/Preparation for Working Life and it is possible to be examined in PE at the end of Year 11. At GCSE the following subjects are offered through the OCR Board: Business Studies, Drama, French, Geography, German, Mathematics, Religious Studies and Spanish. Edexcel Examination Board offer: Single/double and triple Science are all as well as, Art, Design and Technology (Textiles, Food, Graphic Products) History, and ICT. English and English Literature, Geography, Music and PE are examined through the AQA Examination Board. Sex and health education is taught as part of the National Curriculum in certain subjects, e.g., Science, and parents are unable to withdraw their children from this aspect of the curriculum. It also forms part of the Citizenship programme and it is possible to request information on the topics covered and whether the child is able to opt out of this part of the curriculum. Further details can be obtained from the school.

School Prospectus

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September 2012

Post 16 Curriculum Tuxford Academy offers a wide variety of courses for those who wish to join the Sixth Form. Tuxford Post 16 centre works closely with the Post 16 Centre in Retford to widen the choice for students. To facilitate this, the schools within the Tuxford and Retford School Consortium have elements of common timetabling at Post 16. -

AS Levels at Tuxford Applied Business Studies Art Biology Chemistry Critical Thinking Communication & Culture Drama Economics English Language English Literature French Further Maths Geography General Studies

Examination Board AQA EDEXCEL EDEXCEL OCR OCR AQA EDEXCEL AQA AQA AQA AQA OCR AQA AQA

AS Levels at Tuxford Health & Social Care History ICT Law Maths Music Technology Philosophy & Ethics Physical Education Physics Psychology Sociology Spanish Technology/Graphics with materials or food

Examination Board EDEXCEL EDEXCEL EDEXCEL WJEC OCR OCR AQA OCR OCR OCR OCR AQA EDEXCEL

To allow students the chance to improve their GCSE English, Science and / or Maths grades, courses are available at Tuxford for all students. Other Level 2 courses are available to allow students to achieve 5 or more GCSEs (or the equivalent) at grade C or above. Tuxford has also, in conjunction with others, designed individual packages to suit individualsâ&#x20AC;&#x2122; needs and abilities at Post 16. The University Award is based on portfolio evidence of achievement and completion of a variety of challenges. You can choose from the challenges below to help broaden your horizons and develop your skills and knowledge: Active Citizenship Work Related Activities Career Planning Global Awareness Enrichment Activities Extended Project This qualification offers lots of choice, is challenging and contributes to successful Higher Education and Career Applications. Students can undertake a General Studies course and can participate in a range of activities including Sports Leadership and Young Enterprise.

School Prospectus

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September 2012

Learning Support KEY PRINCIPLES OF ACCESS Tuxford Academy occupies a modern building and so all areas are accessible by disabled students. We ensure that all students have access to the curriculum and facilities within school. A copy of our Access Plan is available on the school website (www.tuxford-ac.org.uk) and as a paper copy from the college administration team.

INCLUSION - THE KEY OBJECTIVES The Inclusion Area can be described as a facility which provides short term, time limited, focused support for individuals who, for a range of reasons, cannot access learning in all their current regular learning situations. It is about identifying and removing barriers to achievement, ensuring all have equality of opportunity and empowering all students with the skills and strategies to move on from their mistakes and deal with their individual issues. To provide individual support programmes (either as 1 to 1 or, group sessions), that will help students to overcome barriers to: Curriculum access Learning Effective social interaction Self management Inclusive educational experiences / learning programmes The Inclusion Faculty is equipped with computers with Internet access for students to work in either the main teaching room as a larger group or, in either of the small workrooms in ones and twos. There is a range of accredited courses as well as life skill inputs, e.g. Social Emotional Literacy, promoting positive attitude, etc.

THE S.E.N. AIMS OF THE SCHOOL To ensure that all students have access to a broad and balanced curriculum To provide a differentiated curriculum appropriate to the individual’s needs and ability To ensure the identification of all students requiring SEN provision as early as possible in their school career To ensure that SEN students take as full a part as possible in all school activities To ensure that parents of SEN students are kept fully informed of their child’s progress and attainment To ensure that SEN students are involved, where practicable, in decisions affecting their future SEN provision We recognise that many students will have special needs at some time during their school life. In implementing this policy, we believe students will be helped to overcome their difficulties. Whilst many factors contribute to the range of difficulties experienced by some children, we believe that much can be done to overcome them by parents, teachers and students working together. A copy of the SEN policy is available on the school’s website or on request from school.

School Prospectus

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September 2012

External Examinations External examinations are an important part of education. However, they are but one indicator amongst many of the quality of a school. The community cohesion within the school, the care, guidance and support provided by staff to students and the general well being of the students are of at least equal importance. The overall judgement of outstanding at the last inspection in May 2012 is a clear indication that Tuxford Academy operates at the highest standards in all areas. The examination results at Tuxford have been at least good over a sustained period of time. The results in 2011 were no exception. At â&#x20AC;&#x2DC;Aâ&#x20AC;&#x2122; level the average point score per entry was approximately 215 and 43% of the grades awarded were A*/A or Bs. These results allowed ninety Tuxford students to progress to university in 2012. Excellent outcomes were also achieved at GCSE. 77% of students achieved 5+ A* - Cs including both English and Maths and 98% achieved 5+ A* - Cs. All students achieved 5+ A* - Gs and in 2012, 25% of grades were either A* or A.

The exam results listed in this Prospectus are provisional and still subject to change, as amended grades and results come in from the exam boards.

School Prospectus

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September 2012

2011/2012 GCE 'A2' Level Results SUBJECT

Entries

Biology Business (Voc) Chemistry Communication Studies D&T Product Design D&T Textiles Technology Drama English Language English Literature Fine Art French General Studies Geography Health & Social Care History Information Technology Mathematics Mathematics Further Music Physics Psychology Religious Studies Sociology Spanish Sport/PE Studies Totals

43 11 23 4 6 6 10 18 13 10 3 59 9 2 20 15 20 2 6 5 28 20 12 3 7 355

8 4 2 1 2

11 2 8

14 2 6 2 3 2 6 7 1 5

8 2 5 1

3 1 4 5 1 2 16 1

2 7 1 1 1 3 1 3 1

1 2 1

1 2

10 7

1 2 4

1 1

19 5 1 5 5 4

14 3

3 2 8 5 1

3 2 7 1 4 1

1 3 2

6 2

1 3 3 2 1 1 48

8 9 3 1 2 94

Dist* % 0.0%

Dist % 0.0%

Merit % 87.5%

Pass %

4 110

N/U

The results include students if they: st Reached the age of 16, 17 or 18 by 31 August 2012 Were on roll in January 2012 Completed their advanced level studies

BTEC SUBJECT

Entries

Sub Dip – Applied Science Sub Dip – Health & Social Care Sub Dip – Public Services Sub Dip – Sport Sub Dip – Travel & Tourism Sub Dip – Vehicle Technology Dip – Applied Science (Medical) Dip – Sport (development)

Totals

Dist*

Dist

Merit

Pass

Fail

Av. GCSE 4.6

Av. QCA 37.7

30.0%

0.0%

70.0%

0.0%

4.8

38.6

69.2%

0.0%

30.8%

0.0%

4.7

38.3

3 2

2 2

0.0% 0.0%

33.3% 0.0%

66.7% 100.0%

0.0% 0.0%

4.8 5.6

38.9 43.5

0.0%

33.3%

66.7%

0.0%

4.8

38.6

0.0%

75.0%

25.0%

0.0%

5.0

39.8

16.7%

8.3%

16.7%

58.3%

0.0%

5.0

39.8

21.5%

1.5%

46.2%

30.8%

0.0%

4.8

38.8

Sub Dip = Subsidiary Diploma equivalent to one A Level School Prospectus

12.5%

Fail % 0.0%

Dip = Diploma equivalent to two A Levels - 16 -

September 2012

2011/2012 GCSE Results for students in Year 11 SUBJECT Biology Business Studies Chemistry D&T Food Technology D&T Graphic Products D&T Resistant Materials D&T Textiles Drama English Language English Lang & Lit English Literature Fine Art French Geography German Health & Social Care History Information Technology Mathematics Music Physics Polish Religious Studies Science Single Award Science: Additional Spanish Sport/PE Studies Totals

Entries

69 34 69 47 47 20 32 42 179 64 179 85 46 87 13 34 97 91 274 17 69 1 38 174 115 15 58 1996

11 1 8 3 8

49 1 32 9 14 1 9 5 41

9 12 27 19 11 10 12 12 64

2 2 6 6 1 5 3

24 14 10 11

11 1 17 1 11

25 19 43 4 31

9 12 4 1 7 375

3 105

SUBJECT Health & Social Care x 2 GCSEs Totals

BB 1 1

SUBJECT Preparation for Working Life Totals

School Prospectus

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65 18 18 12 3 25 33 31 5 26 1 8 45 26 6 15 513

BC 4 4

12 2 13 12 6 6 14 68 21 62 28 10 21 8 4 19 32 71 5 1

9 64 78 5 21 592

CC 3 3

Level 2 189 189

3 1 3

1 2 2

32 21 14 3 16 2 3 11 6 68 2

10 1 8

6 4

3 1

2 1

5 24 7 3 12 248

1 20

1 9

CD 3 3

DD 3 3

DE 2 2

Level 1 48 48

September 2012

2011/2012 GCSE Results BTEC Courses & Functional Skills Vehicle Technology Applied Science Performing Arts (Dance) Sport IT Public Services Engineering Hospitality Travel and Tourism AQA Functional Skills English Level 2 Adult Literacy Level 1 Adult Literacy Level 2 Adult Numeracy Level 1 Adult Numeracy Level 2 Preparation for Working Life Level 1 Preparation for Working Life Level 2 Totals

Entries 21 60 9 14 33 31 42 27 11 3 9 17 8 20 54 189 548

D 3 4

1 3 15 16

1 4 1

% of Students

BOYS GIRLS % of total entry % of Students

BOYS GIRLS % of total entry

Entered 5+ GCSE's 100% 100% 100%

Equivalent of 5+ A* - C’s (Level 2) + English and Maths 75% 80% 77%

Achieving Functional English + Maths at Level 2

15 18 2 3 5 13 4 1

2 40 3 10 24 3 18 23 11 2 9 17 8 20 48 189 427

2012 SUMMARY OF GCSE RESULTS – YEAR 11 Numbers of students at the end of KS4 - 225 % of students at the end of KS4 achieving: Achieving 5 + A* - C including English and Maths Achieving 5+ A*- C Functional English and Maths at Level 2 Two Science GCSEs at grades A* - C Functional English and Maths at Level 1 At least one entry level qualification ANALYSIS OF 2011/2012 at GCSE Achieving Achieving Entered for at 5+ A* - C 5+ A* - G least one entry level 98% 100% 100% 96% 100% 100% 98% 100% 100%

U 1 2

2 1

6 0

77% 98% 79% 73% 100% 100% Achieving 1+ A-G

Achieving No Passes

100% 100% 100%

0% 0% 0%

Achieving Functional English & Maths at Level 1

78% 81% 79%

100% 100% 100%

AVERAGE TOTAL SCORE PER STUDENT IN YEAR 11 - 2012

BOYS GIRLS Total School Prospectus

Uncapped 498.82 479.03 489.62 - 18 -

Capped (best 8) 359.70 363.67 361.54 September 2012

2012 Key Stage 3 Results Achieved by Y9 Students at Tuxford The total number of students in Year 9 was 257. Figures may not total 100% because of rounding. TEACHER ASSESSMENT â&#x20AC;&#x201C; TUXFORD 2012 Percentage at each level 4 5 6 7 8 EP Students disapplied

W 1

Students absent

% of student at or above level 5

English

92%

Mathematics

91%

Science

94%

Students absent

% of student at or above level 5

NATIONAL ( Results refer to 2011) Percentage at each level 5 6 73. 8 EP Students disapplied

W <3

English

81%

Mathematics

81%

Science

83%

Students absent

% of student at or above level 5

TEACHER ASSESSMENT â&#x20AC;&#x201C; TUXFORD - 2012 Percentage at each level 4 5 6 7 8 EP Students disapplied

W 1

Modern Foreign Languages

72%

Design & Technology

97%

Geography

95%

History

87%

ICT

88%

Art and Design

95%

Music

70%

Physical Education

100%

W EP

represents students who are working towards level 1, but have not yet achieved the standards needed for level 1. represents exceptional performance

Teacher Assessment Levels in Modern Languages are expected to be lower as students have only started this subject in Key Stage 3.

School Prospectus

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September 2012

Student Welfare

Our specialist welfare team

Care, Guidance and Support

School Prospectus

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September 2012

Pastoral Welfare and Guidance KEY PRINCIPLES People and learning relationships should be placed at the heart of education at Tuxford. Every child should receive a high level of individual care and attention that will help them reach their true potential. Every child should have a strong sense of belonging and identity Every child should not feel 'lost' in such a big school The majority of Tuxford students come to us from small village schools; we want to continue that 'small school' feel that contributes so much to our ethos

THE ORGANISATION OF PASTORAL CARE: The students are organized into four Colleges that serve as their pastoral bases Each College consists of 280-300 students from the 11-16 age group Each College is organized into 15 form groups called Learning Teams Each College is led by a Head of College, supported by a College Progress Leader Each Learning Team consists of approximately 20 students Each Learning Team consists of approximately four students from each year group Some Learning Teams have two tutors Two or three Post 16 students are attached to each Team for part of the week The older students have opportunities to act as leaders, advisers and assistant tutors within each Team Learning Team time is twenty minutes a day, in the morning. At this time, everyone takes part

School Prospectus

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September 2012

Attendance and Child Protection SAFEGUARDING CHILDREN AND CHILD PROTECTION Tuxford Academy fully recognises the contribution it can make to protect children and support students in school. Our policy is to safeguard and promote our studentsâ&#x20AC;&#x2122; welfare, safety and health by fostering an honest, open, caring and supportive climate. The studentsâ&#x20AC;&#x2122; welfare and well being are of paramount importance. Every member of staff has a statutory duty enshrined in law to work in accordance with the school Child Protection Policy and where cases of child abuses are disclosed, they MUST be referred to the Designated Persons for Child Protection. There are four main elements to our Child Protection Policy:School Commitment Roles and responsibilities Procedures Supporting Students at Risk The role of the Designated Teacher and the Designated Person for Child Protection includes recording and referral of cases of suspected and alleged abuse to the relevant agencies (Social Care, Police, Designated Child Protection Officers). THE ROLE OF THE STUDENT WELFARE OFFICER

Our student welfare officer, Mrs Leona Ashley, works with staff, parents/carers and students in the school to ensure all children can access the education provided for them; supporting individuals where necessary to achieve their full potential. Key areas of her work include: Work alongside staff and support students referred to the Inclusion Faculty Convenor of Multi-Agency Strategy Planning Meetings and Case Reviews Monitoring of attendance, follow up of absences, home contacts and attendance related issues Working with the Student Transition Manager in respect of transfer issues Home school liaison, co-ordinator for welfare issues Working alongside designated teacher for Looked-After children Working alongside designated teacher for Child Protection Mrs Leona Ashley

School Prospectus

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September 2012

Uniform Students in Years Seven to Eleven must wear uniform.

School Uniform blue blazer with school badge on breast pocket blue v-neck sweater with school badge (optional wear underneath blazer) white shirt navy tie with gold stripe and additional coloured stripe denoting college grey trousers or skirt black shoes

There is a school PE uniform which is also compulsory wear for PE lessons.

School P.E. Uniform Yellow rugby shirt (outdoor/winter wear) Yellow T-shirt (indoor/summer wear) Navy shorts Navy socks â&#x20AC;&#x201C; knee-length White tennis socks - ankle length (girls only) Trainers/plimsolls/studded boots (as appropriate) Navy tracksuit bottoms with school logo School uniform can be purchased at the School Shop or at branches of K & H Sports in Newark and Uniform Direct in Lincoln. Students are expected to wear their uniform with pride and in such a way that reflects the ethos of high standards and achievement at Tuxford Academy. Smartness, health and safety considerations and common sense form the basis of the expected standards of appearance. Coats are for outside wear only Blazer to be worn at all times; only removed with teachersâ&#x20AC;&#x2122; permission Damaged ties should be replaced Shirts should be formal style with stiffened collar. No fitted blouses Trousers should be full-length formal style and made of an appropriate material. Not excessively tight, baggy, or flared. No zipped pockets, slits, patches, etc.. No denim, leather or corduroy* Skirts should be formal style, not excessively short or long* Tights - sheer or woollen: dark blue/black/grey/flesh Socks - ankle length: dark blue/black/grey/white Shoes - black and plain style. No stilettos or excessive platform soles*. No trainers except for recreational activity at break Hair - no excessive styles/colouring/braiding/beading/gelling, etc.* Jewellery - one stud per ear only. No facial jewellery/bracelets/necklaces Make-up - Not allowed *The school reserves the right to its discretion about appropriateness ALL ITEMS OF CLOTHING MUST HAVE YOUR NAME MARKED INSIDE UNCLAIMED ITEMS ARE DISPOSED OF AT THE END OF EACH TERM. School Prospectus

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September 2012

Our Academy

School Prospectus

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September 2012

Further Information TUXFORD ACADEMY Tuxford Academy has been a specialist Technology College since 2002 and is committed to raising standards in all subject areas. Initially targets in the areas of student achievement, and community development were set for the four specialist subjects (Maths, Science, ICT and Design and Technology). In recognition of the schoolâ&#x20AC;&#x2122;s high performance we were invited to apply for a second specialism in 2006 and we chose to focus on staff training and professional development. By integrating the Technology College initiatives into the schoolâ&#x20AC;&#x2122;s wider development strategy it has been possible to move forward in all areas of the teaching and learning. Networking within the school has resulted in the good practice developed initially in the four areas being disseminated across the school. The number of learning activities related to the use of ICT has increased significantly and the level of high quality technical support has risen as a result of staff recruitment. Specialist status has also involved Tuxford Academy developing partnerships with other schools and with local community groups. Projects have been developed with our feeder primary schools and another secondary school. TEACHING SCHOOL ALLIANCE Tuxford was designated a Teaching School in 2012 and has formed an alliance with 17 other schools. A key focus of the alliance is to ensure that all partner schools achieve the highest standards.

THE SCHOOL WEBSITE (www.tuxford-ac.org.uk ) One of the benefits of Technology Status has been investment in a high specification, high performance website. It has the capacity and many of the features of sites operated by large national institutions such as the BBC and the DfE. The school is careful to promote safe use of the internet. Students and parents are reminded of common sense precautions that should be taken when young people go online. Parental consent is sought before students work or achievements are featured on our website. We ensure that individuals cannot be identified, but we feel that achievement deserves recognition. Some sections of the website require passwords to gain entry. This safeguard enables us to protect copyright material and to maintain confidentiality when appropriate.

School Prospectus

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September 2012

Tuxford Family Collaboration The Tuxford Family Collaboration is a group of schools, consisting of Tuxford Academy itself and twelve feeder primary schools. Its vision is centred round excellence and individual success. Every young person, teacher, member of support staff and Headteacher is able to move towards a badge of excellence through the sharing of ideas, knowledge and skills. Every young person within our extended schoolsâ&#x20AC;&#x2122; family have the opportunity to gain the success so richly deserved, at every stage of his or her education. All schools within the partnership retain their own identity and continue to be governed by their own governing bodies. Closer joint working provides exciting ways of approaches in areas such as curriculum development, staff development, teaching and learning, leadership and management, provision of administrative and support services and much more. Through the Collaboration, we are able to share expertise and resources, achieve economies of scale and develop innovative leadership and management structures which will attract high quality leaders. The partnership provides a strong support network which will help to secure the futures of our smaller schools within the heart of their communities. One of the greatest benefits of all is the continuity and consistency of high quality education that children receive within the partnership schools from the day they start primary school until the day they leave secondary school.

School Prospectus

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September 2012

Academy Board Academy Principal:

Mr Geoff Lloyd

Parent Representatives: (5)

Mrs Serena Baines Mr Jagrupe Binnig Mrs Samantha Dumoulin Mr Kelwin Heighton Mr Robert Pitchford

LA Representative: (1)

Councillor Kath Sutton

Staff Representatives: (6)

Mr David Cotton (Teaching staff) Mrs Hazel Ginever (Support staff) Mrs Sue Johnson (Teaching staff) Mrs Kerry Nichol (Support staff) Mrs Polly Pearson (Support staff) Miss Maxine Tivey (Teaching staff)

Governor nominations: (4)

Mrs Ruth Allarton Mrs Margaret Blore Mrs Amanda Pask Mrs Ingrid Wiggins

Community Governors: (3)

John Rolph (chair) Rev Colin Wall Alec Webster (vice chair)

Associate Governors:

Mr Philip Baker Mr Tony Lynch Mrs Liz Rew Mrs Caroline Saxelby Mr Paul Simpson Mr David Vernon Mr Terry White

Clerk to the Governors :

Mrs Alison Elway

DALP Executive Principal:

Mr Chris Pickering

School Prospectus

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September 2012

School Day

School starts

8.45

Period 1

8.45 -

9.35

Movement time

9.35 -

9.40

Period 2

9.40 -

10.30

10.30 -

10.50

Learning Team

___________________________________ Break 10.50 11.15 ___________________________________ Period 3

11.15 -

12.05

Movement time

12.05 -

12.10

Period 4

12.10 -

1.00

___________________________________ Lunch 1.00 1.50 ___________________________________

Period 5

1.50 -

2.40

Movement time

2.40 -

2.45

Period 6

2.45 -

3.30

School Closes

3.30

All students need to be ready for work at the start time of each lesson. Students who arrive to the classroom after this time will be recorded as being late to their lessons.

School Prospectus

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September 2012

Further Reading POLICIES All schools are required to publish a named selection of policies for the information of prospective applicants. The following can be accessed via the school website www.tuxford-ac.org.uk and found in the Parent Portal. Details of Student Premium allocation, use and impact on attainment Curriculum Behaviour (including Uniform) Special Educational Needs and disability provision Disability Equality Scheme and Action Plan Equal Opportunities Racial Discrimination and Race Equality Collective Worship Charging and Remissions Sex and Relationships Education

COLOUR BROCHURE The annual prospectus should be read in conjunction with our colour brochure which offers a pictorial account of academy life.

School Prospectus

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September 2012

Message from the Executive Principal/Chief Executive of DALP It is with great pride that I am able to contribute to the Tuxford Academy prospectus and to welcome new and prospective students and parents to the academy. I came to Tuxford in 1996 as Headteacher and I am proud to have entered my seventeenth year associated with the school in September 2012. It has been a challenging and professionally rewarding journey and one I intend to continue for some time yet. DALP was formed in September 2011 from what was then called the National, Tuxford, Oaks Learning Community. Members now include Tuxford Academy (a National Support School and Teaching School), Retford Oaks Academy, East Leake Academy and The National C of E Academy. My remit is to lead the growth and development as its Chief Executive and to fulfil the role of Executive Principal across the academies working closely with the Principals. Developing and maintaining the highest possible standards and quality of education are of paramount importance to me. Our core focus is the achievement and development of each individual student. We believe that this is best achieved through maintaining and developing each academy’s unique identify and individual characteristics. However the sharing of existing good practice and the co-development of new best practice is fundamental to the success of the academies. It is for this reason that we have established a framework of core principles and practice to which all our academies subscribe. We encourage diversity and recognise that high levels of success cannot be sustained by adopting a ‘one size fits all’ model. I spend a significant amount of time in Tuxford Academy and attend a number of functions and events during the year which enables me to meet parents and other friends of the school. I believe it is important to maintain a level of day to day involvement in the academy. 2011/2012 has been another memorable year in the life of our school. Everyone is extremely proud of our achievements. The most important thing of all is the fact that our children are receiving an outstanding education and making excellent progress, something to be celebrated by everyone. In conclusion I would like to extend my best wishes to you and your children and I look forward to meeting you in the future.

Chris Pickering Executive Principal/Chief Executive of DALP

School Prospectus

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September 2012

School Prospectus

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September 2012