Ballynahinch High School Prospectus 2013 by Flixx Graphics

Prospectus

The High School Ballynahinch

We pledge to identify the talents, abilities and gifts of the children opting to come to us and over the course of five years develop these to the highest level possible.

Welco me to The H Our prospectus tries to give you a brief picture of our school. We hope that you will find it informative and attractive. It contains information about the school in general, our ethos, our policies and also some information about current activities. We are dedicated to the promotion of learning through high quality teaching in a caring, disciplined school environment.

h c n i h a n y l l a B igh School The needs of pupils are central to our school. We aim, through a broad curriculum involving cooperation with local schools, to offer an extensive portfolio of subjects suitable for a wide range of abilities.

feels valued and is able to contribute to school life and their own personal learning pathway. The Staff and pupils are supported by a skilful Board of Governors who encourages the school to be a stimulating and high achieving organisation.

Sport has an important role to play in helping pupils develop their many and diverse talents. There is an excellent pastoral programme committed to ensuring that each individual pupil

Mrs. K. Moore, Principal

Aims of the School Prepa ring Pupil . d l r o W s for a Changing This statement is delivered through the following 5 aims: 1. To promote learning in all its forms. 2. To use a range of appropriate teaching strategies. 3. To provide a caring disciplined environment. 4. To recognise the abilities, talents and gifts of every learner in our school community and develop these to the highest extent. 5. To encourage each child to contribute to the organisation of the school and their personal learning pathway through the school.

These aims are achieved by having the Revised Northern Ireland Curriculum as well as a range of supplementary activities embedded in the School’s Curriculum.

“There is a calming atmosphere about the school and I enjoy the attention you get from the teachers”

Pastoral Care

a senior pupil who looks after the needs of the pupils. Pupils will also take part in an induction programme of events in September/October. Our school is naturally concerned about the needs and welfare of its pupils and as such has developed an excellent pastoral care system which allows for the development of close relationships between teachers, pupils, parents and other outside agencies. Each class has a Form Teacher who brings together the administration, disciplinary and guidance procedures of the school. In junior school, in addition to being a subject teacher for their class, they have one form period a week with his/her class. This allows the form teacher to support the academic and pastoral development of the pupils in their class. Form classes will use ‘Circle Time’ to form positive relationships and they will be assigned a ‘Buddy Prefect’,

In addition to this the pupils are supported by a range of counselling services through ‘Counselling 4 Youth’ who send a fully qualified counsellor to the school once a week. Access can also be made to other services through the Designated Teacher and Vice Principal for Pastoral Care. Liaising with the Form Teachers and the Vice Principal for Pastoral Care are the Head of Junior School and the Head of Senior School. The table above shows who a pupil/parent may contact if they have a concern of any kind.

“I was nervous but now it’s exciting and interesting meeting so many new people”.

Admissions Number 76 Enrolment 303 The school is a well established, successful, non denominational, co-educational school and welcomes all children whatever their background. In the event of the school being over subscribed the Principal has been delegated by the Board of Governors to apply the following criteria in the order set down below: 1. Pupils having a sibling currently enrolled in the school or are the eldest child to transfer. 2. Pupils who are transferring from the following Primary Schools: Academy (Saintfield) , Annahilt, Ballynahinch, Carr, Carryduff, Cairnshill, Castlewellan, Cedar Integrated, Cumran, Derryboy, Downpatrick, Dromara, Drumlins Integrated, Glasswater, Killyleagh, Millennium Integrated, Newcastle Primary School, Riverdale, Rosetta and Spa. 3. Other pupils. As each criterion is applied reference will be made to the School’s Admission Number. When a criterion is reached where the number is exceeded, a tie-breaker will be applied. The tie-

breaker will be selection on the initial of the child’s surname based on the order generated from a random alphabet which will be as follows: TRVJAXDUEFHZSILWBKYQNPOGMC These criteria will also be applied to pupils seeking admission to Year 8 after September 2013. NB: It is the responsibility of parents or guardians to ensure that any information relevant to the criteria is included in the Parents’ Remarks section of the Transfer Form and this should be discussed fully with the Primary School Principal. The Board of Governors reserves the right to require such supplementary evidence as it may determine to support or verify information on the Transfer Form. The Provision of false or incorrect information or the failure to provide information within the deadlines set by the school can result in the withdrawal of a place and the inability to offer a place on the part of any school nominated on the applicant’s Transfer Form.

Applications and Admission Trends Applications

Admissions Criteria

Admissions

2010

2011

2012

2010

2011

2012

Pupils with Statements of Special Educational Needs are placed in the School by the Special Education Department of the South Eastern Education and Library Board after consultation with the School and Parents. The number of such pupils is not included in the Admission Number or Enrolment Number for the School. Pupils recommended for the School’s provision for ASD pupils is also determined by the SEELB Special Needs Department.

School Uniform

BOYS

GIRLS

Navy blazer with school badge

Charcoal grey trousers

Navy skirt - of reasonable length

White shirt

Navy and white striped blouse

Navy ‘V’ neck pullover

Grey Socks

Navy socks/tights

School tie (purchased at school)

Black school shoes

Flat Black school shoes

Navy/Black school outdoor coat

or school fleece

School scarf (optional)

P.E. BOYS

GIRLS

White polo shirt, green rugby shirt (with white stripe), navy shorts, green socks, suitable gym shoes, rugby/football boots.

White polo shirt, navy court skirt, navy lycra shorts (optional), navy socks.

Uniforms may be obtained from our official suppliers Rhoda Stewart, Ballynahinch or McBrides at the Temple. School tracksuits can be obtained from the Head of PE, Mr. Adair for the coming year by ordering them before the end of June.

A school curriculum continually evolves as a result of both internal and external factors. These bring about changes which have to be properly managed. This is both a difficult and a delicate undertaking. Nevertheless, in response to these demands, the staff of the school has developed an effective learning and teaching policy which is kept under constant review. This task has been made somewhat easier due to the fact that the school has a history of undertaking effective curriculum review and development. Currently, the School is reviewing its Curriculum and implementing the revised Northern Ireland Curriculum requirements.

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CURRICULUM REQUIREMENTS

The school will assess pupils in Levels for Communication and Using Maths at the end of Year 10. During the Spring Term Year 10 pupils select the Options available for study in Years 11 and 12.

Art

Mathematics

Drama

Music

English

Physical Education

French

Religious Education

Geography

Science

History

Technology and Design

Home Economics

Business Studies (year 10)

Information and Communication Technology (Years 8 & 9)

Careers (Year 10)

Learning for Life and Work

Key Stage 4

Category

Art and Design

GCSE

Science (Single Award)

GCSE

Moving Image Art

GCSE

English

GCSE

Business Studies

GCSE

Many schools are dropping Science as a compulsory subject at Key Stage 4 but we believe it is an important subject for all pupils.

Maths

GCSE

Child Development

GCSE

Learning for Life and Work

GCSE / General Interest

Double Award Science

GCSE

Religious Education in the school is provided in accordance with the relevant Education Orders. Parents who do not wish their children to receive such Religious Education or to attend Acts of Worship have the right to ask for their children to be withdrawn from these.

Physical Education

GCSE / General Interest

English Literature

GCSE

Careers

Non Exam

Modern Language

GCSE

Religious Education

Full / Short GCSE

BTEC Horticulture

GCSE

Core Subjects

Subject

Optional Subjects

The curriculum for Years 11 and 12 includes a number of compulsory core subjects in addition to certain optional subjects chosen by the pupils themselves. Decisions on optional subjects are only taken after Year 10 pupils and their parents have followed a detailed guidance programme. The school is working with partner schools to broaden the choice of subjects at Key Stage 4 in line with the Department of Education’s ‘Entitlement Framework’.

Tables showing the core and optional subjects which the school offers.

Subject

Stars in your eyes Choir Competitions Fundraising

t n e m h ric

After School

School Council Clubs

Social Activities

School Trips

Duke of Edinburgh

Act ivi

tie s

Careers Education “ It g

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ht w Careers an t t o do Education when r not.” o b y o o j u is implicit in much he leave sch you like t ool – gives you r e h t e h w t s e t of the curricular work o the opportunity t done in the school. All pupils in Years 10 - 12 take Careers Education as part of their Curriculum. This course aims to help pupils to understand more about themselves and the world of work, so that they can think creatively and gain more confidence in controlling their own lives. It encourages independent environment. thinking and decision-making skills and introduces them to a range of In Year 12 one week is spent information handling skills. It also aims to raise the pupils’ awareness by pupils working in a career of their choice. Over the years, through the Work Experience Scheme, the school has built up of post-16 opportunities. Outside agencies and specialists are often excellent relationships with employers, both local and further afield. involved in the delivery of this, through a range of activities which As a result of this, many pupils are offered employment with their may include visits from the Army and Marines, visits to facilities for Work Experience employer. In the Spring term Year 12 pupils have Post 16 studies and STEM events. the opportunity of a Mock Interview to practice and improve their Work Experience is an integral part of the Careers Education interview skills prior to the real thing. This fosters attitudes of self programme and great emphasis is placed on the opportunity this discipline and self confidence. gives pupils to gain first hand experience of an adult working

Reports

HOMEWORK The aims of homework in the school are:

1 to help pupils to work, think and learn independently;

2 to provide feedback on pupils’ understanding;

3 to allow practice of skills learned in the classroom;

4 to develop self-discipline including the management of time;

5 to involve parents (and other adults) in pupils’ work.

While homework is not meant to be a burden on pupils, its completion is an important part of school work and should therefore be taken seriously by all those involved. As such, the school expects written homework to be neat, to be done to the best of the pupil’s ability and to be handed in on time. Homework should complement work done in the classroom. Parents and pupils should understand, however, that homework is not always of the written type and may involve other activities e.g. reading, learning, watching a TV programme, drawing or research involving computers. Pupils are expected to record their homework in their homework diary and this is regularly checked by Class Tutors.

y a w e h t “Staff know me well and

Parents receive School Reports as follows: Years 8, 9, 10 and 11 – receive a ‘short’ report in December indicating their child’s exam grade and effort. A ‘full’ report, which consists of attainment, progress, effort made, behaviour and attendance, is sent at the end of June. Year 12 – a ‘short’ report is sent at Halloween, with a ‘full’ report being sent at the end of the ‘mock examinations’.

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The format of all these reports is continually under review so as to ensure, that pupils and parents receive good quality, easily understood information, and meet the requirements of the Department of Education.

In addition to the reports, during the course of the academic year, the school organises a Parental Consultation for each year group. At these meetings, parents have the opportunity to discuss with teachers the performance and progress of their children as well as any difficulties being experienced. The format of these meetings is such that it encourages effective two-way communication between staff and parents. Parents who are unable to attend are encouraged to contact the school to make alternative arrangements. The relatively small size of the school allows for parents with concerns about progress to contact the school at any stage of the year to discuss their child’s problems.

Sport

Sporting Aims The High School Ballynahinch, is a school with a long and successful sporting tradition and has always emphasised the importance of pupil involvement in a broad range of both team and individual sporting activity. We foster strong links with local sports clubs.

Sport

Aerobics

Athletics

Archery

Badminton

Basketball

Cross Country

Gymnastics

Hockey

Netball

Rugby

Football

Softball

Table Tennis

Tennis

Cross Country

Golf

It is hoped that through participation in sport pupils may adopt life-long interests which improve health and social relationships.

Special Needs

The admission arrangements with respect to the majority of pupils with Special Educational Needs (SEN) are consistent with the school’s general arrangements for all other pupils. Children with statements of SEN are placed in schools at the request of the South Eastern Education and Library Board (SEELB). When seeking to place a pupil with a Statement, the South Eastern Board will take into account the ability of the school to meet the child’s needs, the provision of efficient education for other children in the class or school and the efficient use of resources. When the school is approached by the SEELB a careful examination of the child’s needs matched to the resources available is undertaken by the Principal and Special Needs Co-ordinator, a decision is then given to the Board.

“It’s fri endly and ha s a nice atmosphere”

Pupils who require learning support are identified at the beginning of Year 8 through information from their Primary School and through testing or parental concern. Our main aim is to improve self esteem and the literacy and numeracy skills of each child. Many children have specific learning difficulties and require some extra help in overcoming and by-passing their difficulties. This is done on a withdrawal basis for 2 - 3 periods per week. Pupils receiving learning support have an Individual Education Plan which targets some areas in need of extra emphasis and these targets are aimed for by all staff. Those pupils who are identified as gifted and talented will also receive support.

Some pupils may also receive extra support from Outside Agencies and yet others have access to a Classroom Assistant. Children with Special Needs benefit by grouping in small classes where they can feel secure and be given close attention and frequent, friendly encouragement. Within the school there are small groups of pupils with Communication difficulties. A programme funded by the South Eastern Educational and Library Board has as its main aim the integration of certain carefully identified pupils on the autistic spectrum into mainstream secondary education.

Charging & Remissions Policy

The Governors recognise the requirements placed on schools by Education Orders regarding charges placed on pupils and parents for certain activities related to educational experience. The basic principle of education free of charge, if undertaken wholly or partly in school hours, is recognised and accepted. No charge will be made for the following: 1 educational activities including transport which take place wholly or mainly in school hours and which are part of the Northern Ireland Curriculum or are required as part of an approved examination system; 2 materials, books and such clothing as may be necessary in relation to the above; 3 all public examination fees with the following exceptions: where a pupil is entered for more than one examination in the same subject in the same academic year; resit examination fees where no further preparation has been provided by the school. (c) remark of examination papers

Charges will be made in relation to the following: 1 ingredients, materials or components where parents understand that the finished article becomes the property of the pupil; 2 where activities take place 50% or more outside of school hours; 3 where board and lodging is required as part of a residential activity; 4 extra curricular activities wholly or partly carried on outside school hours; 5 damage or loss to the school, materials, or property resulting from misbehaviour of a pupil or pupils; 6 pupils who take up the offer of individual music tuition provided by outside agencies; 7. re-mark of a public examination.

Policies

BEHAVIOURAL POLICY In the pursuit of its aim to provide a worthwhile educational experience for all its pupils, the school recognises the importance of a system of discipline. Discipline is an essential aspect of the education of young people as it is through this that positive learning takes place. The school’s system of discipline is largely dependent on Class Tutors. The following ladder of referral forms the basis of this system. ➤

Class Teacher ➤

Class Tutor ➤

Junior/Senior Head of School ➤

Vice Principal Principal Discipline is not seen by the school simply as a response to those who will not conform, but is used to emphasise the positive aspects of behaviour and learning. Good

behaviour is rewarded through, for example, recognition on Prize Day. It also seeks to minimise any actions which may hinder pupil education. Pupils are encouraged to cultivate an acceptance of and responsibility for their own actions and the consequences of these for themselves and others. Staff are trained in Positive Behaviour Management. Through this positive approach, pupils are encouraged to subscribe to the rules of ‘good behaviour’ thereby creating a school climate in which effective learning takes place. Good behaviour is rewarded through a Merit System. Pupils who have demonstrated very good behaviour or exceptionally good work are rewarded by being awarded a merit in their Homework Diaries. As these accumulate privileges are given to those who gain set targets within the system. The school regards ‘poor behaviour’ as any action which disrupts the education of individual or fellow pupils. The school expects the support of parents in enforcing discipline and this expectation brings with it the need for effective and efficient two-way communication between the school and the home. The experience of the school, however, is that few pupils require sanctions to be applied to them and this testifies to the acceptance of the system and its success.

ANTI-BULLYING POLICY

The School recognises various forms of bullying:

Bullying often involves persistent deliberate and unprovoked attacks by those in a perceived position of power on those who are powerless to resist. Bullying is also a damaging and distressful form of abuse, which is not tolerated in our school. To help pupils understand the issue of bullying and how it may be addressed we have organised a bullying-awareness week for the last ten years and found it to be very useful.

(i)

Physical;

(ii)

Psychological;

(iii)

Social;

(iv)

Verbal;

The aim of the school is the development of a mutually caring relationship between all members of the school community in order to create a secure and safe environment into which parents can send their children.

(v)

Cyber.

The school believes that all forms of bullying are unacceptable, and values the home/school partnership. The success of the school’s anti-bullying policy can only arise as the result of the co-operation, understanding and determination of all involved parties: Parents - Teachers - Pupils.

CHILD PROTECTION POLICY

DRUGS EDUCATION POLICY

Aim: This school will do all in its power to protect its pupils from harm, and to provide a safe environment in which they can develop.

In our society drugs are used medically, socially and illegally. Drugs include alcohol, nicotine, solvents and illicit substances.

Child Abuse takes a number of forms: (i)

Neglect

(ii)

Physical Abuse

(iii)

Sexual Abuse

(iv)

Emotional Abuse

Pupils who are the victims of abuse often display emotional/ behavioural difficulties. Staff are alert to this and will report the matter to the designated teacher Mrs Moore, or deputy designated teacher Mr Hewitt. If it is felt necessary to refer the matter to Social Services, this will be done by the relevant staff. Complaints/information concerning child abuse will be kept on record, dated and signed. Volunteers will be screened according to SEELB procedures.

Policies

Drugs Education is delivered through a developmental programme: 1 as part of a Personal and Social Development programme in Junior school - Years 8, 9 and 10 taken as part of a programme with class tutor; 2 involving some programmes of studies: Science, Technology, PE and RE; 3 supplemented by a counselling system available to pupils where problems have been identified. We liaise with a range of outside agencies such as the PSNI and Sharpe Alcohol Programme and their personnel often assist with teaching in this area. Staff development is ongoing through training days and various courses. We encourage a partnership with parents regarding drugs education. Pupils found in possession of drugs will be dealt with in accordance with Police, SEELB, DENI and School policies.

Parents are encouraged to report any concerns to the designated teacher, Mrs Moore or the deputy designated teacher Mr Hewitt.

MOBILE PHONE POLICY The school recognises that there is a need in modern society for pupils to have access to a mobile phone both on the way to and from school, especially if the route home from school involves public transport or independent travel and you want to be able to ensure that your child is safe and have a way of contacting him or her. Within the school environment, however, mobile phones are very disruptive. Therefore during the school day the following procedures should be followed by all pupils: 1. Mobile phones will be switched off 2. Mobile phones will not be used in the school for any reason 3. Pupils can make contact with parents/guardians through the school office

4. Any pupil found using a phone in school will have it removed and it will be kept in the school office until a responsible adult collects it The school views the misuse of mobile phones as a serious Child Protection issue.

Results

KEY STAGE 3 RESULTS Level 5 and above School Average % 2012

Northern Ireland Average % 55

Key Stage 4 Results 2011-2012

Annual Attendance Rate 2011/12 The annual attendance rate was 91%. This was calculated by expressing the total days attended by pupils on roll as a percentage of total possible days of attendance.

Single Award Science

76.92

100

Double Award Science

100

Mathematics

36.92

100

English

12.96

100

English Language

72.73

100

English Literature

63.64

100

ICT

Business Studies

37.50

100

Home Economics (food)

52.94

100

Child Development

83.33

100

Seeking Employment

Art and Design

84.21

100

Geography

40.91

86.4

History

35.71

100

Learning for Life and Work

43.75

100

French

Music

85.71

100

In 5+ subjects 30.50%

100

In 1 - 4 subjects 57.62%

Media Film and TV Studies

22.22

100

Health and Social Care

71.49

100

Design Technology

33.33

100

Religious Studies

71.43

95.8

100

FE College

AS Levels at another school

The High School Ballynahinch

Employment

Key Stage 4 Results 2011-2012 Achieving grades A* - C

Achieving grades A* - G

In 7+ subjects 13.55%

In 5+ subjects 98.30% In 1 - 4 subjects 1.69%

School Rules • Pupils are expected to behave in a courteous, co-operative manner and to be considerate to others, both in school and when travelling to and from school. • Pupils are expected to attend school for the full day unless there is a good reason for being absent. • Proper uniform must be correctly worn, to, from and during school each day. • Pupils are responsible for any property brought into school. • Pupils are expected to work to the best of their ability at all times.

r e t r a HSB Whole School Ch Rights and Responsibilities • I have the right to an education and to learn according to my ability. • I have the responsibility not to ridicule others for the way in which they learn, or to disrupt the learning of others. • I have the right to feel safe in and around the school. • I have the responsibility to ensure the safety of all pupils by behaving in a reasonable manner in and around school. • I have the right not to be bullied in any way, shape or form. • I have the responsibility not to bully others and to report any bullying I see. • I have the right to be treated with respect by all people.

• I have the responsibility to respect all others in our community. • I have the right to expect that my possessions will be secure in and around school. • I have the responsibility not to steal or mistreat the possessions of others and to report any theft or mistreatment I see. • I have the right to express my opinions and to be heard. • I have responsibility to allow others to express their opinions and be heard.

Staff

Mrs K Moore BA (Hons), PGCE, DASE, PQH(NI) Mr L Adair BEd Mr D Hewitt BEd, DASE

Head of Senior School /Physical Education Head of Junior School / Business Studies & ICT Co-ordinator

Mr R Mottram BSc (Hons), PGCE Mrs E Finlay BAgr (Hons), PGCE, Dip Comm, MEd Mrs A Cunningham BSc (Hons), PGCE Miss S McKeown MA (Hons), PGCE Miss J Campbell BSc (Hons), PGCE Mr G Coyle BA (Hons) PGCE Mrs C Halus BA, PGCE Mrs A Casey BEd (Hons), DASE Mr G Toney BEd (Hons)

Board of Governors Chairman: Mr D Smyth Secretary: Mrs K Moore Vice Chairman: Mr W Slater Mrs E Bingham, Mr WR Magill, Mrs E Hughes, Rev. CJ Carson, Mr W Keys, Mr L Adair

Principal

Head of Science Head of Careers, Science Science Head of English, Literacy Co-Ordinator Head of Mathematics History, Motor Vehicle Studies Head of Geography Head of Home Economics Head of Design & Technology

Mrs K McDowell BEd (Hons)

Staff

Business Studies, Learning for Life & Work Co-Ordinator

Mrs S Young BA (Hons), PGCE

Head of Art, Area Learning Community

Link Teacher

Mrs K Warnock BA (Hons) PGCE MFL Mrs J Redmond BA (Hons), PGCE

Head of French, English

Mrs L Harvey BMus (Hons) PGCE (Com) Cert R Ed Mrs L Hughes BA (Hons) PGCE

Modern Foreign Languages Head of Music, Link Teacher with SERC Speech, Language, Communication Pupils

Mrs H Rose BA (Hons) PGCE

English, History

Miss S Cullen BA, Cert Ed, MA

Speech, Language, Communication Pupils

Mrs S Switzer BSc (Hons), PGCE

Speech, Language, Communication Pupils

Maths Mrs P Arbuthnot BA (Hons), PGCE MA(Ed)

Special Needs Co-Ordinator, Maths

CLASSROOM ASSISTANTS

Mrs J Hamilton Mrs J Dowery Mr J Heron Mr I McLaughlin

NON TEACHING STAFF

Executive Officer Reprographics/Library Technician Science / Technology Technician Building Supervisor

Mrs. E Herron Mrs. E Kirkwood Mrs. L McIllwaine Mrs. C Millar Mrs. A Mateer Mr. N Rooney Miss. P Foat Mrs. E McMullan Mrs. P McCullough Mrs. L Bloxham Mrs. A Matthews Mr. M Hamilton

Every effort has been made to ensure that the information in this Prospectus is correct at the time of printing. However, the School Management reserves the right to alter or amend any or all of the information, without notice and without reference to any third party.