Garth Hill College Prospectus Working Together to Achieve Success
Contents
Introduction from the Principal.........................................................3 Aims and Values....................................................................................5 Pupils First, Always Learning...............................................................5 Our Message to the Young People of Garth Hill...........................6 Garth Hill Values are British Values..................................................6 The College’s Organisation.................................................................7 Pastoral Care & The House System..................................................9 The Curriculum................................................................................... 11 Pupils with Special Educational Needs......................................... 13 The Wider Curriculum – Educating the Whole Child................. 14 Work-Related Learning and Work Experience............................ 18 Physical Education and Sport.......................................................... 19 College Facilities................................................................................. 20
Introduction from the Principal We are proud to be a genuinely comprehensive school serving the community of North Bracknell and surrounding areas for pupils aged 11-19. Following a successful OFSTED inspection in May 2019, we are now on the next stage of our journey to excellence – to move from good to great. Success has been built upon high standards and clear expectations. For example, we expect pupils to always try their best, behave well and respect others. We praise and reward, but there are clearly understood sanctions for unacceptable conduct. We offer a wide and diverse range of opportunities, inside and outside the classroom, to supports pupils’ personal and academic development. Well established partnerships with local businesses, community groups and organisations enrich that offer. A strong pastoral care system and vibrant pupil voice are also features of the College. We have our own TARDIS. We do not use this to travel through time and space, but instead it enables our pupils to provide important feedback to us on a wide range of issues and themes. I am fortunate to work with a dedicated and passionate team of staff and an experienced and active Board of Governors is extremely supportive of the work that goes on within the College, We encourage pupils to make the most of College life and to constantly strive to be the best that they can be irrespective of their starting point a journey to personal excellence. Above all, we believe that anyone can achieve, and beyond expectation, with relentless dedication, commitment and hard work. We look forward to welcoming you to Garth Hill and to sharing more about our journey to excellence with you. Keith Grainger BA (Hons), MA, PGCE, NPQH www.garthhillcollege.com | Garth Hill College
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The College’s Organisation The College is organised into six schools. Each school is led by an Assistant Principal (‘Head of School’). Four of the schools are home to a curriculum area. There are four main curriculum ‘schools’: • The School of Human, Creative and Physical Studies • The School of Languages and Communications • The School of Mathematics and Information Studies • The School of Science and Technology Each area is led by a Curriculum Team Leader and there are subject leaders for each of the subjects within those curriculum area teams. These staff are supported by a Deputy Curriculum Team Leader. The fifth school is the Sixth Form at Garth Hill College. Again, this is led by an Assistant Principal who works closely with the Head of Sixth Form and the Assistant Head of Sixth Form. The sixth school is the School of Supported Learning which is led by another Assistant Principal. The school comprises all aspects of mainstream and specialist Special Educational Needs (SEN) provision including Rise@GHC and the entire Garth Hill community. The Assistant Principal works closely with the College’s Special Educational Needs Coordinators (SENCOs), senior and middle leaders to deliver the mainstream and specialist SEN curriculum.
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Aims and Values The College’s strategic aims are: • To provide a first class learning experience – a wide and diverse range of excellent opportunities, inside and outside the classroom, that enable our young people to develop exceptionally well both academically and personally • To be a genuine learning community – where adults, as well as young people, fully engage in the learning process, and are open to learning from each other and from all experiences • To be the best that we can be – everyone in the Garth Hill community always striving to improve so that we can do the best we can for ourselves and for others, and make the very most of life. We are: • Passionate about our pupils and our community - proud to be a genuine comprehensive school with young people from a range of backgrounds and circumstances. • Driven by educating the whole child, not just by academic outcomes. • Striving to provide the best care, service and opportunity to our young people and their families and to be the best at developing others. At the heart of this is our commitment to building positive relationships with pupils. We aim to provide an environment where young people will thrive, embrace learning and make the most of the opportunities available at Garth Hill to grow and develop as individuals. We encourage our pupils – building on our “Message to the Young People” and our “Seven Habits of Highly Effective Garth Hill Pupils” – to develop the aptitude and determination to achieve well in life, do great work and be great citizens. We believe that with hard work and dedication our young people can achieve beyond expectation. www.garthhillcollege.com | Garth Hill College
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Our Message to the Young People of Garth Hill Garth Hill is a caring, stimulating, open and inclusive learning environment where excellence is standard. We want to help you to become a confident, ambitious young person, with great aspirations for your future, and the aptitude, determination and commitment to go on and achieve well in your life. At Garth Hill, you will be part of a team, learning respect for others and our community. You will work collectively in the spirit of healthy competition to help your ‘house’ be the best. You will also be challenged and supported as an individual to be the best that you can be. You will have excellent opportunities, inside and outside the classroom, to gain great experience and develop exceptionally well academically and personally. We know why we do what we do. To work with young people and to teach is a privilege, and we well know the difference that we make. We ask that you know well why you do what you do: To do well, to set yourself up for a better future so that you can enjoy a fulfilling and happy life, doing great work that you love, and be a great citizen. Always try to do your best, for yourself and for others. Present yourself and attend well. Get involved and make the most of College life. Trust in your ability. Never give up, and remember that with hard work you can achieve beyond expectation.
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At Garth Hill, we will never leave you behind. You will come with us.
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Garth Hill Values are British Values Growth Aspiration Respect Tenacity Honesty
Hard work Inclusion Leadership Learning
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The College’s Organisation The College is organised into six schools. Each school is led by an Assistant Principal (‘Head of School’). Four of the schools are home to a curriculum area. There are four main curriculum ‘schools’: • The School of Human, Creative and Physical Studies • The School of Languages and Communications • The School of Mathematics and Information Studies • The School of Science and Technology Each area is led by a Curriculum Team Leader and there are subject leaders for each of the subjects within those curriculum area teams. These staff are supported by a Deputy Curriculum Team Leader. The fifth school is the Sixth Form at Garth Hill College. Again, this is led by an Assistant Principal who works closely with the Head of Sixth Form and the Assistant Head of Sixth Form. The sixth school is the School of Supported Learning which is led by another Assistant Principal. The school comprises all aspects of mainstream and specialist Special Educational Needs (SEN) provision including Rise@ GHC and the entire Garth Hill community. The Assistant Principal works closely with the College’s Special Educational Needs Coordinators (SENCOs), senior and middle leaders to deliver the mainstream and specialist SEN curriculum. www.garthhillcollege.com | Garth Hill College
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Aims and Values The College’s strategic aims are: • To provide a first class learning experience – a wide and diverse range of excellent opportunities, inside and outside the classroom, that enable our young people to develop exceptionally well both academically and personally • To be a genuine learning community – where adults, as well as young people, fully engage in the learning process, and are open to learning from each other and from all experiences • To be the best that we can be – everyone in the Garth Hill community always striving to improve so that we can do the best we can for ourselves and for others, and make the very most of life. We are: • Passionate about our pupils and our community - proud to be a genuine comprehensive school with young people from a range of backgrounds and circumstances. • Driven by educating the whole child, not just by academic outcomes. • Striving to provide the best care, service and opportunity to our young people and their families and to be the best at developing others. At the heart of this is our commitment to building positive relationships with pupils. We aim to provide an environment where young people will thrive, embrace learning and make the most of the opportunities available at Garth Hill to grow and develop as individuals. We encourage our pupils – building on our “Message to the Young People” and our “Seven Habits of Highly Effective Garth Hill Pupils” – to develop the aptitude and determination to achieve well in life, do great work and be great citizens.make We believe that with hard work Current pupils increasingly and dedication our young people can achieve beyond expectation. strong progress, particularly in English,
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mathematics and science…. Ofsted May 2019
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Pastoral Care & The House System The College’s pastoral structure is organised as a house system. Each of the four main ‘schools’ is also home to one of the College’s four houses. There are four houses: Lawrence, Fielden, Brownlow and Haversham. Each house is made up of two or three tutor groups from each curriculum year, typically 11-12 tutor groups in total. The Head of House is assisted by an Assistant Head of House, House Mentor and a team of form tutors. When a pupil joins the College in year 7, he or she will be allocated to a ‘house’ and to a form tutor, who will register the tutor group at the start and end of the college day. The form tutor undertakes initial responsibility for day-to-day problems and concerns. More serious matters are usually referred to the Head of House, or to the appropriate Curriculum Team Leader or Assistant Principal.
The Seven Habits of Highly Effective Garth Hill Pupils The College is committed to ensuring all learning is disruption free. Our expectations of pupils are clear and these are set out in the College’s Behaviour Policy and in the ‘Seven Habits of Highly Successful Garth Hill Pupils’. Pupils need to adopt the ‘Seven Habits’ if they are going to be successful at the College.
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The Seven Habits of Highly Effective Garth Hill Pupils 1. 2. 3. 4. 5. 6. 7.
Attend and be punctual Wear your uniform correctly. Bring all your tools for learning. Behave impeccably. Follow instructions and rules - disruption free learning. Be kind and helpfull to others. Always try your very best
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The College has a clear and consistent behaviour system based on the principles of restorative justice. The principles and practice of restorative justice help us to successfully deal with disruptive behavior and any other issues that may arise. We believe that pupils who meet the College’s high standards and expectations should be rewarded accordingly and we celebrate the successes of pupils in a variety of ways.
Consistency Management and Cooperative Discipline (CMCD®) Garth Hill College is firmly committed to the principles of Consistency Management and Cooperative Discipline® (CMCD). CMCD promotes collective responsibility, underpinned by the principles of 'Care', 'Prevention', 'Community', ‘Cooperation' and 'Organisation.’ One of the aims and benefits of CMCD® is that pupils are encouraged to take greater responsibility for their learning and to play a more active role as a member of the wider College community. The use of CMCD® in the classroom is outlined in more detail in the College’s Teaching and Learning Policy. 10
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The Curriculum In line with ‘Our Message to the Young People of Garth Hill’, our curriculum aims to develop: • successful learners who enjoy learning, work hard, progress and achieve. • confident and ambitious individuals with great aspirations for the future, and the aptitude, determination and commitment to go on and achieve well in life. • responsible citizens who can make a positive contribution to society. The College aims to ensure that pupils have access to • a curriculum that develops the key knowledge and understanding required in each of the subjects that they study • high quality learning in a broad and balanced range of core and foundation subjects • sufficient choice of subjects when the time comes to specialise and/or courses that are more appropriate to their needs. • a curriculum that does not solely focus on examination and test outcomes, but aims to develop the whole child, personally and academically. • a rich diversity of educational experiences and opportunities to develop the wider knowledge, understanding and skills that prepare pupils for life. A balanced curriculum involves providing the pupils with teaching across the full range of the curriculum, with core and foundation subjects being taught on a regular basis. The National Curriculum is followed at Garth Hill College. At key stage 4, when pupils have an element of choice, they are guided to maintain a balanced programme that meets the needs and aspirations of pupils. Pupils, parents and carers will receive information, advice and guidance about the options available at key stages 4 and 5. www.garthhillcollege.com | Garth Hill College
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Home Learning Home learning (homework) is an essential part of the learning process. A home learning timetable provides guidance to staff, pupils, parents and carers on how much additional study should be undertaken each night. Pupils are expected to keep a record of all the tasks and exercises set in their planner. Form tutors, parents and carers are expected to check and sign the planner weekly.
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In lessons, pupils behave well. They have positive relationships with staff. Ofsted May 2019
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Pupils with Special Educational Needs At key stages 3, 4 and 5, pupils with special educational needs are supported in the classroom across the curriculum, and some benefit from small-group literacy and numeracy teaching. In year 7, some pupils receive intensive literacy ‘catch up’ support. Regular target setting, monitoring and review ensure that the correct intervention programmes are put in place and pupils make the required progress. We also work very closely with a number of outside agencies to ensure pupils receive appropriate support. The College has a dedicated Learning Support Centre and follows the Special Educational Needs (SEND) Code of Practice and our own SEND policy. Provision is co-ordinated by the College’s SENCO, a member of the senior management. The College’s policy is based on the following principles: • All pupils are entitled to a broad and balanced curriculum which embraces the National Curriculum. • All pupils will be given access to educational experiences of the highest possible quality, offering challenges which lead to the highest standards of personal achievement. • Celebrating the achievements of pupils with learning difficulties equally with the achievements of those who find success easier to attain. • Encouraging support from parents and carers and working in partnership with them. • Educating pupils with special needs alongside their peers and segregation only under exceptional circumstances. • Pupil participation in making decisions about their own targets. • Staff responsibility to all pupils, including those with special needs. www.garthhillcollege.com | Garth Hill College
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The Wider Curriculum – Educating the Whole Child Garth Hill aims to provide a wide range of opportunities to support to support the personal, social, spiritual, cultural and moral development of all pupils. The many informal learning experiences and opportunities that we have on offer to our pupils in areas such as STEM, music, drama, the arts, culture, sport, leadership etc. form an important part of the College’s curriculum. This is enriched through our partnerships with others, notably local businesses. We believe these opportunities are key to developing character, culture and the wider knowledge, understanding and skills that our young people need to prepare for adult life. Our curriculum also aims to develop pupils’ understanding of what it means to be a good Garth Hill citizen, as well as a citizen in modern Britain. Our ‘Message to the Young People’, ‘The Seven Habits’ and our ‘Well-Being Charter’ provide a clear message to all about rights and responsibilities in our community. As mentioned above, ‘Consistency Management and Cooperative Discipline’ (CMCD) is also a feature of the College and contributes to the development of wider knowledge, understanding and skills. CMCD empowers pupils to take responsibility (eg. as pupil managers in classrooms or as members of the College Council) and help adults to run the College. This contributes to the development of important life skills such as leadership, organisation and communication. For example, Our Pupils as Learning Partners group (PLPs) share regular feedback on teaching and learning through the eyes of pupils. Our assembly and tutorial curriculum complements this work and, in conjunction with citizenship and PSHE (Personal, Social and Health Education) lessons, will also help pupils learn how to keep safe and healthy, develop awareness of the challenges and risks they face in the world around them, and an understanding of society and how democracy and the law works. 14
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The Edge The Edge programme aims to help pupils develop attributes and skills which are important for employment and life beyond school. The five attributes developed by the programme are: • Leadership • Organisation • Resilience • Initiative • Communication All pupils will be enrolled on The Edge programme through the College’s membership of The PIXL Club. The Edge is fundamental to raising the profile and awareness of the range of extra-curricular and enrichment activities available at Garth Hill College, as well as the importance of developing the five attributes. The Edge programme is certificated at the following levels: Apprentice, Graduate and Masters. We believe certification in The Edge will enhance pupils’ applications to further education providers and employers in the future. Pupils in year 7 will begin on Apprentice Level. We expect pupils to: • take a full and active part in the wider life of the College and to get involved through The Edge programme. • take responsibility for signing up to and attending at least one club or activity at a time. • keep their online portfolio up to date, recording attendance and experiences and demonstrating that they are working towards fulfilling the requirements of the certification at the appropriate level. • complete any home learning in The Edge as required. Finally, there are many opportunities for pupils to participate in a wide range of trips across all areas of the College. 16
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Work-Related Learning and Work Experience Work-related learning is an important part of the curriculum. A comprehensive package of advice and guidance is in place to ensure pupils/learners make choices at the end of key stage 3, 4 and 5 that are suitable for their future progression. As part of our curriculum, pupils from year 7 onwards will receive appropriate and relevant information, advice and guidance, including on careers and the world of work. All pupils will be given the opportunity to take part in a work experience placement (normally in year 10) and additional work experience placements are available to some pupils. For further information, please refer to the College’s Careers Policy.
Religious Education Religious Education is part of the taught curriculum at Garth Hill. The teaching does not reflect the doctrinal bias of any particular denomination and, while pupils are made fully aware of the teaching and history of the Christian religion, there is emphasis on the formation of beliefs in a wider context, which involves the comparative study of religions of the world.
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Pupils are proud of their school. They wear their uniform smartly and are welcoming to visitors. Ofsted May 2019
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Physical Education and Sport Physical Education and extra-curricular sporting opportunities aim to develop pupils’ physical competence and confidence to perform in a range of activities. Pupils will also experience opportunities to be creative, competitive, and to face up to different challenges as individuals, or in groups or teams. The Physical Education Department offers a broad and balanced curriculum including the following activities: football, rugby, orienteering, badminton, basketball, netball, athletics, gymnastics, aerobics, health related fitness and striking and fielding games. In addition to this, a wide variety of sporting activities, clubs and teams is offered as part of an extracurricular programme. The College has very good sporting facilities including a large four-court indoor Sports Hall, Activity Studio, Fitness Studio, multi-use games area (MUGA) and 3G artificial playing surface. There are also extensive playing fields for rugby, football, cricket, athletics, hockey and rounders. Extra-curricular activities in a wide variety of different sports are offered with practices and matches taking place throughout the week. There are strong links with local coaches and sports clubs to ensure students receive regular and expert tuition in addition to the formal curriculum. www.garthhillcollege.com | Garth Hill College
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College Facilities The College has excellent facilities. The main College building opened in 2010 and a dedicated Sixth Form Centre opened in 2015. A variety of different learning spaces allow pupils greater freedom and responsibility without compromising their safety and well-being. The College’s ‘schools’, Administration Block, Auditorium and Sports Centre are formed around a large, central Inner Link providing opportunities for rest, play, street performance, assembly and a range of other activities. In addition to standard classrooms, facilities include: • ICT suites • Science laboratories. • A Design and Technology Centre including workshops, graphics room, an open area for computer-aided- design and a manufacturing centre • Drama Studio and Dance Studio • Music Centre including a Recording Studio and • 3 art studios • Media Suite • Library (Learning Resources Centre) • Learning Support Centre • Sports Centre including a four-court Sports Hall, two- court Activity Studio, Fitness Suite and changing rooms. There are also tennis courts, floodlit 3G artificial pitch and extensive playing fields. • Restaurant and adjoining outdoor terrace • Outdoor courts, courtyards and adventure play area There is good access, light and space in all standard classrooms. A ‘Teaching Wall’ provides a workstation, loudspeakers with amplification, interactive board and wipeboard, digital visualiser and ICT control unit. 20
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Auditorium Theatre The auditorium hosts assemblies, shows, productions and many other special events in the College across the year. Raised theatre-style (bleacher) seating can be recessed to create a larger performance area. The fixed stage can be extended with additional stage modules. Professional standard audio-visual equipment is controlled from a gallery at the rear of the seating area, and a Tension Wired Grid system provides easy high access to the stage lighting area.
ICT A cabled network is also supported by a wireless network throughout the building. The Teaching Wall (see above) features in most types of learning spaces, with a slightly different configuration and/or additional facilities in some specialist areas. Thick-client and thin client workstations in classrooms and other learning spaces are complemented by mobile laptop trolley safes on nearly all floors in each ‘school’ block. There are screens for digital visual media in each ‘school’, including a large screen in the Inner Link.
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The curriculum is varied and balanced. Ofsted May 2019 www.garthhillcollege.com | Garth Hill College
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Communication between College and Home We believe that effective communication between the college and home is a major factor in ensuring good personal development, happiness and well-being and, ultimately, academic success. We welcome the views of all pupils, students and parents/carers, including any areas of concern. The College’s Home College Communications Policy has been drawn up to provide parents/carers with guidance on contacting the College in the event of a query or concern. A copy is available on our website or from main reception. In the first instance, parents and carers are advised to raise any concern with the Form Tutor. However, there may be occasions when it is more appropriate to contact the subject teacher, Subject Leader, Curriculum Team Leader or Head of House. In the event of a serious concern or emergency, parents/carers may judge it more appropriate to contact the Head of House or an Assistant Principal (Head of School). The policy also contains advice on email contact and use of your son’s/daughter’s planner. Interview appointments can be arranged in advance with members of the senior management, Curriculum Team Leaders, Heads of House or other key staff to discuss a particular concern or issue. Garth Hill College adopts the Complaints Policy for Bracknell Forest Council. All the College’s Policies can be viewed or copied from the College website www. garthhillcollege.com or hard copies are available on request from the College’s Main Office. 22
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Teachers know their pupils well. Ofsted May 2019 www.garthhillcollege.com | Garth Hill College
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Garth Hill College Bull Lane, Bracknell, Berkshire, RG42 2AD Telephone 01344 421122 E-mail reception@garthhillcollege.com Website www.garthhillcollege.com @GarthHillColl @GarthHillColl