UGS Prospectus by M Spinks

Prospectus

Contents SCHOOL DETAILS Governing Body

AIMS AND OBJECTIVES OF URMSTON GRAMMAR SCHOOL Admissions The School Curriculum The School Week The Sixth Form Homework Discipline and Sanctions Discipline Guidelines for pupils

FACULTIES ENGLISH AND EXPRESSIVE ARTS FACULTY English Drama G.C.S.E. Drama Extra-Curricular Activities Music Physical Education Department MATHEMATICS FACULTY Years 7 - 9 Years 10 - 11 Years 12 - 13 SCIENCE FACULTY HUMANITIES FACULTY Introduction History Geography Economics and Business Studies Religious Education Psychology LANGUAGES FACULTY Year 7 Years 8 and 9 Years 10 and 11 Year 12 Year 13 DESIGN AND TECHNOLOGY FACULTY Key Stage 3 Curriculum Key Stage 4 Curriculum AS and A2 Subjects Key Stage 3 Key Stage 4 AS and A2

1 2 2 3 4 5 5 5

6 6 7 7 7 8 9 10 10 10 10 12 15 15 15 16 17 18 19 20 20 20 20 20 20 21 21 21 22 22 22 22

CURRICULUM SUPPORT Foundation Studies Personal and Social Education Sex Education Careers Information Education and Guidance (CIEG) Work Experience PUPIL / LEARNING SUPPORT Induction of Year 7 pupils Library Special Educational Needs ‘Prep System’ Report Systems Credits and Commendations C.O.P.E. Playgroup Community Service Work Charities

INFORMATION FOR PARENTS Parental contact with school Home School Agreement Holidays during term Permission slips Lunchtime arrangements Absence due to illness Illness during the school day Medical Room Child Protection Authorised and Unauthorised absences for year ending July 2005 Urmston Grammar School Parent Teacher Association Uniform Lists Girls Boys Compulsory P.E. Kit Looking after possessions Lost property Confiscated property Policy Documents Year 11 Destinations 2002 Year 13 Destinations 2002

24 24 24 24 25 26 27 27 29 29 29 30 31 31 31 31

32 32 32 34 34 34 34 35 35 36 36 37 38 38 39 40 41 41 41 42 43 43

SCHOOL DETAILS

GOVERNING BODY

Urmston Grammar School Newton Road, Urmston, Manchester. M41 5UG.

Telephone : 0161-748-2875 Facsimile : 0161-747-2504 email: admin@urmstongrammar.org.uk web site: www.urmstongrammar.org.uk

Headteacher

Mr. M.G. Spinks

Chairman of Governors

Mr. E. May

Mrs. G. Ball Mrs. K. Chirema Mrs. L. Foulkes Mrs. T. Booth Mrs. D. E. Hesford Mr. S. Hyde Mrs. S. Jones Mrs. J. Kilvert Mr. D. Kirkham Mr. E. May Mr. K. Platts Mr. K. Proctor Mrs. D. Siddique Mr. S. Smith Mr. M.G. Spinks Mrs. S. Horridge Cllr. Wibberley

Staff Co-opted Parent Parent Staff (teaching) Parent Parent L.E.A. Partnership Partnership Parent L.E.A. Parent Parent Headteacher Parent L.E.A.

M.Sc., Dip.Ed.

Partnership Governor

Whilst every effort has been made to be accurate, parents should not assume that there will be no change affecting the arrangements, or some particular item, before the start of the school year, during that year, or in subsequent years.

AIMS AND OBJECTIVES OF URMSTON GRAMMAR SCHOOL

The basic aim of the school is to develop the full potential of each pupil academically, artistically, emotionally, morally, physically and socially so that he/she is able to take his/her place in society as a mature, discerning and caring adult. Thus the school seeks: to provide opportunities and stimulation for the achievement of individual excellence; to prepare pupils for living in a complex, technological world; to help pupils to adapt to the demands of Higher Education and work; to encourage pupils in the belief that self-discipline is the best form of discipline; to develop in pupils self-respect and a concern for others in the community. A fuller description of the school’s curriculum aims is contained in the Governors’ Curriculum Policy Statement which is referred to later in this brochure. The document is available for parents to consult by appointment with the school. Please note that, although the school has no particular religious affiliation, our values, ideals and daily assemblies are based on Christian principles.

ADMISSIONS

In accordance with the national admissions system, the local LEA for any child coordinates and allocates pupil places. As UGS us a Foundation school parents of all prospective students, no matter what their religious denomination and address, must make a formal application to the school using a school admission form in addition to the Common Preference Form circulated by LEAs. Admission to year 7 - All parents are advised to carefully consult all admissions details as changes to the selection criteria are periodically made. In 2009, Urmston Grammar School will administer its own entrance examination. Please note that the average number of parents indicating Urmston Grammar as a preference is usually in excess of 600; the intake figure for each year is 127. The date by when completed application forms need to be received is specified within the relevant documentation. Admission to the Sixth Form - The school has a very large sixth form and over 90% of our students continue into Higher Education. For UGS applicants, talks and advice are given regularly throughout the year by Mrs. Y. Lyons (Head of Sixth Form) and her assistant Mr. D.J. Kearns. For external applicants, a prospectus and application form are issued in the Autumn and Mrs. Lyons visits local High Schools. Currently, our entry requirement is 5 grade B’s in G.C.S.E. and a positive reference from the student’s school. It is essential that students wishing to study AS/A2 English, Mathematics or Science have a minimum ‘B’ grade at GCSE in that subject. Application to the Sixth Form is invited from September onwards and there is an Open Evening held in December. 1

THE SCHOOL CURRICULUM This part of the prospectus gives information about the school curriculum. Faculty Structure. The school operates with six faculties: English and Expressive Arts, Mathematics, Science, Humanities, Language, and Design and Technology. The curriculum is organised around the Key Stages of learning: Key Stage 3 (KS3) Y7

Key Stage 4 (KS4)

Sixth Form

Y10

Y11

Y12

Y13

G.C.S.E.

A/S levels

A2 levels

SATs

THE

SCHOOL WEEK

The timetable is organised over a 41 teaching period, 5-day week. Each period lasts 35 minutes, and pupils will often be timetabled for a â&#x20AC;&#x2DC;double periodâ&#x20AC;&#x2122; of 1 hour 10 minutes. On Monday, Tuesday, Wednesday and Friday there are 8 teaching periods, and on Thursday an additional period of 30 minutes is timetabled after morning registration for Personal and Social Education (P.S.E.). The School Day is arranged as follows; please would you note that all pupils are expected to be at school by 8.35am.

Warning bell Registration Assembly/P.S.E. Period 1 Period 2 Break Period 3 Period 4 Break Period 5 Period 6 Lunch Warning bell Registration Period 7 Period 8 End of school

Mon, Tues, Weds and Fri 08.35 08.40 08.45 09.05 09.40 10.15 10.30 11.05 11.40 11.50 12.25 13.00 14.05 14.10 14.15 14.50 15.25

Thurs 08.35 08.40 08.45 09.15 09.50 10.25 10.40 11.15 11.50 12.00 12.35 13.10 14.05 14.10 14.15 14.50 15.25

This means that pupils have 24 hours of lessons per week.

THE

SIXTH

FORM

The Sixth Form (Years 12 & 13) consists of over 300 students and provides academic preparation for those intending further study at Universities and for those who wish to enter careers at an enhanced level at 18+. The students are prepared in a wide range of subjects, for the A/S and A2 Level examinations of AQA, EdExcel, OCR and WJEC. Every attempt is made to adapt the choices to the studentsâ&#x20AC;&#x2122; needs. Students are expected to study for an additional A Level in General Studies, which develops a range of techniques and thinking skills and also provides additional points for University entrance. As can be seen from the Final Destinations section on our students, the majority of students go on to study at university. Further details on all Sixth Form courses can be found in the Sixth Form Brochure. How to apply for the Sixth Form is outlined in the Admissions section of this prospectus. Brochures and application forms can be obtained by ringing the school office. Full details are also available on the school web site.

HOMEWORK

It is school policy that all pupils do homework on a regular basis. The amount set increases through the school and should be 1-2 hours per night for pupils in years 7 - 9. A few points about homework may be helpful here. It is not intended as an imposition on pupils, rather it provides them with the opportunity to extend the work done at school and develop the important skills of individual study. The G.C.S.E. examinations place increasing emphasis on pupils doing private investigations and research. Homework may be of many different types, including conventional written work, preparation of talks, reading, revision, investigative work and many others. The older pupils may be given an extended period to produce an essay or other assignment. It is important that pupils have a quiet place where they can do their work without distraction. All pupils are issued with a Student Planner and parents are requested to check the entries in it weekly, sign the book, and contact the school if there are any problems. Occasionally problems arise when pupils may fall behind with their homework. Such pupils are quickly identified by staff and both pupils and parents are made aware of the situation. Parents are reminded that pupils are expected to complete homework, as and when set. A graduated system of support is in operation for pupils in Years 7-9. With parental consent pupils who default frequently will be required to join â&#x20AC;&#x2DC;Prepâ&#x20AC;&#x2122; sessions each week which commence at 3.30pm. A similar system also operates in Years 10 and 11. If you wish to know more about the system please contact the school.

DISCIPLINE AND SANCTIONS

DISCIPLINE

It has already been pointed out that the basic ethos of the school is to encourage selfdiscipline as the best form of discipline. We seek to emphasise positive achievement and to recognise the success of pupils in all areas of endeavour. In some cases, however, it may be necessary to apply sanctions and we trust that parents will support the school in this. The general principle is that the sanction should match the misdemeanour. For example, poor work or lack of work will result in the pupil being required to make up the deficit, either at home in or detention. Teachers may detain pupils for up to 15 minutes at the end of any day without prior warning to parents. If it is felt necessary to detain them for a longer period, at least one dayâ&#x20AC;&#x2122;s notice, in writing, will be given. It is recognised that there may on rare occasions be a good reason why a pupil cannot be detained on a particular day and, if this occurs, parents are asked to inform the school in writing so that an alternative date can be found. We hope that you agree that part-time employment, such as a paper-round, is not a good reason for pupils to miss a detention. Anti-social behaviour may result in such chores as picking up litter, cleaning desks or walls and clearing up in the Dining Hall. Any serious occurrence will be reported to parents who will be invited into school to discuss the matter so that a joint approach to the problem may be worked out. In extreme cases, a pupil may be excluded from school by the Headteacher, pending an enquiry by Governors. In recognition of the intelligence of the pupils, school rules have been kept to a minimum and these are reproduced below.

GUIDELINES FOR

PUPILS

ACT intelligently, responsibly, courteously and considerately towards each other, staff and others whom you meet. ACT in accordance with safety requirements. TAKE CARE of your personal possessions and school property. TREAT school premises with care and respect. LISTEN carefully to instructions. KEEP within school bounds. WORK conscientiously to the best of your ability. WEAR school uniform smartly with pride. Please note that liquid Tippex and chewing gum are banned from school. Additional guidelines are added as necessary after discussion with staff and pupils.

ENGLISH AND EXPRESSIVE ARTS FACULTY

Head of Faculty: M.J. Parker ENGLISH

The aim of the department is to help our pupils to reach a very high level of expertise and correctness in their use and understanding of spoken and written English. We also encourage them to read, understand and enjoy good literature, making a point of studying the work of Shakespeare in Years 8 and 9 (and in Years 10 or 11 as part of the G.C.S.E. course). Our work scheme for Years 7, 8 and 9 ensures that we fulfil all the requirements of the National Curriculum and also include some elements of the National Framework for Literacy. All members of Years 10 and 11 prepare for G.C.S.E. in both Language and Literature, the courses being designed to ensure that our pupils can perform well under examination conditions, which we consider to be essential preparation for the future. Years 12 and 13 study for the English Language and Literature Specification BS/A2 level examination set by AQA.. Here students study a wide range of texts, including Poetry, Prose and Drama. Careful study of good literature, essay writing, creative writing, comprehension exercises, class discussion and individual talks and readings, all part of the work schemes for Years 7-13, enable us to produce outstanding results in national examinations. In Years 7 - 11 each group has two homeworks per week - one usually reading/learning, the other writing (which may, on occasion, be the preparation of rough drafts). In addition to regular testing during term, all pupils take at least one formal examination each year. Some of our English teachers also teach Drama in the Lower School, and the department contributes to a wide range of extra-curricular activities.

M.J. Parker, Head of English.

DRAMA

Drama is taught to all pupils in Years 7 and 8 in nine week cycles. It is taught to Year 9 pupils on a rotating fortnightly double period. In these years the course is designed to meet Attainment Target 1 (Speaking and Listening) in the National Curriculum for English (KS3), as well as for preparing pupils for the rigours of G.C.S.E. Drama. For the purposes of clarity the course is always divided into three units roughly corresponding to the three terms of the school year. In Year 7 the course begins with an introduction to the basic skills and conventions of Drama. In the second unit the pupils tackle a series of improvised pieces on which they are assessed. In the final unit they concentrate on Scripted Drama, which also forms part of their final assessment. A research project on Greek Drama also forms part of the Year 7 course. In Year 8 pupils work on a theme based project on Family, producing scripted and improvised pieces for which they are assessed. They also produce a research project based on ‘A Midsummer Night’s Dream’ which comprises the elements of Prop Design, Makeup, Costume and Scripted Work. This too is assessed for their Record of Achievement. In Year 9 the pupils study the monologue; writing and presenting their own. They also tackle a research project based on Melodrama which introduces them to some of the conventions and skills required for G.C.S.E. Drama.

G.C.S.E. DRAMA

EXTRACURRICULAR ACTIVITIES

GCSE Drama and Theatre Studies is offered as a separate GCSE option. Sixty per cent of the course is based on the assessment of practical skills, especially improvisation and scripted performance. Forty per cent of the course is based on a written examination. All drama students will study a play and visit the theatre at least four times, to prepare for examinations.

The Drama Department is heavily involved in annual School Productions and has enjoyed great success in recent years. The school productions are always generously supported by teachers from other faculties who help with make-up, costume, design and back-stage work. The Department always participates in other school events open to the public. Regular theatre trips are also run to both local venues and theatres father a field. In an average year pupils can attend between ten and twelve productions. Visiting theatre companies and touring workshops are also invited into the School. In the past students have enjoyed stage lighting and stage lighting workshops as well as taking part in workshops on chorus work, Stanislavski, Brecht, Berhoff and Stage fighting.

Exam groups at GCSE and ‘A’ Level also present their practical performance piece to the public annually. These are always well supported by both the students and parents. D.E. Ripollès, Head of Drama.

MUSIC

Each pupil in Years 7-9 receives two periods of music each week, following a course which covers the main areas indicated in the National Curriculum in Music at KS3 (1114). This allows for the construction and development of schemes of work which cater for the varying levels of ability of pupils when they join the school. The course gives pupils the opportunity to express themselves in whatever musical form they find appropriate including singing and playing classroom instruments (such as electronic keyboards), using both traditional and experimental notations, and having the opportunity to develop their work using state of the art recording equipment and ICT facilities. Performance is an important part of their work and a proportion of lessons is allocated for this purpose as well as the review of their efforts. Above all, music lessons during these years aim at the encouragement of creativity, natural talent and working together in a group activity. The G.C.S.E. Music course offered to Years 10 and 11 pupils follows naturally on from their work in the Lower School since the syllabus consists of Performing and Composing coursework, Listening and a Terminal task. The Listening element is the only one that follows a traditional examination format, with a question paper and taped examples. The other two elements are completed in school during the course. Advanced level music is offered to students of proven musical talent and ability and is an essential qualification for those who wish to study music at university. Courses allow students to use the departmentâ&#x20AC;&#x2122;s facilities for MIDI recording with computer based systems for composition. The equipment is also used for the preparation of coursework at G.C.S.E. and Advanced levels. The school offers tuition in a number of instruments for those who wish to learn or extend their Primary School experience. Tutors are appointed by the school, and parents pay them directly for their services. Lessons take place during the school day. Extra-curricular activities are organised at lunchtime and after school. In addition to the choirs and orchestras, groups are formed according to the enthusiasm, talents and demands of pupils.

P. Fletcher, Head of Music.

PHYSICAL EDUCATION DEPARTMENT

Each pupil in Years 7-9 receives one double and one single lesson each week following our chosen activities which relate to KS3 of the National Curriculum. These include Athletics, Badminton, Basketball, Cricket, Dance, Football, Gymnastics, Health Related Fitness, Hockey, Netball, Rounders, Rugby, Tennis and Volleyball, the majority of which are taught as single sex groups. In KS4 pupils have one double lesson each week and may ‘opt’ for certain activities within the National Curriculum guidelines. This allows older pupils the opportunity to develop any particular interest and they can specialise in activities they enjoy. Aerobics and Circuit Training are also offered and most of the activities are taught as mixed sex groups. The GCSE course offered to years 10 and 11 pupils is 60% Practical and 40% Theory. Pupils take a wide range of practical activities and are assessed in each one with the best four counting towards the final mark. The theory is assessed by a formal examination in Year 11 and questions the pupils knowledge in exercise and training, safety aspects in sport and applied anatomy and physiology. Pupils in Year 12 participate in P.E. or community work on one afternoon per week when they can ‘opt’ for sport either on site or at local sports centres. All pupils are assessed at the end of each unit of work in accordance with the National Curriculum, and these assessments are used in the formation of the pupils’ Records of Achievement, as well as providing a basis for monitoring individual progress and development. The school is very fortunate in that it possesses outstanding facilities for sport including a full size sports hall, fitness suite, astroturf, gym/dance/drama studio, playing fields and shared use of an all-weather cricket square and tennis courts. We hope that pupils will be encouraged to view sport in the long term and feel that a broad based curriculum will assist the majority to discover an interest which they can continue after leaving school. Our extra-curricular programme is wide and all pupils are encouraged to attend practices. Activities take place both at lunch time and after school with many fixtures against others schools. Inter-form competitions have also proved to be very popular and these take place at regular intervals throughout the school year. Our greatest wish is that as many pupils as possible will avail themselves of these opportunities.

Mr. M. Bradshaw, Head of P.E.

MATHEMATICS FACULTY

Head of Faculty: E.J. Parker. YEARS

YEARS 10 11

Pupils have five lessons per week and are currently taught in form groups in Year 7. The Year 8 forms are grouped together in pairs and then split within groups according to ability with the four Year 9 forms being split into 5 sets. Work in Years 7- 9 follows on from the National Curriculum in KS2, with the majority of students exceeding national targets by the end of the course. Pupils are tested at regular intervals throughout KS3 culminating in the Year 9 SATs which comprise a mental test together with two onehour papers, the first of which is non-calculator. The content of Mathematics in Years 7 - 9 meets the requirements of the National Curriculum in KS3. Pupils have five lessons per week and are setted according to ability within the two sections, J and K. Movement between sets is possible, restricted only by pupils’ Mathematical ability and their best interests. All pupils will be examined at the end of KS4 by sitting the appropriate papers set by Edexcel. There will be two papers (noncalculator and calculator) each contributing 50% to the final grade. All pupils will be taught the higher course but it may be that a few are entered at the foundation tier. A final decision regarding entry will be deferred until after the ‘mock’ examinations, in year 11. Good use of English and correct spelling are actively encouraged throughout all courses and suitable emphasis is placed upon mental and other non-calculator methods. Appropriate use is made of the school’s extensive ICT facilities across the whole age range. Assessment is by regular internal tests appropriate for the Key Stage together with an end of year examination. Homework is set according to the published timetable. Pupils are expected to equip themselves with the usual range of mathematical instruments including a suitable scientific calculator. We would prefer pupils to buy a calculator from school in September (currently £4.50).

YEARS 12 13

In Years 12 and 13, we offer the Edexel Modular A levels in Mathematics and Further Mathematics. Each is a two year course, running concurrently. A level Mathematics comprises eight lessons per week in which six modules are studied for A level and three for AS . Students will complete AS by the end of Year 12, with A level students going on to take the remaining three modules in Year 13. A level Further Mathematics takes an extra eight lessons per week on average and, again, six modules make up the full A level with three for AS. AS will be completed in Year 12 and the full A level in Year 13. Students have an extensive range of modules available to them and choose their A or AS level Mathematics courses according to the modules which interest them but all courses include Core (Pure) Mathematics together with the possibility of choosing modules in Statistics, Mechanics and Decision Mathematics. More information can be obtained from the Sixth Form brochure and by taking advantage of the opportunities for discussion with individual teachers and the Head of Faculty, including the A level information evening in November. Students are expected to take increased responsibility for organising their own work but will be guided and supported by Faculty staff. There is also a one year re-sit course for any student wishing to improve their G.C.S.E. grade. 10

EXTRA CURRICULAR ACTIVITIES

There are several opportunities for students to be involved with extra-curricular aspects of Maths. Via the school’s website, the Mathematics Faculty offers a transitional activity for year 6 pupils who will be joining the school. This can be handed in to the pupil’s new Maths teacher in September. In addition, in the summer term, we provide a puzzle day for a number of Year 6 pupils together with our own year 7’s. Pupils from Urmston Grammar School take part in one of three Mathematics Challenges at the appropriate level each year: Junior for years 7 and 8; Intermediate for years 9,10 & 11, and; Senior for years 12 & 13. Typically, students in all year groups gain certificates with a few being invited to take part in harder challenges. We also enter a mixed year 8/9 team for the “Team Mathematics Challenge” if appropriate. Pupils practise at school for a few weeks before competing against other teams at the University of Manchester.

Educational visits have been made by the sixth form to the Maths Inspiration lectures. This has become a regular feature of our work and is greatly enjoyed. As a result of the school gaining Science College status, students in years 12 & 13 have been given more opportunities to use their Mathematics in the community. This has resulted mainly in primary school placements as part of the lower sixth form enrichment programme (COPE) and these have a distinctly mathematical bias. In addition, upper sixth formers in particular have been able to assist with a Mathematics Club in a local junior school and opportunities have been given, wherever possible, for them to help out with our own KS3 pupils. Finally, one or more upper school sixth form teams typically enter Southampton University’s Cipher Challenge in the autumn term. Groups perform well against other teams nationally and have the chance to put their Mathematical skills to good use, cracking codes and deciphering messages.

SCIENCE FACULTY

Head of Faculty: Mrs. R. S. Wall

Urmston Grammar School achieved Science college status in 2004. At Urmston we are using our specialist status to create a challenging environment which raises standards of achievement and the quality of teaching and learning in Science and Mathematics for all our pupils. The Science Faculty work effectively as a team of fourteen teachers supported by four experienced technicians. Our aim is to help pupils to develop an understanding of themselves and the world around them. We seek to stimulate curiosity, interest and enjoyment of Science, and at the same time help pupils to develop a responsible attitude to safety and a respect for living organisms and the physical environment. The pupils in Years 8 and 9 follow an ‘in-house’ course based on the QCA schemes of work. The course covers Curriculum 2000. KS3 pupils have 6 x 35 minute lessons per week and teaching is carried out in mixed ability groups. Science is delivered as part of a broad and balanced course. The curriculum is delivered in modules. The KS3 curriculum is currently being remodelled to take account of the changes in the new national curriculum. Year 7 will follow the new schemes of work from September 2008. Pupils are set tests during the term and these are closely linked to relevant National Attainment Targets. Several units have tasks for the pupils to assess their level of achievements and to identify any difficulties. Units in Year 7 include Cells, Energy, Electricity and Acids and Alkalis. Elements of ‘C.A.S.E.’ are incorporated into the schemes of work, these are designed to promote higher levels of thinking in our pupils and to raise their achievement in G.C.S.E. Units in Year 8 include Earth Science, Microbes and Disease, Atoms and Elements, and Sound and Light. We continue the C.A.S.E. system in Year 8. In Year 9 a co-ordinated approach is adopted to give pupils the benefit of specialist teachers in Physics, Chemistry and Biology. Towards the end of KS3, all pupils will take the higher tier National Curriculum attainment tests in Science. Experimental work forms a large part of all units and occasionally part of homework. The schemes of work promote the teaching of scientific enquiry to ensure that pupils are properly prepared for SATs and the coursework element of the KS4 curriculum. In Year 10 all pupils are studying the new GCSE specifications in the sciences. The courses are designed to promote a spirit of enquiry and will provide a firm foundation for further learning in science. The new courses highlight the scientific process and the implications of Science for our society. We intend that the majority of pupils will take Biology Chemistry and Physics as separate sciences leading to 3 GCSE awards. Some pupils will follow Core Science as a single GCSE qualification in Year 10. This will be followed by the Additional Science course in Year 11.

In the Sixth Form we offer Advanced Level and A/S courses in Biology, Chemistry, Physics and Environmental Science. Electronics is available at A/S level. All these courses are modular.

Day field trips and residential field studies are arranged by the faculty and all ‘A’ level Biology students spend 3 days carrying out practical ecological studies in Yorkshire. The Faculty also have a greenhouse, school pond and Biology garden, which are valuable resources used to enrich the curriculum. Year 12 and 13 Biologists also have the opportunity to make use of our electron microscope which was donated to the school by Electron Optical services. Our continued Science College status has enabled us to offer a variety of enrichment activities to our pupils. Various activities are offered each year and are aimed at pupils from all year groups. The Science and Engineering club takes places once a week after school and provides pupils with the opportunity to pursue areas of interest and use more sophisticated equipment. It is currently aimed at the lower school with Sixth Form students offering assistance. This club has allowed pupils to participate in the bronze CREST awards. Year 8 pupils participated in a “Science Enrichment “ project during the autumn term, looking at compression in bovine invertebral discs. This allows the majority to enter the bronze CREST awards. Groups were supported by a “Researcher in residence” from Manchester University. One of the first school based “Café Scientifique” in the U.K. has been established at Urmston Grammar School. This informal event is organised by students for students. It provides a forum to discuss topical scientific issues in a relaxed café atmosphere. The cafes continue to be sponsored by Starbucks. The school participate in the Engineering Education Scheme which involves sixth form students working on a design brief with engineers, recent projects have involved Whitbybird a civil engineering company based in Manchester and United Utilities. In Summer 2008 this scheme was extended to include Year 9 pupils who were set the task of conserving water in school, the group worked with an engineer from United Utilities. Year 8 pupils take part in the Salter’s Chemistry Festival at Manchester University each year and this year a group of Year 10 girls will take place in an engineering event called “Dragonfly”, which encourages pupils to pursue careers in Science, Mathematics and Engineering. The Sixth Form students attend evening lectures of scientific interest and we regularly enter them in a variety of competitions. These have included ‘Young Analyst of the Year’ competition run by the Royal Society of Chemistry and the International Biology Olympiad. Keen scientists in the Sixth Form are offered the opportunity to win Nuffield Bursaries. This year 4 students are involved in a range of projects: looking at the incidence of skin cancer, investigating epidemiology, carrying out an engineering based research project and working with patients who have cardiovascular disease. Previous students were awarded CREST gold awards for their research carried out at Manchester and Manchester Metropolitan Universities. In the past, students from Urmston have been winners of the North West Region for their projects and others achieving CREST gold awards for Geology. Our partnership with Manchester University allows us to offer evening classes to our local community on a wide range of topics. The partnership is enabling local 13

residents to get a taste of University life on their doorstep, with teachers and courses provided by the University. The “Frontiers of Medicine” course offered this year proved to be very popular with our students, those from local secondary schools and the local community. We are extending our links with primary schools. The Science and Mathematics Faculties have worked closely with our partnership primary schools on a variety of projects. Over the last few years we have invited all Year 6 pupils in our feeder schools to Science lectures which are sponsored by the Royal Institution. Various lectures have been enjoyed by the youngsters; the last lecture was held in June 2008 and was entitled “Music to your ears”. We have also established Science and Maths Clubs at the primary schools run by Urmston Grammar staff and sixth form students. Pupils from primary school have also taken part in lessons and clubs in the laboratories in school. This has helped to ensure that the transition process runs as smoothly as possible. R. S. Wall Director of Science College

HUMANITIES FACULTY

Head of Faculty: R.C. Tighe INTRODUCTION

The Humanities Faculty offers a wide range of opportunities for students to develop their interests, both in the curriculum and the wider community with site visits arranged throughout the school. Key Stage 3

Year 7

Year 8 Year 9

HISTORY

Key Stage 4

Years 10/11

AS and A2 Level

Years 12/13

Geography local field work visit. History visit to Hadrian’s Wall. Religious Studies visit a Jewish museum Geography visit to Langdale in Cumbria. Religious Studies visit to a Hindu temple in Chorlton. Religious Studies visit to the Manchester Buddhist Centre. History visit to a play about World War One History visit to Shugborough Country House or Styal Mill. Geography fieldwork in Manchester. Religious Studies visit to Liverpool Cathedrals. Holocaust Studies Day. History revision play about The History of Medicine or Nazi Germany Geography fieldwork residential in North Wales. History visit to Versailles All subjects organise visits to Conferences and local universities.

The History key stage 3 syllabus (year 7-9) focuses on the acquisition of the skills necessary for success at GCSE and A level. This is done through a wide range of units of work from a study of the Roman Empire to the Holocaust and World War Two. In year 7 students are faced with a series of enquiry questions: Why was the Roman Army so successful? Was Julius Caesar a tyrant? Why did William of Normandy win the Battle of Hastings? How did the Normans control England after the conquest? How bad was ‘Bad’ King John? Why did the Black Death cause so much loss of life? In year 8 students are faced with the following enquiry questions: Why was the Abbot Richard Whiting brutally executed in 1539? Why was the world turned upside down in the 1640s? Were all 19th century factory owners terrible employers? Why was Britain on the verge of revolution in the early 19th century? Should Britain be proud or ashamed of its Empire? In year 9 students study the following enquiry questions: Why was the slave trade finally abolished in Britain? Why did Black Americans need to fight for civil rights in the 1950d and 60s? Why did the murder of Archduke Ferdinand in 1914 lead to a world war? Were the British Army really led by donkeys in the First World War? was D Day so important?

At GCSE students study the OCR SHP syllabus. Here the emphasis is on practising the skills of enquiry, communication, analysis and making judgements. Students study medicine through time in depth and explain change and continuity. They also study Germany 1919-39 in depth and complete coursework on Ireland and Sytal Mill. At AS and A level students follow the OCR syllabus. The course is assessed through 4 units; 2 of these are examined in year 12 and 2 in year 13. Students study the Stuarts, the American Civil War, Britain and the Civil Rights in America. Coursework is 20% of the final A level grade and is completed in year 13.

M. McPartland, Head of History.

GEOGRAPHY

The Geography course covered in Years 7 - 9 is issue-based using detailed regional examples throughout. A range of media is used in delivering the subject, including pupil-centred and enquiry based approaches. In Year 7 topics covered are thematically arranged. We study the nature of the subject, mapwork and a range of topics and issues considered in the context of the Urmston area. We finish the year with a unit covering Weather and Climate. In Year 8 aspects of physical Geography are covered, together with a regional study of North West England. The role of agriculture in the modern economy is also covered. The course includes a field study visit to Langdale in Cumbria. In Year 9 we study Global Population distribution, issues concerning development and detailed regional studies of Brazil and Italy as contrasting nations. We also study environmental and sustainability issues with regard to the rainforests and the use of energy resources. In Years 10 and 11 pupils at present will follow the OCR Syllabus C (Bristol Project). This course studies a comprehensive range of themes in human and physical Geography at a range of scale levels. Assessment is based on coursework which follows a field study visit investigating residential patterns in Greater Manchester and a Decision Making Exercise examination as well as a single terminal examination paper. The AS/A2 level Geography course is the AQA Specification. It broadly considers the subject in terms of Human Geography, Physical Geography and Environmental Geography but also places great emphasis on enquiry and investigation techniques. It is a stimulating and academically rigorous course. As a part of the course students in Year 12 will undertake two three-day field study visits in order to fully prepare for Module examinations at AS and AZ. R.C. Tighe, Head of Geography.

BUSINESS STUDIES

Business Studies is a modular course which looks at how new ideas are developed by entrepreneurs and how those ideas are then put into practice through the setting up of new businesses. We study all aspects of business management and corporate strategy, and analyse opportunities and challenges of the competitive global economy in which they operate. The AS course looks at how entrepreneurs set up new businesses and how managers run their organisations, through extensive case studies of real businesses in industries as diverse as car production, sport and leisure, telecommunications and fashion. Consideration is made of how firms produce their goods and services, how they manage their finances, how they manage their people, and how they persuade customers to buy their products. Assessment will be through two modular examinations, one in January and the other in June. The exams consist of supported multiple choice questions and questions based on short data extracts. The A2 course studies the markets in which businesses compete both at home and abroad, and the rules created for that competition by the government. There is a clear focus on strategic decision making, international business and current global issues. We will consider topics such as international competitiveness and the emergence of China and India as economic powers, growth strategies and decision making tools, establishing Assessment will be through two modular examinations, one in January and the other in June. The exams consist of questions based on short extracts of data, a case study and a decision making report. The course assumes no previous knowledge of Business Studies or Economics, but a keen interest in business and finance is a definite plus! Business subjects are now the most popular courses at universities, and their graduates command the highest salaries. With business and economic understanding becoming ever more important, Business Studies at A-level prepares students for any Financial or Managerial career and helps develop entrepreneurial skills and decision making abilities.

D. Kearns, Head of Economics.

RELIGIOUS EDUCATION

Religious Education is taught in its own right to all pupils throughout the school including students in Year 12 and 13. Its aim is to encourage pupils and students to learn about and learn from religion. Religious Studies is available as an examination option at G.C.S.E., AS and A2 levels. KS3 In Years 7 â&#x20AC;&#x201C; 9 the syllabus provides a framework for examining religious belief and practice in Buddhist, Christian, Jewish, Muslim, Hindu and Sikh traditions, exploring issues relating to symbolism, mystery, authority, attitudes to life and death, worship, family and social traditions. KS4 In Years 10 and 11 all pupils explore personal and social responsibility by discussion of the influence of religious beliefs and values on moral, ethical, social and political issues. The G.C.S.E. Religious Studies course focuses on the beliefs, norms and values of the Jewish faith and how they are expressed in worship, festivals and the celebration of significant landmarks in life. Pupils also study Christian perspectives on personal, social and global issues in the contemporary world. KS5 Religious Studies at AS and A2 levels address issues that arise from the philosophy of religion and religious ethics. Building on skills of knowledge, understanding and evaluation, students will develop analytical abilities and application of theory at an academic level. The subject also contributes to the General Studies programme offered to all students in Years 12 and 13 focusing on issues in the philosophy, sociology, psychology and aesthetics of religion. All pupils in Year 7 â&#x20AC;&#x201C; 11 are set homework according to the published timetable. E. Reddington Head of R.E.

PSYCHOLOGY

What is Psychology? Psychology is the scientific’ study of people’, how they think, act and interact. Psychology is concerned with all aspects of behaviour. As well as explaining human behaviour, Psychologists also use their understanding to help people with difficulties and bring about change for the better. Psychologists, then, have a valuable contribution to make to all areas of life today, whether it be with individuals or society as a whole. Why study Psychology? • It is an academic, well respected subject. • It is interesting – what you learn on the course will make you think very differently about yourself and the world you live in. • For the career opportunities – the understanding and analysis of human behaviour and experience is relevant to most fields, especially those orientated towards people. • You will gain transferable skills such as numeracy, I.T., problem solving and communication that are useful in many careers. • It combines well with arts and sciences and is accepted by medical school. Post – A Level A Psychology degree can be taken at University either culminating in a BA or BSc qualification. This could lead to a chartered psychologist status and eventually a career as a professional psychologist working in clinical, occupational, educational or forensic psychology.

SOCIOLOGY

What is Sociology? Sociology is the study of culture, institutions and groups in society. It deals with and explains social interaction within and between social groups. As Sociology is a subject made up of competing theories on society, it could be best defined as the ‘study of social order’. In other words, Sociology has always sought to understand how the components of society, the social relationships and the social institutions, affect the continued existence of society. Why Study Sociology? ¾ It is an academic, well respected topic ¾ It’s interesting and relevant to all of our lives so helps you think about issues in society in a different light ¾ It provides essential skills necessary for a wide range of careers including research, communication, IT and skill of analysis ¾ It enables you to learn more about current affairs that can also be applied to other subjects

Skills Needed To Succeed at Sociology ¾ Critical Thinking – i.e. not accepting facts and figures at face value ¾ Literacy – writing essays, as summarising key concepts ¾ Numeracy – the ability to handle and interpret information presented in a variety of ways ¾ Problem-solving and evaluation skills

B. Dooley Head of Psychology and Sociology

LANGUAGES FACULTY

Head of Faculty: A. Elston The Languages Faculty aims to enable pupils to communicate effectively with people from other countries and cultures. Pupils have the opportunity to develop an understanding of how language functions and to gain self-confidence in expressing themselves. YEAR

YEARS AND

Half the year study French and half study German using a wide range of materials including books, cassettes, videos, DVDs, flashcards, songs and games. The French and German cultures are introduced and an awareness of comparisons between languages is developed.

YEAR

All pupils study both French and German. The two courses make extensive use of work in pairs and groups and encourage pupils to develop more responsibility for their learning. Year 9 pupils can receive national recognition for achievement in their second language via the Asset Languages qualifications in listening and reading. Importance is also attached to pupilsâ&#x20AC;&#x2122; ability to present their work in the form of drama, recordings and visual displays. Year 9 pupils have the opportunity to apply for a trip to the Rhine.

Pupils continue to study the language begun in Year 7 to G.C.S.E. level. They also have the option of studying both French and German to G.C.S.E. level. The AQA Syllabus is followed and examination marks are shared equally between speaking, writing, reading and listening skills, reflecting the equal importance given to these in the classroom. By this stage pupils are expected to converse with confidence about their own experiences and to cope with everyday situations in a French or German speaking country. In addition, they should be able to speak and write about basic issues affecting people of their own age in Europe.

The French and German AS courses follow the WJEC syllabus and offer students opportunities to study authentic material covering issues of interest to young people. These include leisure, education, problems of young people, gender issues and drugs.

The A2 `level course builds on the skills developed at AS level to study contemporary issues in France and the French-speaking world. They include immigration, the media and environmental issues. Students also study either one or two literary texts/films. Students are usually taught in groups of about 12. The language laboratory enables students to work individually and we also have the services of French and German assistants to develop speaking skills. Throughout the school, pupils are encouraged to develop an understanding and interest in Europe through the use of videos, DVDs, satellite T.V., I.T. and visits Students in Years 11, 12 and 13 are invited to take part in our very successful French Exchange with the LycĂŠe Saint Paul in Lille.

ADDITIONAL LANGUAGES

In 2008, the school was awarded secondary specialism in languages. We plan to widen the languages we offer, beginning with a third language offered on an extra curricular basis. 20

DESIGN AND TECHNOLOGY FACULTY

Head of Faculty: J. Morris.

The subjects in the Design and Technology Faculty include Art and Design, Design Technology, Food Technology and Information and Communications Technology (I.C.T.) and Business Studies. Pupils are allocated 2 periods per week in KS3 for the study of Art and Design and 4 periods per week for the other subjects in the technology group. In KS4 we offer a range of G.C.S.E. courses in all the technology subjects, some of which may also be studied at A/S and A2 level.

KEY

STAGE

CURRICULUM

Design Technology is taught in modern, fully equipped rooms where pupils work with a variety of tools materials including Food Technology and Product Design including Resistant Materials, Electronics and Graphics. They are taught to plan, develop communication skills, work safely in teams and to evaluate their work and the work of others through a series of projects and activities. The Design Technology curriculum is arranged in units or modules with ICT, Food Technology and Product Design being taught at different times of the year.

Information and Communications Technology plays an ever increasing role throughout the school. Extensive facilities include three computer suites based on popular P.C. hardware, together with library access for private study. Such is the demand for ICT facilities that a fourth ICT suite is currently being planned. Several faculties in the school use ICT tools to support learning in the classroom. Urmston Grammar School encourages students to develop their own learning and independent study by making available two computer rooms at lunch times for all pupils.

KEY

STAGE

CURRICULUM

Design Technology Years 10 and 11 (KS4). The Faculty offers GCSE courses in Food Technology or Graphic Products at this key stage which the pupils may study as an option.

Information Technology may be studied to G.C.S.E. (Edexcel) level. This course builds on the foundation work completed in Years 7 - 9 and prepares pupils with a range of skills and competencies suitable for further education. Each KS4 subject is taught for four periods per week. Much of the activity will be practical in nature and will contribute to coursework requirements which account for 60% of the total marks. Four projects will be produced covering different types of software â&#x20AC;&#x201C; presentation, database, spreadsheet and word processing.

AND

Home Economics is an academic discipline which draws on a number of subject skills. Students are taught to develop organisation and management skills and a technological approach to problem solving. That is, to analyse, to investigate alternatives, to evaluate and to make effective choices. These foundation skills are applicable to almost any choice of career and particularly relevant to teaching, social services, nursing and â&#x20AC;&#x2DC;caring professionsâ&#x20AC;&#x2122; as well as general managerial jobs in the food and other industries.

SUBJECTS

AS and A2 level Information Technology The importance and significance of information technology for academic and vocational use cannot be underestimated. This course would be appropriate for any student wishing to enter a career in any science related study, travel or service management, journalism and medicine to name a few. It takes a modular format enabling students to work on projects and aspects of I.T. theory over a period of 2 years. Topics are related to modem business practice using defacto software applications. Assessment will be through practical projects, where software would be tailored to suit a specific organisational problem and by an examination related to the Laws and Acts associated with computers, privacy and the ways in which information technology is a force for change in the workplace and the community. J. Morris - Head of I.C.T K. Crow - Head of Food Technology T. Barber - Head of Resistant Materials Technology

KEY

STAGE

KEY

STAGE

The Art Department at Urmston Grammar School aims to provide a broad and exciting curriculum during KS3. Using the criteria provided by the National Curriculum, pupils have opportunities to develop both practical and theoretical expertise in a large number of areas of Art and Design. Techniques studied include painting, drawing, graphic studies, textiles and three dimensional work through a thematic approach. Art and Design history is studied alongside pupilsâ&#x20AC;&#x2122; practical studies to ensure that a broad and balanced approach is achieved. The Department offers a considerable degree of expertise which pupils are able to use in developing their own work, both inside and outside lesson times. For this reason the Art Department rooms are available during the lunchtimes for those pupils who wish to spend extra time completing work.

GCSE Art and Design is available as an option for pupils to study during KS4. The Department follows the unendorsed option offered by AQA resulting in a full GCSE and occupies four periods per week. The areas covered by the course include drawing, painting, textile work, printing, 3d work, photography and computer graphics. The course offers the opportunity to gain expertise in all of these areas as well as encouraging independent thought and study.

AND

The Department follows the syllabus provided by the AQA. Practical and theoretical studies are backed up with visits to local galleries, museums and other places of interest. For those students who wish to study the subject at a higher level, and many of our students are highly successful, then work experience is encouraged in appropriate areas such as graphic design, architecture and textiles. L.D. Hughes, Head of Art. 22

BUSINESS STUDIES

Business Studies is an increasingly popular option at key stage 4, providing a valuable insight into the world of business and commerce. The government has recognised the importance of enterprise capability by making it a key output of the work-related learning programme, which became a statutory requirement in September 2004. Business strongly supports the acquisition of enterprise attributes as an important factor in developing a skilled workforce and a dynamic economy. Some young people welcome the chance to start up their own business. The course of study at GCSE now follows the Edexcel specification and fully supports this new focus on enterprise education. In addition, year 10 pupils are given the opportunity of participating in the National Young Enterprise programme, where they experience setting up and running a company of their own.

S. Slater, Head of Business Studies.

CURRICULUM SUPPORT

FOUNDATION STUDIES

PERSONAL AND

SOCIAL

EDUCATION

In Year 7, all pupils follow a thought provoking course called “Foundation Studies”. The purpose of the course is to foster in new pupils an awareness of our expectations of them and enable them to increase their contribution to school life and the wider community. It also includes substantial elements of Citizenship.

All pupils in Years 7 to 13 have a thirty minute lesson dedicated to personal and social education once a week on a Thursday morning, although related issues are studied as appropriate across the whole range of subject areas. Pupils study a wide variety of topics in their PSE lessons including bullying, road safety, healthy living, study skills and sex related issues. They are encouraged to discuss ideas and have opportunities to meet people involved in charities and organisations appropriate to the topics under consideration. In Year 9 one half term of lessons is set aside to deciding on options for the Upper School. In Years 10 and 11 pupils study a wide range of topics of particular relevance including drug awareness, aspects of citizenship, living in the community and stress management. In addition a substantial amount of time is spent evaluating their own performances, target setting and preparing for the post-16 challenge. Careers education forms an integral part of Upper School P.S.E. and all pupils are given the benefit of the advice of the school’s careers officer which should help to inform their decision making at this crucially important time in their school lives. In the Sixth Form much of the P.S.E. time is spent preparing students for university applications and life after Urmston Grammar School. Topics such as finances, stress management, drink driving and bereavement all help to raise students awareness of the complications of adult life.

G. Ball, M. Weems, Y.N. Lyons, Heads of School.

SEX EDUCATION

The programme of Sex Education is seen as part of the general provision for the personal and social development of pupils in the school. We aim to educate the pupils as individuals capable of understanding themselves and of playing a responsible part as members of families and of local, national and international communities. The objectives of the sex education programme are as follows: ♦ ♦ ♦ ♦ ♦

to make pupils aware of the range of sexual attitudes in present day society by the presentation of facts in an objective and balanced manner so that they will be able to make informed choices; to encourage pupils to recognise the importance of self-restraint, dignity and respect for themselves and others by setting a clear, moral framework; to help pupils to appreciate the benefits of stable married and family life and the responsibilities of parenthood; to help the pupils to recognise that both sexes should behave responsibly in sexual matters; to make the pupils aware of the legal aspects of sexual matters.

Sex education will not be presented as a discrete element in the school curriculum, rather it will be covered within the planned programme of teaching in Science, Religious Studies and Personal and Social Education. Every attempt will be made to respond to pupils’ queries as they arise in other parts of the curriculum. The school will be unable to avoid controversial sexual matters such as contraception, abortion and homosexuality. When questions arise about these or other topics, we will seek to offer balanced, factual information whilst recognising any major ethical issues involved. The topics will be covered by a variety of teaching methods involving the use of audiovisual materials where appropriate. Since 1st August 1994 parents have had the right to withdraw their child from any or all parts of the sex education programme in school which are not part of the national Curriculum. This right extends to the parents of pupils who are over the compulsory school age. At the beginning of each academic year, a letter detailing the content of the year’s sex education programme will be sent home via the pupils. More detailed information about our Sex Education Policy is available for parents to see, by appointment, in the School Office. This information is broken into sections in year groups, and explains content and methodology in greater depth.

CAREERS EDUCATION

CEG is delivered through the medium of PSE lessons in Years 9 - 13. We have a careers advisor from Connexions, Trafford who is situated in school 2 days per week to give advice. The national and local requirements and guidelines are addressed.

AND GUIDANCE (CEG)

Careers, education and guidance are available for all pupils (and their parents/guardians) at various stages throughout their school career, enabling pupils to make well-informed and realistic career decisions based on impartial and up to date information. Computer based resources are also used to aid the guidance process. All pupils in Year 11 are offered at least one interview with the Careers Adviser from Connexions and many pupils in Years 9 - 13 also take advantage of the opportunity to discuss their future with the Careers Adviser. The school hosts a Careers Convention, biennially in the Autumn Term for pupils in Years 10 - 13 where local representatives of a variety of professions and Further and Higher Education Institutions are available to give advice and guidance. In Year 12, students are invited to take part in the ‘Centigrade’ programme run by UCAS which assists them in the selection of appropriate university courses and places of study. All Year 12 students also participate in a one day ‘Business Dynamics’ course run by local business people. This aims to raise awareness of the expectations of employers and of the work situation through a series of workshops and problem solving exercises. Skills Solutions deliver a presentation on post A level apprenticeships and a gap year company present on overseas opportunities. High achieving students also attend the Oxbridge Convention. The ‘Interview Experience’, also for Year 12 pupils, provides students with a valuable insight into how to present themselves effectively at interview. The whole of Year 12 attends a Higher Education and Careers Exhibition at the Manchester Evening News Arena. In addition, all Year 12 students are given the opportunity to participate in the “Young Enterprise” Business Scheme. Pupils in Year 12 can also opt for Work Experience on a Wednesday afternoon which is blocked off on the timetable for either community work, sport or work experience. Such commitment, for a term at a time, is very useful for university applications. Year 12 pupils are able to continue with some work experience placements through the holidays. 25

WORK

Each year in September, all of our Year 11 pupils undertake a one-week work experience placement.

EXPERIENCE

The school works with Education Business Solutions (EBS) to provide pupils with a wide variety of placements with local employers. EBS co-ordinates work experience placements for schools in the Borough and allocates some of the placements, while others are arranged by the pupils themselves with the support of the school and EBS. Pupils are matched to the placements on the basis of their stated interests. They are involved in a comprehensive process of consultation, and parents are asked to approve the placements before they are finalised. The pupils are prepared for their work experience as part of their Year 10 P.S.E. programme including Health and Safety in the workplace. They meet with their work experience tutor for a pre-placement briefing and a post-placement follow-up, and the tutor will, in the majority of cases, visit the pupil at work during the week. Feedback from the employers’ reports is positive and our pupils prove to be excellent ambassadors for the school. The pupils receive a certificate recognising their placement for inclusion in their National Record of Achievement. In Year 12 some students undertake work experience as part of their Wednesday afternoon C.O.P.E. activity, or they may arrange self-placements during the school holiday periods. This is often directly relevant to their prospective Higher Education courses such as, law, medicine, physiotherapy, education, engineering, business and finance. This is extremely useful, and feedback is used to support their U.C.A.S. applications. Work experience in the sixth form is supplemented by raising students’ awareness of the world of work through various activities such as the ‘Understanding Industry’ course, the ‘Interview Experience’ and the ‘Young Enterprise’ scheme. The work experience programme continues to develop. Our aim is to take advantage of the widest possible educational opportunities of work experience, as well as allow pupils to taste the outside world of work in a realistic but supportive environment. It is our aim that for the individual pupil, whatever the placement, the outcome should be positive and should address their specific needs.

N. Starsiak, Co-ordinator of Work-Related Learning

PUPIL / LEARNING SUPPORT

INDUCTION OF

YEAR

PUPILS

In order to make the transition between Primary/Junior School to the Grammar School as smooth, happy and trouble-free as possible, we have a comprehensive Induction Programme for new pupils. As soon as place allocation lists are published by the Local Authority, subject to assessment tests and using the school’s agreed criteria for selection, appointments are made for Mrs. G.A. Ball (Head of Lower School) and the Assistant Head of Lower School to begin meeting the new pupils in their primary schools. After these visits, all new pupils and their parents are invited into school for an Induction Evening when pupils meet their Form Tutors and the Headteacher and view the school. At the end of the Summer term, the children come to school for a day when a variety of activities are arranged for them. In this way, they become familiar with the building, lunchtime arrangements etc., before arriving in September. On arrival at school, the pupils take their place in mixed ability forms under the care of a Form Tutor. The Form Tutor has the responsibility of getting to know each pupil as well as possible and each Lower School tutor usually stays with the Form until the end of Year 9. The work of the Form Tutor is organised and co-ordinated by the Head of Lower School who has the responsibility for the welfare of pupils in the first three years. The form tutor is the person you should contact in the first instance if your child has a particular medical or other problem. In September 2007 a two night, three day residential trip will take place for all the new Year 7 intake. As well as carrying out academic activities out of the classroom, they will also be participating in team building activities. Before the first half-term, a Lower School Concerns Evening is held giving parents the opportunity to let Mrs. Ball and the Form Tutors know of any problems or anxieties that may have developed over the first few weeks.

THE

The function of UGS library is to:

LIBRARY

•

RESOURCE

•

CENTRE

•

support the school curriculum by providing a suitable, up-to-date, relevant and attractive range of non-fiction books; encourage independent learning and assist in project-based research through text and technological means; foster a love of reading for pleasure by providing an attractive range of fiction books suitable for pupils of all ages.

The library is part of our Resource Centre, with a librarian on hand throughout the day to provide support and advice plus ensure that all pupils and students follow the Library Code of Conduct. All Year 7 and 8 pupils are timetabled to use the library and they are taught Library Skills as part of the English curriculum. Pupils are encouraged to use the library at lunchtime and after school when they can access the internet; find books to support research projects; complete homework or simply read for pleasure. It is a quiet area with plenty of seating and working areas. The collections are well sign-posted and with regular use pupils quickly become familiar with the Dewey Decimal System. Sixth formers may access the library at any time of day for study purposes. Situated next to the library you will find the Study Suite which is where Upper School and the Sixth Form students study independently.

The Careers Room can be located just off the Study Suite. We have a Careers Advisor from Connexions Trafford, who is here 2 days a week for appointments, interviews and to give advice. You will be introduced to the Careers Library in Year 9 just before you make your Option Choices. Daily newspapers are available and the library subscribes to a range of journals including New Scientist, History today and National Geographic. There are a variety of videos, CD ROMS and audio-cassettes available for pupil use. Pupils are invited to become library monitors.

Mrs. J. Plano Library Resource Manager

SPECIAL EDUCATIONAL NEEDS

At Urmston Grammar School our aim is to recognise and give extra support where necessary to children who have special needs. Some pupils may be gifted, others may have a greater degree of difficulty reaching their highest level of achievement. Some may have temporary medical conditions, while others are experiencing disabilities of a more permanent nature. All our children with special needs are identified at the earliest opportunity, and are given support in every area of the curriculum to enable them to achieve their best results. To meet our responsibilities for the pupils well structured plans of action are in place, and support is given to the pupils by Form Tutors, Faculty Representatives, and the SENCO (Special Educational Needs Co-ordinator) Mrs. Ball, who you should contact in the instance of having any anxieties about your son’s/daughter’s needs. Where necessary, extra help is obtained from specialists. This help is called upon as and when needed and can be short term or regular weekly visits depending upon the needs of the children concerned. Access to the IT rooms is available; arrangements are made to encourage special needs pupils to use the I.T. facilities during free time. An Extra Skills Programme (ESP) scheme is now well established, and this, coupled with the work of the Support tutors greatly enhances the work and performance of our identified pupils. Mrs. Ball also co-ordinates the Exceptionally Able programme in school. Should you feel, at any stage of your child’s career at Urmston Grammar School that extra support is needed, please do not hesitate to contact the school. Our Special Educational Needs Policy Document is, along with other policy documents available in the School Office for parents to read, by appointment.

‘PREP SYSTEM’

Various avenues of support are open to pupils who experience difficulties meeting the academic expectations of the school: ・

・・

・

REPORT SYSTEMS

Guidance booklets are available for the pupils and reading of these draws attention to systems that can be adopted to overcome organisational and homework submission difficulties. Time spent with the form tutor is also a route that is adopted to overcome any difficulties. Should these approaches not be successful both the Lower and Upper Schools operate ‘Prep’ systems where pupils who struggle to complete course work or homework are required to stay in school for one hour until 4.30p.m., on up to three days each week, supervised by a member of staff. The implementation of the ‘prep’ system is intended to encourage the development of more consistent study skills. Continued problems will initiate close contact with parents.

Where it is felt necessary, pupil progress can be closely monitored. The mechanisms utilised allow the pastoral staff to have an overview of progress made by individuals and also provide an important home-school link. In addition pupils are encouraged to evaluate their progress and to set targets on a regular basis.

CREDITS AND COMMENDATIONS

Credits are issued to pupils in the Lower School when they produce excellent work or show an improvement in their standards. They are also given to pupils who give time, effort and energy to the school community. A register of the number of credits received is kept by pupils in their planners and certificates are issued in Assembly when pupils reach identified totals. The number of credits gained is recorded in the pupil’s end of year Record of Achievement (ROA). (Furthermore, the three pupils who each receive the highest number of credits in their year have their achievements celebrated at the end summer term). The end of each term, pupils who have achieved the termly target for credits are entered into prize draws for their relevant year group The Upper School commendation is a reward for achievement across the whole range of school activities. All pupils receiving commendation will be congratulated by senior members of staff and a letter sent to their parents informing them of our pleasure at their achievement. A Certificate of Commendation will be issued at the end of years 10 and 11 and can be included in the pupil’s RoA and National Record of Achievement. It is hoped that through the recognition of pupils’ effort we will be able to encourage an improvement in overall standards. A new system of ‘Praise Postcards’ has been introduced into the Sixth Form, again to share with students and parents recognition of outstanding effort and/or achievement.

REPORTING PUPIL PROGRESS AT

UGS

The system of reporting to parents was reformed in 2004 to improve the quality of feedback and ensure that parents can retain a copy of reports for future reference. Further changes are to be made to this system in 2008. The changes will be notified to parents. There are a number of key elements of the reporting system as follows: Interim report This is a snapshot to monitor progress early in the school year. There are agreed criteria for effort and attainment throughout Years 7 to 11 and all sheets are mailmerged to improve presentation. They are easy to us as a parent and allow Heads of School to monitor pupil progress. Parents Evenings These are intended to give parents accurate and meaningful feedback about their child’s progress. We have introduced an early start (4.30pm) to reduce queues and this has proved to be most successful. Mentoring Day Each child has an appointment with their form tutor or associate form tutor to discuss their progress and this develops a closer bond between them while encouraging meaningful discussions. There is a full Mentoring day once a year for each form at a significant time of the year such as after the Mocks in Year 11. Results Cards This informs parents about school examination results. These are at the end of the year for Lower School but at different times for Upper School and Sixth Form according to the demands of external examinations. Annual Reports (Record of Achievement) These are the main written reports for each child. They provide detailed feedback to parents from teachers including their child’s review and targets. We are now operating a computerised system that produces high quality mail-merged reports that parents can keep.

COMMUNITY SERVICE WORK

C.O.P.E.

PLAYGROUP

The importance of this area in the Citizenship Education of our pupils is taken very seriously and the efforts of both staff and pupils in its continued development were highly praised in our OFSTED Report. The school has forged important links with the local Community in recent years, not only through charitable fund-raising efforts but also by the many hours of voluntary assistance given by students of all ages.

Many Year 12 students are involved in a Community Service Project for one afternoon each week, being placed in local residential homes for the elderly, hospitals, nature reserves and animal welfare groups, local charitable organisations and community projects. Community work with children is always very popular and many students volunteer to help in schools. Their presence and help is greatly valued and some with foreign language skills have in recent years been able to assist children whose first language is not English.

A pre-school playgroup was set up in September 1991 with the help of donations from local industries. This community venture which runs on the C.O.P.E. afternoon is organised by Year 12 students under the supervision of Mrs. T. Vickers. Now in its 16th year the playgroup is well-established and regularly attended by approximately 12 children and some parents. The Year 12 students gain valuable experience in fund-raising, keeping accounts, planning and routine organisation, whilst thoroughly enjoying their relationships with the children. Special events including Christmas parties are regularly organised. Further information can be obtained from the school office or the web site.

CHARITIES

Fund-raising for Charity is an important part of school life. Fund-raising begins in November, coinciding with, but not necessarily supporting ‘Children in Need’ . Frequently a ‘theme’ is chosen and each form selects a specific charity to support and then plans and runs ‘events’ to raise money. The most popular are cake sales and sponsored events but frequently forms will suggest something original. Most recently “Who wants to be a Millionaire?” and “Karaoke” events have been proved to be popular. In recent years staff and students have undertaken a sponsored walk in and around Sale Water Park and the Mersey Valley to raise money for a number of local, national and international charities.

P. Fletcher, T. Vickers, N. Dickson, Community Team.

INFORMATION FOR PARENTS

PARENTAL CONTACT WITH SCHOOL

The education of pupils involves a partnership between parents, the pupil and the school. For this reason it is essential that the school and parents are mutually supportive even though we may not always agree. The school welcomes parents and they are invited to contact us over any matters which concern them about their child. The first point of contact will normally be the Form Tutor or the Head of School either by telephone or an appointment. Parents who wish to see the Headteacher are asked to telephone for an appointment if possible. It must also be remembered that Heads of School often have pupils to see before school begins, and Assemblies to take, and would therefore ask parents to telephone school for an appointment. If the matter is urgent, parents can normally be accommodated by Senior Staff that day or the following day. As described elsewhere in this brochure, there is a comprehensive structure in place offering parents information about the academic and social progress of their child. The Record of Achievement issued at the end of each year is a document which not only indicates your child’s progress, but also gives parents an insight into the aims, objectives and content of each of the subjects taken. Pupils are given the opportunity to discuss their progress with their Form Tutor, and make some positive written comments. Similarly, parents too, may record their views. The Progress Evening is usually held in a different term from that in which Records of Achievement are sent home so that the consultation process continues throughout the year. Grades and examination results are issued at specific times of the year to help both pupils and parents to monitor progress accurately before G.C.S.E. Option Choices are made in the Easter term. Parents are reminded however that should they have any anxieties at all about their child’s progress, then an appointment can be made to discuss the situation at any time. We would add here, that if we feel there are problems, parents will also be invited into school. The school has an electronic security system in operation for the protection of pupils and staff. Parents wishing to come into the school to meet with a member of staff or collect their child should note that the only point of access to the building during lesson times is through the Main Entrance (via Newton Road) where office staff will allow them entry.

HOME SCHOOL AGREEMENT

All schools throughout the country have a Home School Agreement in place. Government guidelines indicated the consultation process to be used in order that the school’s draft proposal was acceptable, and the groups of people included in that consultation process included parents, children, teachers, governors, as well as our own PTA, and our Education Welfare Officer. All these groups agreed overwhelmingly with the principles behind the agreement (a copy of which is available, on request, from the school).

The Home School has as its principle focus the reinforcement of links between parents, children and teachers. Parents have a vital role to play in helping their child to learn, and when parents and schools work closely together individual achievement improves. Parents and schools have the right to fruitful exchange of ideas, and pupils too, begin to feel they have some control over their own contribution. The agreement can be looked upon favourably as a form of mutual support. It is a fair and reasonable document, the contents of which are set out clearly and concisely. The Home School Agreement is now well established, all pupils in Years 7 - 11 have by law to sign and return a copy. In addition, pupils entering our Sixth Form have a similar arrangement, and they and their parents are expected to take certain responsibilities for their own learning throughout their ‘A’ level courses. Mrs Lyons, who is Head of Sixth Form will be happy to discuss these arrangements with you. The success of the Home School Agreement will be monitored on occasions and should it be necessary, it can be changed as and when appropriate. In the unlikely event of a disagreement over a disciplinary matter, parents are asked to discuss the matter with the Headteacher in the first instance. If the problem cannot be resolved the matter will be referred to the Governing Body.

ATTENDANCE REPORTING

We have introduced many new electronic systems into school; one of which is the electronic registration. Outlined below are the full process details regarding our recording of attendance and absence for all pupils in Years 7 – 13:

SYSTEM

• • • • •

•

• •

Pupils must be in school by 8.35am on each school day; Pupils arriving after 8.45am will find that the external doors are closed and that the register has been taken so they need to go straight to the office, via the main entrance, to sign in the late book; Repeated late arrivals will result in a series of staged sanctions and the involvement of the Education Welfare Officer; If your child is ill and cannot attend school then we require you to contact the office by 9.00am on the first day of absence. The whole period of absence must be covered by a note upon the child’s return; Should you child have to leave school for an appointment then the Permission Slip system will continue. These slips are available for collection from the office by your child. After they have been completed they need to be given to the relevant Head of School, along with supporting documentation (an appointment card or letter), for signing; In the circumstance that the appointment is early in the morning, your child should arrive at school equipped with appropriate documentation for presentation when they are signing into school. Should your child arrive in school without this evidence of the appointment then please note that the absence will be recorded as unauthorized until a covering note is received; If you are aware of a future need for absence then your child should continue to collect a Leave of Absence form from the office which you need to fully complete before it is returned to the office; In the unfortunate circumstance of your child being taken ill during the day, pupils in years 7 – 11 will need to be collected by a person specified on the contacts form. This person will then need to sign in the specified book to indicate their removal of the pupil from the school site.

We hope that by making some refinements the attendance patterns of each pupil will be able to be recorded and tracked with greater efficiency. Please contact us in writing, addressed to your child’s Head of School, with any observations you wish to make.

HOLIDAYS DURING TERM

Whilst the law does permit Headteachers to authorise up to 10 days leave of absence per school year for the purpose of a family holiday it is not in the best interest of pupils to remove them during term time. It is recognised that some parents face difficulties as a result of restrictions placed upon them by employers, but it is school policy to oppose all requests for holidays during term time as the pupils do have ample official school holidays. Requests for absence must be made by filling in a proforma. This can be obtained by the pupil from the school office and returned to the Headteacher. Parents and pupils have full responsibility for ensuring that any work that has been missed is caught up.

PERMISSION SLIPS

LUNCHTIME

The pupils in Years 7-11 are expected to remain on the school premises throughout the day unless they have an arrangement to go home for lunch. The Sixth Form have permission to be out of school during lunch break. If a pupil has a clinic, hospital or orthodontist appointment, then a dated permission slip must be obtained through the School Office and signed by appropriate Heads of School. These are only given if the pupil brings either a letter from home, or an appointment card. Forgotten equipment, kit or homework is not considered a valid reason for being out of school. Forgetful pupils must make their apologies to staff concerned. Completed and signed permissions slips must be handed in at the office before a pupil leaves the premises.

A cafeteria system is in operation at lunchtime. Lunchtime activities have been arranged in such a way that pupils may have lunch either before or after the activity.

ARRANGEMENTS

The school has embraced the healthy food approach resulting in a wide range of healthy hot and cold foods being available each day. Pupils who live quite close to school are permitted to go home for lunch. This is with written notification from home, and is reviewed on a termly basis - pupils wishing to change their lunchtime arrangements must notify school in advance, in writing, with a letter from their parents. Those pupils who do go home are given permission cards, dated for the end of each term. Parents and pupils are reminded that if children go home at lunchtime, they are not to abuse the privilege by eating in public, neither should they go home to an empty house, or take friends with them, without permission. The decision to go home for lunch must not be taken lightly, as this arrangement excludes pupils from lunchtime activities, and since the pupils are expected to go home every day. It is hoped that children will bring to school only that amount of money needed each day, and that they keep it safely on their person. Girls are advised to wear a purse belt which is available through the school suppliers. If pupils need to bring in a large amount of money for any reason, this must be placed in the school safe during the day, and collected at the end of the day.

ABSENCE DUE

ILLNESS

If your child is too unwell to attend school you must ring the school office on the first day of absence. Upon their return they need to give an absence letter to their form tutor in order to allow the tutor to fully meet the recording requirements relating to absence. A detailed outline of the procedures to follow when your child is ill is included in this prospectus.

ILLNESS DURING

THE

SCHOOL

DAY

If pupils are unwell during the day they must first inform their Subject or Form Tutor. The Head of Lower School, Mrs. G.A. Ball, Head of Upper School, Mr. M.J. Weems, and the Assistant Heads of School, Dr. M. McPartland and Miss J. Smith, will ask the office staff to contact parents, which is why it is essential that telephone numbers are kept up to date. We need to know a first and a second point of contact. Pupils in Years 7 - 11 may not be sent home alone and must be collected by a parent or relative. A similar system operates in the Sixth Form (Years 12 & 13) where students should inform the Head of Sixth Form, Mrs. Y Lyons or her assistant Mr. D. Kearns. In Years 12 & 13 where possible, students are allowed to go home alone if parents cannot come to the school. Students must then ring the school informing us of their safe arrival at home. Please note: 1. We are not able to give the pupils any paracetamol tablets without first contacting you unless you have signed a permission form. 2. If your child has regular medication, e.g. inhaler or migraine tablets, it would be advisable for an emergency supply to be kept in the office (in a named container). The pupil can also carry their own supply of medication with them.

MEDICAL ROOM

Having informed the appropriate member of staff, pupils may use the Medical Room while they are unwell and when parents come into school to collect them they should first report to the school office, before taking their child home. As mentioned above, pupils in years 7-11 may not go home alone, or without their parents’ consent, or go to an empty house. If it is necessary to send a pupil home because of illness, then parents will be contacted at home or at work. Once again we emphasise the importance that contact telephone numbers are accurate and updated regularly, thus if parents’/guardians’ telephone numbers change, please notify school by letter so that our records may be amended. Parents collecting their children should ensure that all possessions go home with them. If the pupil came to school on a bicycle, arrangements can be made for this to be stored safely, or for another pupil to return it. Please note: School and office staff are not in a position to offer medicine, paracetamol or any other medication to pupils without parental consent. In the event of an accident parents will be contacted and asked to take their child to hospital if the staff are in any doubt about the seriousness of the injury. In the case of head injuries resulting from knocks by footballs etc. this course of action will be the norm. In the rare cases of more serious injury, asthma attacks etc. the school will send for an ambulance and ask parents to go directly to hospital. The pupil will be accompanied to hospital by a member of staff.

Mrs. J. Ackerman, the school Nursing Sister is on the premises each Monday. Her role is to assist the school doctor on occasions when there are medicals, injections etc., as well as to maintain and update pupils’ medical records. If parents have any problems of a medical nature that they wish to discuss with Mrs. Nixon, please telephone the school for an appointment. All Lower School pupils are interviewed and their records updated each year.

Mrs. J. Chapman, Mrs. P. Cowley, Mrs. M. Masters, Mrs. J. Plano, Mrs S. Weems and Mrs. C. Winterbottom have been trained by St. John Ambulance to become the school’s recognised First Aiders. We will be able to rely on their knowledge and expertise should accidents or incidents occur on school premises during the school day. They are located in the school office, or in the Library in the case of Mrs. Plano. Should you have any queries about our arrangements (e.g. if there is a permanent health problem) you should speak to Mrs. G. Ball, Head of Lower School, or Mr. M.J. Weems, Head of Upper School, and write to school giving details of the situation.

CHILD PROTECTION

Because of day-to-day contact with young people, schools are particularly well placed to observe outward signs of abuse, changes in behaviour, or failure to develop. Parents should be aware, therefore, that where it appears to a member of school staff that a child may have been abused, the school is required, as part of the local Child Protection Procedures, to report their concerns immediately to the Social Services Department. Mrs G Ball Designated Child Protection Officer

AUTHORISED AND UNAUTHOR-

The Government has extended the definition of unauthorised absence to mean any failure to attend a school session without adequate explanation. Years 7 - 11 inclusive

ISED ABSENCES FOR

YEAR

ENDING JULY

2006

YEARS 7 – 11 640

% OF SESSIONS MISSED DUE TO AUTHORISED ABSENCE 4.2%

% OF SESSIONS MISSED DUE TO UNAUTHORISED ABSENCE 0.01%

2007-2008 641

2007-2008 4%

2007-2008 0.01%

PUPILS ON ROLL 2006 – 2007

Parents must be aware that each session represents half a day. We are very proud of our extremely high attendance rate, and feel that in such a large school community as ours this deserves recognition. Our close liaison with the home, with the help of our school Education Welfare Officer, Mrs. D. Johnson, is extremely thorough, and parents have appreciated the prompt caring and supportive approach given by the School.

URMSTON GRAMMAR SCHOOL PARENT/TEACHER ASSOCIATION

We have a very lively, active PTA and All parents automatically become members when their child joins the school. A number of parents feel that they can offer some time each month by becoming members of the PTA committee, which organises all of the activities put on by the Association. The committee currently meets on the first Tuesday of each month at 7.30 p.m. in the school and is always happy to welcome new members who feel they can give their support. Most of the events organised are of a fund raising nature – to provide the many “extras” needed beyond the school’s normal budget. All of the faculties in the school benefit from the money raised and all are encouraged to submit requests. Some events are non-fund raising such as helping out at school functions. The main thrust of the Association’s activities comes with our Annual Fair. A variety of outdoor and indoor activities take place. It is a very enjoyable day and usually attracts a great many people. Our other major fundraiser is the Grand Raffle with a great selection of prizes, which this year included for example a Mobile Phone, Trafford Centre Vouchers and Chill Factore Vouchers. Other fund raising activities include Lower School Discos, Christmas Pudding Sale, Fashion Show, 100 Club, etc. The PTA is extremely valuable for providing numerous donations to the school in the form of specific items; last year, amongst other things, they provided funding for tents, stoves ect for the Duke of Edinburgh Award scheme, Neptune benches, Tabula furniture, Table Tennis tables, interactive wipe boards and a variety of electrical/IT equipment for many departments throughout school. Should you wish to know more about the Association and its activities, please contact Pauline Jones or Diana Ward (Chair of PTA) by letter c/o Urmston Grammar School. We look forward to hearing from you soon.

Pauline Jones PTA Minutes Secretary.

UNIFORM LISTS

The school has adopted a uniform as an outward demonstration of the high standards of personal behaviour and commitment we demand of everyone. It is hoped that all pupils will wear it with pride and behave in such a way as to bring honour to the school whilst in uniform. The Sixth Form are not required to wear uniform but they are, however, expected to present themselves in such a way as to uphold the purposes outlined above. Information about Sixth Form dress is given in the Sixth Form Brochure. All garments and footwear must be PLAIN, no stripes or patterns unless of school regulation type. Training shoes are FORBIDDEN. Jewellery and make-up must not be worn by members of the Lower and Upper School. Pupils with pierced ears may wear one pair of small, plain gold or silver studs or sleepers only; no other facial piercings are permitted. Uniform items are available from HMK Wools, 47 Flixton Road, Urmston and John McHugh, Arndale Centre, Stretford. GIRLS

TOPCOAT Choice of suitable plain topcoat, anorak or cagoule. It is expected that when pupils cycle to school over the winter months, that safety helmets and reflective bands will be worn. NO LEATHER/DENIM, LIGHT COLOURED SKI JACKETS, FLEECES OR COLOURED WAXED JACKETS. BLAZER

COMPULSORY in Years 7-11. Any good quality navy blazer with school badge. Blazers must be worn in school at all times.

SKIRT

Plain, mid to dark grey skirt with pressed box or knife pleats, or an inverted front pleat. Mini skirts, skirts with slits and straight skirts are not appropriate school wear.

TROUSERS

These are an optional item. If selected, the identified style (of grey with blue pocket piping) must be purchased from the suppliers

BLOUSE

White regulation school blouse - long or short sleeves. Open-necked Summer blouses (without ties) must only be worn in the summer term.

JUMPER/ CARDIGAN

Plain navy (fine knit) with a “V” neck or regulation cardigan. Hand knitted garments must be in the correct colour and style.

SCHOOL TIE SOCKS Navy, grey or white.

TIGHTS

Navy or black of a plain design

SHOES Black - leather look - with sensible heel, maximum 2”. N.B. boots may not be worn in school. Black or brown boots with low heels for outdoor use are acceptable. SCIENCE PRACTICAL OVERALL

Navy Blue (wrap around) for juniors or white (front button) for seniors.

APRONS FOOD TECHNOLOGY Blue and white striped. PLEASE SEE GENERAL POINTS AFTER BOYS’ UNIFORM

BOYS

TOPCOAT Choice of suitable plain topcoat, anorak or cagoule. It is expected that when pupils cycle to school safety helmets will be worn, and in winter months reflective bands should be worn. NO LEATHER, DENIM, LIGHT-COLOURED SKI JACKETS, FLEECES OR COLOURED WAXED JACKETS. BLAZER

COMPULSORY in years 7-11. Any good quality navy blazer with the school badge. Blazers must be worn in school.

TROUSERS

Mid to dark grey of conventional style.

SHIRT

White - long or short sleeves.

JUMPER

Plain navy (fine knit) with a ‘V’ neck.

SCHOOL TIE/BLAZER BADGE SOCKS Grey, navy or white. SHOES Black - leather look. Ankle or “flying type” boots are not permitted. SCIENCE/PRACTICAL OVERALL

Navy blue (wrap around) for juniors or White (front button) for seniors.

APRONS HOME ECONOMICS Blue and white striped

WE SINCERELY HOPE THAT PARENTS WILL SUPPORT US IN ALL MATTERS TO DO WITH UNIFORM AND THEY ARE ASKED TO CONTACT SCHOOL IN THE EVENT OF ANY DIFFICULTIES.

GENERAL POINTS 1. All uniform MUST be CLEARLY MARKED with the owner’s name. You are advised to mark gym kit and practical overalls on the outside. 2. Pupils MUST make adequate arrangements for the security of their money and should not bring more to school than they will need. 3. Hair adornments must be dark blue or black and not be considered elaborate or fanciful. THE SCHOOL WILL MAKE EVERY EFFORT TO ASSIST WITH LOST PROPERTY BUT THE RESPONSIBILITY FOR THEIR PROPERTY LIES WITH THE PUPILS.

C O M P U L S O R Y P . E .

K I T

Please note the items listed below will bear the PE logo and must be purchased from the school outfitters. They must also be embroidered with your son’s/daughter’s name. Please contact the office for details on an available service contact. Girls

Boys

Short grey pleated skirt White 3 button polo shirt Blue long sleeved hockey shirt Blue sweat shirt

Plain white shorts (no pockets) White ’T’ shirt Blue long sleeved football shirt Blue sweat shirt

Please note the item listed below will bear the PE logo and must be purchased from the school outfitters. It must be labelled with a name tag. Please note these are new style tracksuit bottoms for Year 7.

Girls

Boys

Plain navy tracksuit bottoms

Please note that these must be labelled with a name tag Girls

Boys

Plain white ankle socks Black leggings (ankle/ shin no stirrup) Plain black lycra knickers Blue Hockey socks Shower towel

White football socks Plain white ankle socks Shower towel

Please note the following items must be marked with permanent marker: Girls and Boys Shin pads Trainers – low cut around ankles, laced on top throughout, must be able to be fastened securely, luminous colours are not acceptable. Boys will need football boots, luminous colours are not acceptable.

_____________________ OPTIONAL P.E. KIT (Girls) ____________________

Girls and boys will need a gum shield from year 7 onwards. Girls must purchase one ready for hockey lessons in September

We strongly advise girls to buy hockey sticks.

Girls and Boys optional extra – Astroturf trainers for hockey and/or football .

Girls optional extra – plain black cycling shorts for athletics.

Girls Shorts 40

LOOKING AFTER POSSESSIONS

All items of clothing, including games kit and equipment for practical subjects, must be clearly labelled or marked with the pupilâ&#x20AC;&#x2122;s name. Checks on both uniform and labelling take place regularly, and parents are reminded that as items are replaced, the school uniform list found in this brochure must be consulted and new items must be named. Pupils can rent a locker but it must be stressed that they are responsible for the security of their own belongings. Any pupil who needs to carry large sums of money during the school day - for example to make purchases on the way home etc., or visit a bank must place that money in the school safe in a clearly labelled envelope. The office staff will be pleased to offer this facility. Other items, for example musical instruments, can be kept for safe keeping in the school office. Cycles, if brought in to school should be locked in the bicycle facility in the Newton Hall car park.

LOST PROPERTY

Pupils who lose items should check if these have been handed in to the school office, or the P.E. staff should it be kit that has been misplaced. Pupils should carry out their own checks of form rooms and cloakrooms. If their belongings fail to appear, then a written note describing the items lost should be presented in assembly. If the property is not named it is very difficult to locate lost items. NB ITEMS OF UNCLAIMED LOST PROPERTY WILL BE DISPOSED OF AFTER THE PUPILS HAVE BEEN GIVEN DUE WARNING IN ASSEMBLY AND AN OPPORTUNITY TO RECLAIM THEIR BELONGINGS

CONFISCATED PROPERTY

If, having been warned, pupils fail to observe the school regulations about forbidden items, these will be confiscated and returned at a later date. Pupils are reminded that we do not recommend that personal stereos, radios, games machines etc. are brought in to school. The school cannot be held responsible for any such lost or stolen items. Mobile phones and pagers whilst not banned from school must be switched off during lessons otherwise they may be confiscated.

POLICY DOCUMENTS

The Education Act requires schools to provide certain facilities for parents. One of the most important of these is to hold information for parents in a central place within the school. Parents may wish to discover more about aspects of school life and how educational policies are interpreted at this school. For this reason, a file named ‘Information for Parents’ is available in the school office. Should you wish to consult the file, please contact school to arrange an appointment. At present the ‘Information for Parents’ File contains the following: The Governors’ Curriculum Policy Statement. The Governors’ Charging Policy. The Policy on Sex Education in the school. The procedure for making complaints about the curriculum matters which cannot be resolved with the school. Lists of the external examinations taken by pupils in the school. Copies of schemes of Work for courses taught in Years 7-9. The Governing Body’s Annual Report to Parents. The School Brochure, The Year 9 Brochure “Into KS4”, The Sixth Form Brochure. Staff Development Policy Statement. Discipline Policy Statement. Security of School site Policy Statement. Bullying Policy Document. Reporting, Recording and Assessing Policy Statement. Special Educational Needs Policy Statement. Equal Opportunities Policy. Careers Policy Document. Admissions Policy. Home School Agreement. Health and Safety Policy. Information and Communications Technology Document. Exceptionally Able Policy Document

In addition, copies of the Government Statutory Instruments relating to Curriculum may be inspected at the school. Further information will be added to the files as it becomes available.

YEAR 11 DESTINATIONS 2007

A Sixth Form UGS

79.2%

B F.ED. College

20.8%

C Employment

D Undecided

YEAR 13 DESTINATIONS 2007

Higher Education

80.2%

Employment

5.5%

Sabbatical

6.3%

Return to UGS

Nil

Unknown