NWC Senior School Handbook

Senior School Parents’ Handbook 2020 - 21

Northwood College for Girls GDST Maxwell Road Northwood Middlesex HA6 2YE Telephone: 01923 825446 Facsimile: 01923 836526 Email: office@nwc.gdst.net Website: www.northwoodcollege.gdst.net

PLEASE NOTE THAT THE INFORMATION CONTAINED IN THIS HANDBOOK IS SUBJECT TO CHANGE

At Northwood College for Girls we believe that strength of character is as important as academic success we act with compassion and integrity we ignite intellectual curiosity we understand that success and purpose stem from feeling valued and creating impact we recognise our global responsibility we challenge ourselves and build resilience we embrace innovation we foster joy

Contents Welcome From The Head .................................................................................................................................... 1 Welcome From The Head Of Year 7 .............................................................................................................. 2 How Parents Should Communicate With The Senior School ....................................................... 4 The School Learning Platform And Parent Portal - Firefly ............................................................... 6 The Timing Of The School Day ........................................................................................................................... 7 Term Dates 2020/21 .................................................................................................................................................. 8 Parent Pay ....................................................................................................................................................................... 9 Policies .............................................................................................................................................................................. 10 Privacy Statement ...................................................................................................................................................... 11 Privacy Statement For Pupils .............................................................................................................................. 12 Attendance Policy ...................................................................................................................................................... 14 Curriculum Policy ....................................................................................................................................................... 17 Teaching and Learning Policy ............................................................................................................................ 22 Developing Learning and Learning Resources......................................................................................... 24 Specific Learning Difficulties ................................................................................................................................ 25 The Welfare Of Our Pupils ..................................................................................................................................... 26 School Health Service .............................................................................................................................................. 28 Confidentiality Policy ............................................................................................................................................... 30 Relationships and Sex Education ..................................................................................................................... 31 Anti-Bullying Policy ................................................................................................................................................... 33 Lower School Pastoral Programme ................................................................................................................. 39 Internet Access Policy .............................................................................................................................................. 43 Computer Resources Policy ................................................................................................................................. 44 Discipline and Behaviour For Learning Policy ........................................................................................... 46 Reporting To Parents ................................................................................................................................................ 58 Homework ....................................................................................................................................................................... 59 Careers education and Guidance In Key Stage 3 (Years 7-9) ............................................................ 61 Day Visits and Residential Trips .......................................................................................................................... 62 Extra Curricular Activities ....................................................................................................................................... 63 Commitment To Drama, Music & Physical Education .......................................................................... 63 Northwood College Parent-Teachers' Association .................................................................................. 64 NWC Connect ................................................................................................................................................................. 64 Girls' Day School Trust Alumnae ......................................................................................................................... 65 Northwood College For Girls GDST School Coach .................................................................................... 64 Senior School Uniform ............................................................................................................................................... 66 PE Clothing and Equipment ................................................................................................................................... 68 School Blazer .................................................................................................................................................................... 69 School Shoes...................................................................................................................................................................... 72 Essential Student Equipment ................................................................................................................................. 73 Staff List ................................................................................................................................................................................ 74 Music Department ......................................................................................................................................................... 75 Drama Department ....................................................................................................................................................... 76

Physical Education ........................................................................................................................................................... 78 Sporting Opportunities .................................................................................................................................................. 79 Catering Department ...................................................................................................................................................... 80 Northwood College For Girls GDST Map .............................................................................................................. 84

Welcome From The Head It gives me great pleasure to welcome you and your daughter to Northwood College for Girls GDST (NWC). The choice of school for your child is one of the most important decisions you will make as a parent, and the years that your daughter will spend at NWC will be among her most formative. That is a responsibility that I and all the staff here at Northwood College for Girls take extremely seriously. Your daughter’s academic development and wellbeing are my absolute priorities.

Education requires hard work and dedication, and at NWC our girls persevere and remain focused on their goals. This mind-set applies to academic endeavours, sport and in the creative and performing arts. In tandem to this, our outstanding pastoral guidance ensures that girls feel resilient and supported as they take on the challenges faced by young people today. We understand that success and purpose stem from feeling valued and creating impact. NWC is an extraordinary school. In addition to providing a stimulating and rounded educational experience that ignites intellectual curiosity, we foster joy in all that we do!

My objective is that when your daughter leaves our community as a young adult she will be a true global citizen, equipped not just with strong academic credentials but also with the confidence, the communication and analytical skills and the values to succeed and contribute in a world full of opportunity and change.

I very much look forward to getting to know your daughter and to working with you to help her become the best she can be and make the most of all that we have to offer.

Mrs Zara Hubble Head

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Welcome From The Head Of Year 7 I am delighted to welcome you and your daughter to our Northwood College for Girls community, where we work hard to provide a vibrant learning environment, dedicated

to

achieving

optimum

academic

success

and

an

unrivalled

commitment to pastoral care. One of our objectives is to ensure that each and every child enjoys a fulfilled and happy school career, in which lifelong friends and memories are created and where our girls are consistently inspired, motivated, challenged and supported to do their very best.

My experienced tutor team and I will be working with you to ensure a smooth and effective transition for your daughter. Our Year 7 Induction Programme is tailored to encourage each girl to settle quickly by equipping her with the tools and knowledge required to succeed. In the first few days of the new academic year, all will spend a fun-filled day at Hillingdon Outdoor Activity Centre, where the girls will enjoy participating in a range of personal development tasks which are all geared towards having fun whilst building new friendships and developing teamwork.

Time and PSHE lessons provide an opportunity for us to get to know the girls individually and as a group. We work with the students to develop a sense of social responsibility and concern for others, whilst preparing them for future decisions and choices. We aim to widen the girls’ horizons, by educating them on social issues which are not covered elsewhere in the curriculum and improve their study skills, to enable your daughter to realise her full potential.

Academic lessons take place in well-equipped, purpose-built classrooms around the school and girls quickly adapt to the movement between lessons. Girls are generally taught in form groups. Your daughter will have the opportunity to participate in a number of Year 7 trips designed to enhance the academic curriculum, such as, our one night residential trip to France in the Summer Term.

Your daughter will also be encouraged to take advantage of our thriving and diverse extra-curricular provision. With clubs ranging from the academic surgeries to public speaking and manga art to cricket; we anticipate that each girl will attend at least three lunchtime clubs per week, as well as after school clubs when convenient.

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Moving to Senior School is a very exciting time both for your daughter and for yourselves as parents. Your daughter will have to take in a vast amount of information over their first few days and weeks. Please be prepared for a wide range of emotions including great excitement, nervous anticipation, great feelings of accomplishment, pride, happiness and the occasional time when things might seem a little overwhelming. The Year 7 tutor team understand these perfectly normal feelings and are handpicked for their ability to help your daughter as they start their journey within the caring environment of Northwood College for Girls.

Your daughter has an exciting and exhilarating year ahead of her. She is joining a wonderful community, bursting with happiness and opportunity. The tutor team and I feel privileged to be part of your daughter’s journey to adulthood and I am confident that she will be very happy at Northwood College for Girls.

Mrs Katie Allchorne and Miss Nicola Tikare Head of Year 7

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How Parents Should Communicate With The Senior School At Northwood College For Girls To ensure that our parents are able to communicate effectively with the Senior School we have compiled the following communication guidelines.

We are grateful for your co-operation in using this system which will enable us to deal with your needs as efficiently and effectively as possible.

Attendance If your child is absent, or late, for any reason please contact us by email at absence@nwc.gdst.net on every day of absence/lateness by 9am.

If we do not hear from you we will contact you by phone to ascertain your daughter’s whereabouts.

If your daughter attends a music lesson during registration time, she should sign in the Early Signing In Book in the Performing Arts Centre (PAC) or in Reception and notify her form tutor.

All absences reported by phone must be backed up by a written note or email by the first day of your daughter's return to school.

General Enquiries Our School Receptionists will usually be equipped with the correct information to answer your query, or will be able to put you in contact with someone who can. The telephone number is 01923825446. Email: office@nwc.gdst.net We provide general up to date information via our parent portal, Firefly (please see page 6 for full information) and our website www.northwoodcollege.gdst.net In the event of a possible school closure eg severe weather conditions, details would be texted to parents by 7.00am and would be posted on the website.

Emails and Texts The majority of correspondence between parents and the school/Girls’ Day School Trust is undertaken by email, text and Firefly such as termly invoices, electronic newsletters and event reminders. We therefore ask all parents to keep the school informed of any changes to their email addresses and mobile numbers; and to ensure that emails from school are not classified as ‘spam’ or ‘junk’ emails.

On occasion, emails will have PDF files attachments and we ask our parents to kindly ensure that they have adobe acrobat reader software installed on their PC so that these can be accessed.

This can be downloaded free of charge from www.adobe.com/downloads.

In the event that a club or fixture has to be cancelled on the day a message will be sent to all girls involved and parents will be emailed details of the cancellation. In the case of inclement weather on occasions it is necessary to cancel activities at extremely short notice.

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Concerns If you have a concern regarding your daughter the first point of contact should be either your daughter’s Form Tutor. Following this the appropriate Head of Year would deal with any problem that has not been resolved.

Head of Sixth Form (Years 12 & 13):

Mrs Bailey

Head of Year 11:

Mr Elliott

Head of Year 10:

Mrs Rees

Head of Year 9:

Mrs L Brown

Head of Year 8:

Mr Iyengar

Head of Year 7:

Mrs Allchorne (M/L) Miss Tikare

The best times to contact teaching staff by telephone are: Before 8.35am Morning break: 11.05am to 11.25am.

Lunch time: 12.25pm to 1.45pm After 4.00pm Whilst the majority of our staff members are available at these times, there will be occasions when they are involved in a meeting or training session or with a pupil.

Please do not be disappointed if you have not been able to make contact the first time – teachers do have heavy teaching commitments and it is not always possible for them to take or make telephone calls but please leave a message on the voicemail providing your name, telephone number and a time when you will be available.

If you feel that the matter needs to be taken further your next point of contact should be the Deputy Head, Ms Ferguson. If the matter is urgent or delicate you can arrange an appointment with the Deputy Head or the Head.

Please do not arrive at school to see a member of staff without an appointment, as they are unlikely to be available without prior notice.

NB: Girls are allowed to bring mobile phones to school but: Phones must not be switched on between 8.15am and 4pm. If you need to contact your daughter, you should do so via Reception. Any girl who needs to use a telephone during the school day must use the school phone in Reception during break or lunchtime.

The school accepts no responsibility for the loss of, theft of or damage to mobile phones. Girls must be responsible for the care of their own mobile phones.

Complaints about members of staff If you wish to make a complaint about a member of staff, this should be made in writing to the Head.

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The School Learning Platform And Parent Portal - Firefly At Northwood College for Girls GDST, we use a platform called Firefly to communicate with both students and parents. Students use Firefly to find information about the subjects they are studying and to keep track of any homework that has been set using Firefly. The parent portal side of Firefly allows you to view your daughter’s profile where you will find her timetable, any homework she has been set using the online system and any grade cards or reports that are published. You will also find information about extra-curricular clubs and copies of letters that are sent home in the parents section. Your account will become available to you during the first week your daughter is in school.

To access Firefly for the first time please follow these steps: 1. Please open a Google Chrome or Internet Explorer 11 window on any device (PC, Mac, iPhone, iPad, Android etc.) and go to your desired parent portal address: Junior Site: https://northwoodcollegejunior.fireflycloud.net/ Senior Site:Â https://northwoodcollege.fireflycloud.net/ These links can also be found on the Northwood College for Girls GDST website, www.northwoodcollege.gdst.net 2.Click the 'Activate your account' link (the green box at the bottom of the page)

Enter the email address the school holds for you when prompted.

3.You should then receive an automated email from Northwood College for Girls GDST asking you to set a password for Firefly. If you do not receive this email or have any difficulties accessing the system please check your junk or spam mail folder. If you still have difficulties, please email office@nwc.gdst.net.

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The Timing Of The School Day Registration Assembly/Form time Movement time Period 1 Movement time Period 2 Break Period 3 Lunch Registration/movement time Period 4 Movement time Period 5

08.35 - 08.45 08.45 - 08.55 08.55 - 09.00 09.00 - 10.00 10.00 - 10.05 10.05 - 11.05 11.05 - 11.25 11.25 - 12.25 12.25 - 13.45 13.45 - 13.55 13.55 - 14.55 14.55 - 15.00 15.00 - 16.00

Girls may access the Dining Hall from 7.45am where breakfast may be purchased. Prior to this, pupils are not allowed on the school site unless by special arrangement, for example, to attend an early departure school trip. Pupils may not gain access to their classrooms until 8.15am.

Girls must vacate the school site at 4pm unless they are under supervision at a club or attending homework club in the Library (until 5pm).

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Term Dates 2020/21 Please note that a termly calendar of events will be emailed in advance at the end of each term. Up to date information on events is also available on Firefly.

AUTUMN TERM 2020 New Staff Only Induction: Wednesday 2 September 2020 Staff Study Day:

Thursday 3 September 2020

Staff Study Day:

Friday 4 September 2020

Y7 and Y12 Induction:

Monday 7 September 2020

Term Begins: Tuesday 8 September 2020 Half Term Break: Monday 26 October – Friday 6 November 2020 Term Ends: Friday 18 December 2020 (12 noon)

SPRING TERM 2021 Staff Study Day:

Monday 4 January 2021

Term Begins:

Tuesday 5 January 2021

Half Term Break:

Monday 15 February – Friday 19 February 2021

Term Ends:

Friday 26 March 2021 (12 noon)

SUMMER TERM 2021 Staff Study Day: Monday 12 April 2021 Staff Study Day:

Tuesday 13 April 2021

Term Begins:

Wednesday 14 April 2021

Bank Holiday:

Monday 3 May 2021

Half Term Break:

Monday 31 May – Friday 4 June 2021

Term Ends:

Friday 9 July 2021 (12 noon)

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Parent Pay Parentpay is the online cashless system used by Nothwood College for Girls for any extras such as trips, tickets to concerts, coach fees etc.

ParentPay offers you the freedom to make payments whenever and wherever you like, 24 hours a day, 7 days a week - safe in the knowledge that the technology used is of the highest internet security available. You will be sent a letter with your unique username and password in the first week after your daughter starts at the school. You will be prompted to change these, and to keep them safe and secure. If you have more than one child at our school, or children at another ParentPay school, you can create one single account login for all your children regardless of which school they attend.

Making a payment is straightforward and ParentPay holds a payment history for you to view at a later date; no card details are stored in any part of the system. Once you have activated your account you can make online payments straight away.

Once you are up and running you can:

View your balance, top up online with debit or credit card Get alerted by text or email if your balance gets low or when you have something to pay for such as a school trip or out of school clubs, lessons or other activities.

Payments are received safely by the school, meaning you do not have to send your child to school with cash again, money doesn't get lost and is spent on its intended purpose.

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Policies Our school policies are updated each academic year and can be found on the school website. Enclosed in this booklet are the versions in use this academic year.

We request that parents support the school by ensuring that your daughter does not travel during term time. Medical appointments should be arranged out of lesson time.

School Policies: Pandemic- Full and Partial School Closure Procedures Please note: in some cases school policy and procedures are affected by COVID19 protocol, as directed in government guidelines. These policies contain a COVID19 Annex detailing the changes to procedures as necessitated by the COVID19 guidelines. The school will work in accordance with the guidelines, including the implementation of full or partial closure to pupils in response to control the spread of the COVID19 virus. During full or partial closure to pupils, the school will follow Guided Home Learning procedures and will implement both Guided Home Learning and Remote Pastoral and Safeguarding and Child Protection Policies. These policies are published in the handbook, but are subject to change. The school will inform parents of changes, by email communication and all current updated policies are published on our website www.northwoodcollege.gdst.net

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Privacy Statement This statement should be read in conjunction with the school’s Data Protection Policy which can be found on the Northwood College for Girls website at www.northwoodcollege.gdst.net.

The Girls’ Day School Trust (GDST) is the UK’s leading network of independent girls’ schools. This notice is provided to help you understand how and why we collect personal information (or “data”) about students and other individuals, and what we do with that information.

We use (or “process”) personal information in accordance with the law relating to data protection. The General Data Protection Regulation (GDPR) outlines your rights in respect of this. The Girls’ Day School Trust of 10 Bressenden Place, London SW1E 5DH is the Data Controller for the purpose of GDPR. Personal information means any information relating to you, or information that when combined with other information identifies you.

Personal information includes your name, address, email address, CCTV images and photographs and also includes online identifiers such as internet protocol (IP) addresses, or cookie identifiers.

How and why we collect and use personal information We collect and process information in a number of areas to promote the welfare of our students, help every girl fulfil her potential and manage our schools effectively. We use personal data: To safeguard and promote the welfare of our students To support our students’ learning and help every student fulfil her potential To support students with Special Educational Needs or Disability (SEND) To manage our schools effectively To understand our customer base and to develop and grow our business For the employment and management of our staff To communicate with our network of alumnae To generate philanthropic income Parents provide information about themselves and students when completing GDST’s parent contract on entry to our schools, as well as related documents such as registration and health record forms. Personal information is also collected directly from students and parents by direct means such as meetings, discussions, school work and in general correspondence. Whilst we collect most of our personal information from students and parents directly, in some cases personal data may be supplied to us by third parties, for example another school, a local authority, or other professionals.

Data Protection Officer Our Data Protection Officer is Jon Vogel. You can contact him at dpo@wes.gdst.net or via the GDST postal address. Please mark the envelope ‘Data Protection Officer’.

For further information on our Privacy Statement or Data Protection Policy generally contact the Data Protection Officer at the school.

Reviewed: May 2020 Due for review: May 2021 11

Privacy Statement for Pupils Your school is part of the Girls’ Day School Trust and we collect and use information for all kinds of reasons. A new law was made that keeps your information safe – things like your address, date of birth and phone number. This new law tells organisations like your school exactly what they can do with your information.

When we collect some information about our pupils like you. It is our job to tell you how we collect the information, how we will record it and how we will use it.

In this notice, you see different names or terms used that you may not be familiar with, such as: Data Controller: This person (or group of people, like a school) oversees the information we collect.

Data Processor: This person processes information for the Data Controller.

Data Protection Officer (DPO): This person makes sure we do everything the law says. Here at the Girl’s Day School Trust the DPO is Jon Vogel.

Personal Data: This means any information that can be used to identify someone, such as your address and date of birth.

The GDST oversees what happens with your information and this means they are the ‘Data Controller’. They must look after your personal information which is called data. The person who makes sure your school does what the law says is called the Data Protection Officer or ‘DPO’. The DPO at GDST is Jon Vogel. You are welcome to ask Jon questions or tell him if you are not happy about how your information is being used by sending him an email at dpo@wes.gdst.net How we collect information We collect information about you from your parents when you join the school, and we may ask you for some information. Sometimes your old school, the local council or other organisations may share information with us.

The reasons we use your personal data includes: Making sure you are safe and seeing if you need any help Teaching and learning Giving you extra learning support if you need it Running our schools properly

Making sure you are safe and seeing if you need any help Your safety is very important to us. We keep class registers and keep a record of your attendance and to record absences from school. We keep records of your behavior in school and may keep some notes on how you get on with other students. This is so we can see if there are areas where we can help if we think there is a problem. If you change schools, we may send this information to your new school. Also, if we cannot solve a problem ourselves and it is a serious matter, we may need to speak to the local authority children’s services, the health service or the police.

Teaching and learning We keep a record of your progress in classes and use this for grade predictions. We share this information with your parents in your school reports.

Giving you extra learning support if you need it It is the school’s responsibility to support students with any special educational needs like a learning difficulty or disability. For us to do this we may need to consult with external help to meet the students needs.

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Running our schools properly To run a school properly means lots of paperwork! We keep records of all our students, including date of birth, address, parent/guardian details, any allergies or illness we need to know about it.

Photographs Your school may take a photograph of you when you start at school, so teachers know who you are! Teachers may take photographs or record video during lessons, performances or school trips so they can keep a record of how well you are doing in school. Photographs for a school magazine, or to use on social media we will ask for permission. Who we ask for permission will depend on your age: Up to Junior School – your parents Secondary School – you and your parents Sixth form – just you!

Remember you do not have to agree to this and it is fine if you do not want to be photographed. It is your choice!

CCTV We may use CCTV to keep your school safe, but we never use it in private areas such as changing rooms or toilets.

If you are worried about this speak to your teacher (or email the DPO) What are your rights?

You and your parents have the right to: Be told how we use your information.

Ask to see the information we hold.

Ask us to change information you think is wrong.

Ask us to remove information when it’s not needed anymore.

Ask us to only use your information in certain ways.

Tell us you don’t want your information to be processed.

A request to see the information we hold is called a ‘subject access request’ but remember, it is YOUR information so if you feel uncomfortable about anything that might be disclosed, speak to your teacher or you can email the DPO – Jon Vogel at dpo@wes.gdst.net If the information we are collecting is information that you can choose not to give, you can tell us to stop collecting it at any time. If you’re worried about how we use your information or would like to use any of your rights please speak to your teacher, or you can email the DPO – Jon Vogel at dpo@wes.gdst.net If you want to speak to somebody who is not part of the GDST, you can call the people who look after information, called the Information Commissioner’s Office (ICO), on 0303 123 1113 Some important things to know 1. The law allows us to use your personal information to help us do our job. Most of the time we won’t ask for permission to do this but sometimes we might.

2. We may share your information with others, but only when we really need to and when the law says we can 3. We will ask for your permission to share your information whenever you have a choice.

4. You can ask us not to share your information or use your photo where you have a choice (even if you said we 5.

could before) – we really don’t mind if you say no!

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Attendance Policy Principles Pupils are expected to attend school every day. Absence, whatever its cause, is detrimental to any student’s academic, social and emotional development. Children with poor attendance tend to achieve less in both junior and senior school, with a cumulative effect. Regular or persistent absence can also indicate a pupil welfare issue.

Parents have a legal duty to ensure their children of compulsory school age who are registered at school attend regularly. Parents can only allow their child to miss school if they are too ill to go in or they have advance permission from the school. The Education (Student Registration) (England) Regulations 2006 make it clear that Heads may only grant leave of absence in exceptional circumstances. A pupil should only be absent if the reason is “unavoidable”. Allowing a child to be absent without good reason is unlawful, and ultimately parents could be fined by the courts.

Every half day absence from school has to be classified by the school, not the parents, as either authorised or unauthorised. Hence information about the cause of each absence is always required.

Authorised absences are morning or afternoon sessions away from school for a good reason; for illness or other unavoidable cause.

Unauthorised absences are those which the school does not consider reasonable and for which no “leave” has been given. This includes keeping a pupil off for trivial reasons; truancy, absences or late arrivals which have never been properly explained. Providing a note may not be sufficient if the reason given is “avoidable”. Pupils should never be kept off school for reasons such as shopping, car is broken down, looking after the house, or looking after siblings or relatives. Where the letter does not specify a reason for absence, further investigation may be necessary after consultation with the Head.

On very rare occasions when a girl needs encouragement to attend school regularly, any problems are best sorted out between the school, (Head, Deputy Head, Head of Junior School, Head of Year, Form Tutor), parents and the pupil. If problems cannot be sorted out in this way, the school may refer the pupil to the Education Welfare Officer (EWO) from the local Education Authority (LEA). He or she will also try to resolve the difficulties by agreement but, if other ways of trying to improve the pupil’s attendance have failed, these officers can use court proceedings to prosecute parents or to seek an Education Supervision Order on the girl.

Parents (or pupils) may wish to contact the EWO themselves for advice. They are independent of the school.

Their telephone number is available from the school or by contacting the LEA. Procedures Northwood College for Girls applies the following procedures in deciding how to deal with individual absences: Illness or Other Legitimate Absence On the first day of absence, parents should contact the school, preferably by email to absence @nwc.gdst.net, to make us aware of their daughter’s absence. If no contact is made the school will telephone the parents and at that time we will request written confirmation of the absence. Written confirmation will be required for each day of absence, preferably by email. Absence cannot be authorised without this procedure.

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If a pupil is absent from school for reasons other than ill health, this must be discussed with the school on each separate occasion. Leave may be granted in an emergency (e.g. bereavement) or for medical appointments which are necessary in school time, provided a written explanation is received.

Medical and other appointments These should be made in the holidays and out of school hours where possible to minimise the impact on lessons and school events and activities. Any notifications for absence or requests for planned absence should be sent initially to absence@nwc.gdst.net. Any extraordinary requests for absence will be considered by Ms Ferguson, Deputy Head, Pupil Wellbeing or the Head of Junior School.

Sixth Form planned absence In the Sixth Form your daughter is permitted to attend two open or taster days during term time in each of Year 12 and 13. Your daughter is advised to seek out additional opportunities at weekends and during holidays. Any additional days taken will be treated as unauthorised absence.

Your daughter is permitted time off during term time to sit her practical and theory driving tests, but you will need to email for permission. Although this is usually granted, it may be rejected if for example, it clashes with key events and activities in school.

Holidays Holiday leave in term time will not be granted unless circumstances are exceptional. Absences that are not authorised by the school will be marked as 'unauthorised'. Our terms are short and intensive and a relatively long period of holidays is available. The school keeps a record of such absence requests and parents will be invited to attend a meeting if requests for absence are repeatedly made at the end of term. Requests for leave in exceptional circumstances should be addressed to the Head of Junior School or the Deputy Head Pastoral Development and Well Being of the Senior School. The school requires at least 48 hours’ notice with a request for permission to be granted by the school. The onus is on the pupils to catch up with work missed during the absence.

Lateness Pupils must attend registration on time in order to be marked as present for that session. Parents are expected to ensure that their daughters are present at registration. Arriving more than 30 minutes after the start of the session without good reason is counted as unauthorised absence. Junior School monitors lateness in the following way: three times late triggers a letter from the Head of Junior School, reminding parents of expectations and also eliciting whether there are any family circumstances we should know about, triggering the lateness. After six lates, parents are invited to meet the Head to discuss the problem and find a solution.

Frequent lateness in the Senior school will warrant the issue of a Punctuality Report card to be signed off daily by the form tutor, culminating in a review meeting with the Head of Year. Parents will be informed by email.

Persistent lateness will trigger remedial proceedings beginning with a parent meeting conducted by the Head of Year.

Publication of Attendance Information Parents have a legal duty to ensure that their daughters attend school. Northwood College for Girls has a legal duty to promote attendance and to publish its absence figures. Parents will receive information concerning their daughter’s attendance in written reports sent twice each year.

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At the end of each academic year, the school has to make a return to the DCSF giving details of both authorised and unauthorised absence.

The school is committed to working with parents to achieve as high a level of attendance as possible.

We are obliged to provide attendance data to prospective employers and external organisations where requested, e.g. for university application purposes.

Poor attendance usually has a detrimental impact on attainment. Students with attendance below 90% are at a significant risk of underachieving in their school examinations, GCSE examinations and ultimately in their A Levels and this will usually be reflected in In Lesson Assessments (ILAs), tests and assessment results. Parents will receive attendance data in each school report and will be contacted by a member of the pastoral team to support the pupil in improving attendance. Attendance data is regularly communicated to Sixth Form students, and where there is a concern, to parents as appropriate. Attendance data will also contribute to a range of evidence used to determine UCAS Predicted Grades which are required for application to university. In the Sixth Form your daughter is expected to take responsibility for her attendance to all her timetabled lessons unless permission has otherwise been granted. Parents can support their daughter’s attendance by avoiding the arrangements of appointments which coincide with PE lessons, Form Time, Extend and Enrich lessons wherever possible.

The Senior school will act promptly to work with parents to try to prevent absence from reaching such levels. We have a clear policy to deal with absence: Approaching 95%- discussion with tutor and support and advice provided to help pupil improve attendance Below 95%- parents contacted by Head of Year and discussions held with pupil.

Below 90%- parents will be asked to attend an absence meeting.

Below 85%- the school may contact the Local Authority Education Welfare Officer.

The school recognises that some pupils may experience mitigating circumstances which can affect their ability to attend school and will prioritise the pupil’s welfare in the decision-making process.

Children Missing in Education Children absent from school for more than 10 consecutive days will trigger communication with the LEA Children’s services Children Missing in Education team.

REVIEW DATE: SEPTEMBER 2020

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Curriculum Policy Summary Northwood College provides full-time education for pupils of compulsory school age and beyond. Pupils may join Northwood College from age three in the Early Years and continue their education beyond the compulsory school age in the Sixth Form. At all stages, the school’s curriculum is designed in such a way that it offers a programme of activities appropriate to the needs of the pupils with the subject matter being appropriate for the ages and aptitudes of pupils, including any pupils with a statement (Education, Heath & Care Plan) or with SEN. All pupils have the opportunity to learn and make progress and high expectations are set for all of our students.

In particular, the curriculum is designed to give pupils experience in linguistic, mathematical, scientific, technological, human, and social, physical, and aesthetic and creative education and enable them to acquire skills in speaking, listening, literacy and numeracy. Careful attention is paid to ensure that where a pupil has a statement the education provided fulfils its requirements. All pupils receive personal, social, health and economic education, including British values, which reflects the aims and ethos of the school and encourages respect for other people. In all sections of the school, teachers pay particular regard to the protected characteristics set out in the Equality Act 2010: age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex and sexual orientation. In addition, pupils in the Senior School in particular, are given appropriate careers guidance and are prepared for the opportunities, responsibilities and experiences of adult life in British society.

The curriculum is designed to ensure that all students have the opportunity to learn and make progress.

A more comprehensive analysis of the curriculum at Northwood College is set out in the Curriculum Policy below. This policy is supported by appropriate plans and schemes of work.

Introduction Northwood College is an independent day school for girls aged 3 – 18. Our curriculum is designed to engender a love of learning and provides a firm foundation for future studies in a happy and secure environment. We believe that each girl’s time at Northwood College is of fundamental importance in her development as an individual and we seek to enable each girl to realise her full academic potential and to acquire a sense of personal and social responsibility. Every opportunity is taken to widen the girls’ awareness of the world around them and curriculum related visits are frequently arranged.

The school aims to provide the context within which the curriculum policy sits. Our definition of the curriculum is that of the total learning experience offered to each girl by the school. It helps to develop attitudes and values in addition to concepts, knowledge and skills.

It is our aim at Northwood College to offer a curriculum that encompasses the requirements of the National Curriculum, and that goes above and beyond that which it prescribes. In line with our school aims, we seek to provide a curriculum that is broad and balanced, coherent, relevant and differentiated. Our curriculum should offer equal opportunities for all pupils. It is designed to promote the spiritual, moral, cultural, mental and physical development of pupils and uphold fundamental British values. Our curriculum aims to prepare students for the opportunities and responsibilities of adult life and for participation in modern British society. It also aims to encourage students to think beyond their local community to the wider world. Through our curriculum, we aim to develop a girl’s meta-cognition and ability to think critically and analytically, through a range of teaching styles and strategies offering a variety of learning opportunities. We also aim to ensure development of essential speaking, listening, numeracy and literacy skills; provide opportunities for creative expression; promote a healthy lifestyle and provide PSHE and Citizenship education reflecting our aims and ethos and fundamental British values.

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The curriculum encourages respect for all and pays regard to the protected characteristics set out in the Equality Act 2010. Through our curriculum, we hope to enable all pupils to achieve their individual potential.

Our curriculum is delivered by teachers who promote high standards in learning and teaching.

The curriculum is kept under constant review by the Leadership Team, and in particular the Deputy Head (Academic), supported by the Director of Studies and Head of Cognitive Learning. In the Junior School, curriculum responsibility lies with the JSLT, Deputy Head Junior School, and, with an overview, the Head of Juniors. All key stage workers may also have involvement with this area. In Senior School, Heads of Department also hold curriculum responsibility and in Junior School, Coordinators also hold curriculum responsibility in some areas. Specific working groups, for example on learning transition between the Junior and Senior Schools, student selection of GCSE/A Level options, thinking skills and assessment, are convened as necessary to address specific developments and initiatives. All members of staff have curriculum responsibility as defined in their terms of appointment.

Early Years Foundation Stage: Nursery and Reception The Early Years’ Centre (Bluebelle House) provides education for girls in the Foundation Stage in a secure and caring environment. The curriculum concentrates on 7 areas split between prime and specific areas of learning.

The prime areas are communication and language, physical development and personal, social and emotional development. The specific areas are literacy, mathematics, understanding of the world and expressive arts and design. Thinking Skills is taught as a discrete lesson and girls also have separate lessons in Spanish, Ballet, Music and Yoga. Outdoor learning is closely woven into all areas of learning including our Outdoor Explorers programme. Staff work closely with each child and provide a structured individual programme based on regular and ongoing assessment.

Key Stage 1 The curriculum is designed both to cover and also to extend beyond the Key Stage 1 requirements for the National Curriculum. The foundations of number work are laid in daily lessons using a number of schemes including the National Numeracy Strategy. Girls acquire fluency in reading through the use of a range of schemes and methods. In creative work. themes are chosen, which may be topical, seasonal or stimulated by current events. These are developed in Science, History, Geography, Art, Technology, Physical Education, Music, Spanish and Religious Studies. Thinking Skills is taught as a discrete lesson, as is PSHE. Appropriate external visits are arranged as well as developing a thirst for outdoor learning. Computing (including coding) is offered to all girls, as are Ballet and Drama. Extra-curricular instrumental lessons are also available.

Key Stage 2 The curriculum is designed to cover and go beyond Key Stage 2 of the National Curriculum. Subjects studied include Mathematics, English, Drama, Science, Spanish, Latin, Art, Information Technology, History, Geography, Religious Studies, Music and all branches of Physical Education. Dedicated Computing (including coding) lessons are offered to girls in the Junior ICT Suite. All girls have specialist teachers in Music, PE, MFL and STEM. Thinking Skills is taught as a discrete lesson, as are PSHE and General Knowledge. Girls participate in a programme of external visits to theatres, museums and sites of scientific and historical interest to support classroom based work. Years 4, 5 and 6 take part in residential trips and all girls follow a carefully planned programme of pastoral care.

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Key Stage 3 Key Stage 3 is a vital stage in the academic journey, bridging the gap between Junior School and the demands of the GCSE curriculum. Skills and subject knowledge build throughout the key stage, so that by the time they reach Key Stage 4, students are equipped with the requisite thinking skills, attitude to learning, organisation and deep subject knowledge. It is the exciting stage in a student’s academic development where joy in learning is unbounded by the expectations of examination and this is to be celebrated. In Years 7 and 8, all girls study English, Mathematics, Spanish, another modern foreign language (chosen from French and Mandarin), Science (with a focus on the skills and knowledge required for success in STEM), Geography, History, RS, Latin, Art, Drama, Music, Textiles, ICT and PE. A regular PSHE lesson covers careers, citizenship, health education, use of the library and current affairs. Physical Education includes athletics, hockey, netball, rounders, swimming, tennis and gymnastics. In Year 9, girls start following IGCSE Science and Mathematics. Careers advice is offered to all girls and all are supported in selecting their GCSE options by teachers, the Head of Year and SLT. Key Stage 3 Key Stage 3 is a vital stage in the academic journey, bridging the gap between Junior School and the demands of the GCSE curriculum. Skills and subject knowledge build throughout the key stage, so that by the time they reach Key Stage 4, students are equipped with the requisite thinking skills, attitude to learning, organisation and deep subject knowledge. It is the exciting stage in a student’s academic development where joy in learning is unbounded by the expectations of examination and this is to be celebrated. In Years 7 and 8, all girls study English, Mathematics, Spanish, another modern foreign language (chosen from French and Mandarin), Science (with a focus on the skills and knowledge required for success in STEM), Geography, History, RS, Latin, Art, Drama, Music, Textiles, ICT and PE. A regular PSHE lesson covers careers, citizenship, health education, use of the library and current affairs. Physical Education includes athletics, hockey, netball, rounders, swimming, tennis and gymnastics. In Year 9, girls start following IGCSE Science and Mathematics. Careers advice is offered to all girls and all are supported in selecting their GCSE options by teachers, the Head of Year and SLT. Key Stage 4 Northwood College prepares girls for the GCSE in the majority of subjects and IGCSE in the Sciences, Maths and History. In Years 10 and 11 all pupils study the core subjects, which include English Language, English Literature, Mathematics, at least one Language (Mandarin, Spanish, French or Latin) and either Biology, Chemistry and Physics as separate IGCSE subjects or Double Award IGCSE. In addition, pupils choose three or four optional subjects from Art & Design, Classical Civilisation, Latin, Drama, French, Geography, History, Computing, Music, PE, Religious Studies and Textiles. The PSHE programme gives girls a chance to improve their general knowledge of the world around them, foster a love of learning and the ability to learn transferable skills, such as research without the pressure of examinations. In Year 11 all girls undertake work experience. Careers advice is offered to all girls and all are supported in selecting their A level options by teachers, the Head of Year and SLT. Sixth Form In the Sixth Form students will follow a programme of activities which is appropriate to their needs. They will take 3 A-levels, (4 if one of those subjects is Further Maths) and an EPQ (Extended Project Qualification).

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The following subjects are currently offered at A level: Art & Design, Biology, Business Studies, Chemistry, Classical Civilisation, Drama and Theatre Studies, Economics, English Literature, French, Geography, Graphic Design, History, Computing, Latin, Mandarin, Maths, Further Maths, Music, PE, Physics, Politics, Psychology, Religion Philosophy and Ethics, Spanish and Textiles.

All Sixth Form students also take part in an enrichment programme (EEEExcite), which includes the EPQ, Enrich (PSHE and careers guidance), Engage (beyond-curriculum lessons in the academic subject a student is going on to study at university) and Engage (social and political awareness and community service). To promote fitness and well-being, all girls participate in a range of sporting activities such as golf and yoga, as well as the more traditional PE options. Sixth Form conferences, work experience, interview practice, careers and higher education advice are available to all girls.

As a member of the Northwood College Sixth Form, all girls will be given the opportunity to become a Northwood College Laureate, awarded by the GDST. The Laureate Award will recognise the activities which girls participate in outside of the classroom. Girls can opt for one or more of the following awards Minerva (for academic achievement) Juno (for service) Demeter (for environmental awareness) Artemis (for sporting achievement) Athena (for creativity).

Pastoral Programme Guidance is offered throughout the College on study skills, personal communication and social, emotional and physical development, career choice, decision making, health & safety and enterprise education. Language skills are developed throughout the entire curriculum.

Cognitive Learning Cognitive Learning means that girls will leave Northwood having achieved their cognitive potential by developing their ability to question, think critically and creatively; decision making and problem-solving in both lessons and the wider world.

Cognitive Learning allows each girl to find out about their own individual learning styles and the methods of study and revision that are most likely to suit them. It gives them tools to direct and clarify their thinking, encourages philosophical reasoning, supports their development as independent learners and encourages critical evaluation of information from media sources.

In the Senior School, teaching and learning strategies that support the development of meta-cognition and associated skills are embedded into lessons under the direction of a dedicated Head of Cognitive Learning.

Cognitive learning is, therefore, integrated throughout the curriculum. This approach is supported through student activity days and staff training opportunities. In the Junior School, a more directed programme of study entitled Thinking Skills is provided.

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Careers Appropriate access to accurate, up-to-date careers guidance is provided for girls in Senior School through a dedicated Careers and UCAS advisor. It is impartial, enabling students to make informed choices about a broad range of career options and thereby enabling them to reach their potential. A full careers programme, delivered through PSHE lessons and supported by a Careers Library, is delivered from Year 7 through to Year 13.

Extra-Curricular Activities The school has a wide and varied programme of academic, cultural and sporting activities that take place outside the formal curriculum in lunchtime and after-school clubs and societies. All pupils are expected to take part in the programme and Sixth Form students are expected to co-ordinate and run activities as part of their personal development.

SEN A dedicated SEN department supports students with special educational needs. Students are assessed by and work with staff on skills related to their specific needs. Information is disseminated to all staff via Pupil Profiles and regular staff training.

Reviewed: September 2019 Review Date: September 2020

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Teaching and Learning Policy Mission Statement At NWC, we foster joy in learning. We know that intellectual discovery and critical thinking, ignited by the spark of curiosity, is exciting and empowering. We embrace innovation and always seek to enhance learning and student outcomes through application of educational research and an understanding of available technology. We also value the expertise, experience and insight of our teachers in contributing to the teaching and learning culture within the school.

We know that to be successful in the future, our girls will need to be able to: Investigate and interrogate evidence Imagine and create without limits Collaborate with others Communicate with clarity and confidence Self-regulate their learning We believe that teaching and learning in our school develops these skills and dispositions.

Professional Development Lesson observations focus on student outcomes, including in these five core learning areas. Lessons are also assessed for their encouragement of a joy in learning and the achievement of all students in the classroom, through stretch and support. Each teacher receives two formal observations each academic year to ensure both quality control and continuing professional development. Emphasis is placed upon the development of teaching practice and there is no lesson grading as part of this process.

Teachers are encouraged to develop their own practice through: Weekly teaching and learning sessions, delivered by staff in our Friday Showcase. Sessions have included ‘Growth Mindset Language’, ‘Literacy in the classroom’,‘Public Speaking', ‘P4C’, ‘Using GCSE Pod’.

Opportunities to discuss educational research at termly Teach Meets. Sessions have included discussion of education systems throughout the world and digital learning.

Trust Office CPD.

Sessions offered include ‘The lost middle and hard to reach’, ‘A level teaching’ and

collaboration days for each subject.

SLT and departmental learning walks and work scrutiny and feedback.

Termly Teaching and Learning Carousels in Thursday staff training sessions. Spring 2019 saw the first of these, focused on tools for digital learning.

Cognitive Learning: Embedding ‘Thinking Skills’ into Teaching and Learning New staff are offered CPD which covers the latest research on metacognition from the EEF. This ensures that staff have the tools in order to create learning opportunities for students that encourages self-regulation of their learning. The training offered allow teachers in both Senior and Junior school to embed thinking skills into their teaching and learning. Our expectation is that teachers always consider metacognition in their lesson planning and we therefore do not expect them to highlight this as a separate entity on schemes of work or lesson plans.

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At all Key Stages, we embrace De Bono’s

thinking

hats

and

De

Costa’s thinking habits have been developed into the NWC Habits for application in the Junior School in particular. Philosophy for Children’ opportunities

are

embedded

across the curriculum, with many staff from a range of subjects trained

in

the

programme.

Thinking Skills is offered as a stand-alone

lesson

within

the

Junior School timetable. In the Senior

School,

enrichment

days

there for

are

students

which focus of developing skills such as empathy, resilience and creativity. These have included a ‘Learn to Learn’ workshop in Year 7 and 'Christmas on the Brain’ in Year 8.

Review Date February 2021

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Developing Learning And Learning Resources The Teacher as a Learning Resource We encourage our pupils to be responsible for their own learning and to show initiative in all aspects of their studies. The role of the teacher is to offer advice and support so pupils develop the confidence to think and work as independently as possible. The teaching staff at Northwood College for Girls GDST are always willing to help their pupils, both during lessons and at a mutually convenient time outside lessons. Pupils who wish to speak to a member of staff should come to the Staff Room door either at break or lunch time.

The Centenary Library The Centenary Library was refurbished in 2019 and caters for all girls in Senior School from Year 7 through to Year 13. The Library houses 14,000 books, covering all curriculum needs as well as promoting a love of reading for pleasure through a comprehensive fiction area. The Library also offers audio books on CD, DVDs, magazines and newspapers. There are desks for quiet reading or study as well as PCs and laptops for coursework and online research. The Library also has a networked printer/copier.

A networked library system is used which allows girls to access the Library catalogue and their own details from anywhere within the school. All year 7 girls are provided with a library induction and participate in a Reading Challenge. We endeavour to foster independent learning skills, which will assist the girls in all aspects of school life and beyond.

All girls are issued with their own personal library card when they start at Northwood College for Girls GDST. Year 7 girls may borrow 6 fiction books, 6 non-fiction books, 1 DVD and 1 CD at any one time.

The library maintains a comprehensive set of pages on Firefly (the school’s Virtual Learning Environment). This provides access to online resources and information eg. Reading lists, library newsletters, events etc.

The Library is open from 8.15am to 5pm each day and Year 7 girls are welcome to use it before school, during Break and Lunchtime and after school. In addition, there is a Homework Club from 4-5pm where girls can use the Library resources to help them in their work. Parents requiring their daughter to use the after school Homework Club, should complete the consent form at the back of the handbook in order to ensure that library staff know as to which day(s) they are attending.

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ICT Facilities The school has three ICT suites and several class sets of laptops. PCs and laptops are available in the Centenary Library and the Music Department has their own set of iMacs. We also have 100 ipads for class use.

These are supplemented by access to wi-fi hotspots for Years 12 and 13 who may bring their own devices after electrical testing. The ICT rooms are available for pupils’ study during break and lunch. All subject departments have access to mobile IT facilities for use in classrooms.

We make use of a virtual learning environment and parent portal, referred to as Firefly. All reports are published via Firefly and there is information for both parents and students. Homework may also be set using this platform.

We aim to provide up-to-date technology and encourage pupils to request change and improvements via the School Council.

From September 2019, every student in Year 6, 7 and 8 were provided with their own Chromebook for academic use in the classroom and at home. This 1-2-1 initiative increases the girls’ ability to independently learn online and enhances their innovation skills. We will continue to introduce this to our girls in the next academic year.

Photocopying/Printing Facilities Photocopying/printing/scanning devices are available throughout the school and girls print/copy/scan by entering their own pincode, the new technology makes printing secure and cuts down on wasted print.

Special Learning Difficulties At Northwood College for Girls GDST we strive to ensure that each pupil has the same access to the curriculum; teachers set high expectations for every pupil and differences in programmes of study occur rarely and only when it is in the pupil’s best interests.

All Year 7 pupils are screened early in the Autumn Term to identify those who may require additional support as a result of dyslexia, dyspraxia or other specific learning difficulties. Pupils joining in other year groups are also screened and existing pupils may be referred for further screening or assessment if this is thought appropriate.

Parents are kept informed at all times and their views, along with those of the pupil, are actively sought. When a learning difficulty has been identified, the Special Educational Needs and Disabilities Co-coordinator (SENDCo) creates a Pupil Profile, which details individual strengths and weaknesses, along with recommended teaching strategies. Pupil Profiles are reviewed annually and pupils’ progress is carefully monitored. Depending on the level of need, the SENDCo may recommend specialist support in the form of either small group or 1:1 teaching, both delivered by a Specialist Teacher.

It is normal for parents to have occasional concerns about the level of progress their daughter is making. In such a situation, your initial point of contact should be your daughter’s form tutor, who will have an overview of your daughter’s progress across the curriculum and will liaise with individual subject teachers. If the form tutor feels it is appropriate, she will also liaise with the SENDCo who, after investigation, may recommend a diagnostic assessment.

Northwood College for Girls GDST strongly advises parents against seeking an external assessment from a Specialist Assessor or an Educational Psychologist, unless advised to do by the SENDCo. The guidelines issued by the Joint Council for Qualifications (JCQ), the body responsible for special arrangements in GCSE and GCE exams, advises schools not to accept privately commissioned reports unless the SENDCo has specifically recommended that parents do so and has put them in touch with an appropriately qualified assessor, who will liaise with the school to collate background information prior to the assessment.

If you have any questions, please do not hesitate to contact the SENDCo, Mrs Clare Alexander.

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The Welfare Of Our Pupils Northwood College for Girls GDST recognises the importance of nurturing the whole child and encourages all members of the community to support and care for pupil welfare. The school works to provide an environment in which pupils can fulfil their educational potential by supporting their health care and welfare.

Medical Data Collection It is essential that the school is informed of any medical condition(s), which may impair academic progress if left untreated or which may need treatment during school hours.

All parents of new entrants are required to complete a medical questionnaire.

This information is confidential except when it is necessary for staff to know of a chronic condition, which may require treatment during the school day or on a school visit. Lists of such girls are prepared by the School Nurse at the start of the academic year, including a photo list of any girls with severe allergies.

Parents are asked to inform the School Nurse if their daughter’s medical status changes at all, or if they should require short-term medication.

The School Nurse is available to discuss a pupil’s needs with her parents, either at school by appointment or by telephone.

Health Promotion Health promotion is an important part of the PSHE programme for all stages throughout the school. Topics include healthy eating, anti-smoking, drugs education and the importance of exercise.

Safeguarding Children Northwood College for Girls GDST is committed to ensuring that all children are well cared for, safe and protected. The school staff follow national safeguarding procedures and work with other agencies that support children and families.

The Deputy Head, Ms Jill Ferguson, is the Designated Safeguarding Lead with responsibility for the implementation of Child Protection procedures.

First Aid The school complies with Health & Safety (First Aid) regulations and provides adequately qualified staff to deliver First Aid as well as the equipment and facilities necessary, to enable First Aid to be administered.

The Medical Centre The school has a small Medical Centre which allows pupils to rest if unwell. The School Nurse checks stocks and replenishes medication as relevant. Parents/guardians are asked to be vigilant about expiry dates of medication left in the Medical Centre, eg asthma inhalers and adrenaline auto injectors .

Girls with asthma should carry a salbutamol inhaler, and girls with anaphylaxis should carry an adrenaline auto injector, and any other required medication, with them at all times.

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Girls should not carry any other medication in school. All medicines requiring to be taken during the school day should be brought to the School Nurse in its original container with written consent from parents concerning administration. We are unable to administer medication without consent. Please use the consent form which can be found on Firefly.

School Counsellor Girls who need advice on any matter are welcome to make an appointment with our school counsellor. They should contact the School Nurse or one of the pastoral team, to make an appointment.

Relationships and Sex Education The school believes that sex education is an essential part of a pupil’s overall education; we aim to provide appropriate sex education for all pupils at the various stages of their school life.

Drugs and Substance Abuse The school does not condone the misuse of drugs, solvents, alcohol or tobacco by its students or the illegal supply of these substances. All staff work towards creating a climate in school in which illegal drugs and substances will not be countenanced and will take appropriate action to safeguard the well-being of all pupils at all times. A copy of the full policy on Drugs and Substance Abuse is available from office@nwc.gdst.net.

Snacks and Allergen advice Pupils may bring healthy snacks to school for consumption at break time. Pupils may also purchase snacks and drinks in the dining hall at morning break. We are a strictly ‘no nut school’ and pupils may not bring snacks of foods containing nuts into school. Please check the allergen list on packaging for ‘contains nuts’.

Should your daughter wish to bring a birthday cake into school, it should be boxed and the label intact and handed to reception. Cakes may be eaten only in the dining hall at break times. Cakes containing nuts pose a risk to our pupils with allergies and are strictly not allowed in school. Pupils with food allergies are advised NOT to accept foods from other pupils in school.

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School Health Service The aim of the Girls’ Day School Trust’s Health Service is to enable girls to fulfil their educational potential by means of supporting their health care needs in the school environment.

The key activities of the school health service are: Screening and disease detection Support for children with chronic illness, including disability and emotional/behavioural disorders Health promotion Advocacy for vulnerable children and those in need of protection Provision of first aid and assessment or treatment of children with injuries or acute illness MEDICAL QUESTIONNAIRE It is necessary to know about medical illness that may impair academic progress if untreated or which may require treatment during school hours, therefore parents are requested to provide information about: Previous infectious diseases Current immunisation status Current chronic illness Medication required during school hours Problems with vision/hearing This information is obtained by means of the enclosed questionnaire prior to school admission. This allows parents an opportunity to raise issues relating to their daughter’s health, which they wish either to be addressed, or which they feel may be relevant to their daughter’s academic performance or general well-being while they are at school.

It is important for parents to inform the school whenever their daughter develops a chronic medical illness, or treatment/medication has been changed for an existing illness.

MEDICAL ASSESSMENT We aim to offer Reception, Year 7 and all new girls a health assessment to include records of their height and weight, colour vision, hearing test, and distance vision test. This gives a base line figure for future reference. The School Nurse can be informed in writing if a parent does not wish their daughter to attend this.

SCHOOL NURSE AND TREATMENTS The School Nurse is available to provide attention for a girl who sustains an injury or becomes unwell during the school day. If the Nurse is unavailable a First Aider will attend an injured girl and a parent/guardian will be contacted to collect their sick daughter. Please ensure the school is informed if telephone contact numbers change.

In all cases, if an injury or illness appears to be serious or debilitating, a parent/guardian will be contacted immediately in order that their daughter can be taken home or to hospital.

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The following is a list of treatments that would normally be offered to alleviate the symptoms that a girl may be suffering: Heat Pad Oral Paracetamol Throat lozenge Olbas Oil to inhail Anthisan cream Cold Pads

Period pain/stomach ache Headache, period pain (Senior only) Sore throat Nasal congestion and colds Insect bites and stings Headache/Joint or limb discomfort

NO ASPIRIN OR ASPIRIN BASED PRODUCTS WILL BE GIVEN

It should be stressed that treatment will not be given on demand, but only after careful consideration of all the relevant facts.

Girls with specific conditions e.g. migraine, menstrual problems, hay fever etc., or whose parents do not wish them to be given paracetamol are requested to leave a few tablets of their own choice and complete the relevant form, available from the Nurse. This is essential so medication can be administered quickly should the need arise. It should be noted that no PRESCRIPTION medication would be given to a girl without written direction from a parent. No girl under the age of 11 will be given medication unless supplied by a parent and the relevant form signed. Medication must be in the original container and clearly labelled with the girls name and form.

If girls are asthmatic please ensure that a reliever inhaler (usually a blue case) is carried at all times and a spare reliever inhaler and completed Asthma Card is left with the Nurse for use in an emergency. In Bluebelles inhalers will be kept in the classroom and a spare inhaler stored in the Medical Room. In the Junior department, if appropriate, girls will carry these with them (in a plain, navy ‘bum bag’) around school.

Girls who have severe allergic reactions must carry their treatment (usually an adrenaline auto-injector) with them at all times. Another adrenaline auto-injector or relevant treatment should be left in the Medical Room for use in an emergency. Junior girls will keep their ADRENALINE AUTO INJECTOR in a plain navy ‘bum bag’, which they will wear during the school day, and a spare treatment stored in the Medical Centre. EYFS adrenaline autoinjectors will be taken to the Dining Room at lunchtime.

From time to time girls ask for advice regarding health related issues so it may also be necessary to weigh and measure girls in addition to the admission health checks or check hair for head lice. Please inform the Nurse, in writing, if you do not give permission for these checks to take place.

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Confidentiality Policy The School Nurse and School Counsellor The nursing staff and the School Counsellor at Northwood College for Girls GDST are fully aware of their responsibilities regarding confidentiality in nurse/patient and counsellor/pupil relationships.

The school nurse and counsellor have a duty of confidentiality when concerns are disclosed by pupils.

The only exceptions are: The child consents to disclosure A court of law requests information Disclosure is justified because of concerns about a child’s safety and protection needs. This includes selfharm.

If, in exceptional circumstances, disclosure is made about details without the child’s knowledge or consent, the child should be informed that disclosure has taken place when it is safe to do so.

A REFERENCE GUIDE TO INFECTIOUS DISEASES Guidance from the Health Protection Agency (2010) updated 2017 An infectious disease must always be reported to the school (Please contact the School Nurse for further information/see under nurse page on Firefly)

ROUTINE CHILDHOOD IMMUNISATION PROGRAMME This is the UK Universal Immunisation Schedule.

Children who present with certain risk factors may require additional immunisations.

When to immunise:

Diseases protect against:

Two months old

Diptheria, tetanus, pertussis (whooping cough), polio and Haemophilus influenzae type b (Hib) & hepatitis B. Pneumococcal (PCV), Rotavirus, Meningitis B

Three months old

Four months old

Around 12 months

2 to 8 years (including children in reception class and school years 1-4

Diphtheria, tetanus, pertussis, polio and Haemophilus influenzae type b (Hib) & Hepatitis B. Rotavirus Diphtheria, tetanus, pertussis, polio and Haemophilus influenzae type b (Hib), Hepatitis B. Pneumococcal (PCV), Meningitis B Haemophilus influenza type b (Hib) and Meningitis C MMR, Pneumococcal (PCV), Meningitis B Annually Children’s flu vaccine

Three years four months to five years old

Diphtheria, tetanus, pertussis and polio. Measles, mumps and rubella

Thirteen to eighteen years old

Tetanus, diphtheria and polio booster. MenACWY vaccine HPV Vaccination (2 doses) for girls in Year 8 given in School 30

Relationships And Sex Education Policy statement: Definition of RSE – from Sex Education Forum Relationships and sex education (RSE) is learning about the emotional, social and physical aspects of growing up, relationships, sex, human sexuality and sexual health. It should equip children and young people with the information, skills and positive values to have safe, fulfilling relationships, to enjoy their sexuality and to take responsibility for their sexual health and well-being.

Northwood College for Girls GDST (NWC) takes its responsibility to provide relevant, effective and responsible relationships and Sex education (RSE) to all its pupils as part of the school’s personal, social, health and economic education curriculum (PSHE) very seriously. At our school we want parents and pupils to feel assured that sex education will be delivered at a level appropriate to both age and development of pupils.

This teaching is not intended to replace advice or guidance which is ideally received at home, but to supplement and broaden knowledge and understanding.

This policy is drafted by the Deputy Head (Pastoral Development and Wellbeing) in consultation with the Head, the school nurse and SEND coordinator. Parents are given the opportunity to discuss this policy content.

Aims of policy: RSE is lifelong learning about physical, moral and emotional development. It is about teaching sex, sexuality and sexual health in a way that is fully understood and effectively retained by pupils in our care. This includes emphasis on good health, the value of self - esteem in making choices and judgements, the nature of healthy and consensual relationships, and knowledge about how the body works, all within a context of moral issues and values.

RSE will outline the importance of marriage and family life and the raising of children, as well as highlighting the role of marriage and other stable relationships as building blocks for community and society.

We want our pupils to lead a healthy and safe lifestyle and to care and respect their bodies and we provide them with the right tools that will enable them to seek information or support, should they need it, both during their school years and beyond.

Provision: We subscribe to the Department of Education guidance that will be mandatory in England from September 2020: Relationships Education, Relationships and Sex Education (RSE) and Health Education Statutory Guidance. Relationships and Sex Education for all secondary schools. Taught PSHE has also been part of the Independent Schools Standards since 2014. We aim to provide a relevant, broad and balanced curriculum that not just fulfils, but exceeds externally set standards.

The NWC curriculum is spiral, so that topics can be re-visited in later years. Although the topics below are listed specifically, we treat Relationships and Sex Education as part of the wider PSHE curriculum. We support equal opportunities in education, seeing it as enabling and encouraging all our students to build self-esteem through discussion and activities in a safe environment. We are equipping them with decision-making skills irrespective of gender roles and stereotyping.

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The main topics covered in RSE are: Establishing healthy relationships.

Puberty, menstruation and change.

Consent and how to communicate this to others.

Contraception.

Sexually transmitted infections.

Understanding our bodies Sexting and online safety Safer sex Sexual exploitation Sex and pornography Personal choices As part of the PSHE programme, Relationships and Sex Education is taught by the pastoral team, the school nurse and PSHE co-ordinator mainly in form groups, using a range of activities with materials and support provided by health professionals. We also invite in specialists in the field to deliver talks to the students.

The programme is developed and reviewed in consultation to ensure that it meets the needs of the whole school community. We ensure that RSE is age relevant and appropriate across all year groups; this means ensuring that the curriculum develops as our pupils do and meets their needs. We ensure that staff are given regular and ongoing training on issues related to RSE including confidentiality, setting ground rules and establishing positive behaviour, handling controversial issues and responding to questions. We ensure that all staff are up to date with policy changes, and familiar with the school policy and guidance relating to relationships and sex education.

We ensure their personal beliefs and attitudes will not prevent them from providing balanced RSE in school.

Terminology: Pupils will be taught the anatomically correct names for body parts, but slang and everyday terms used in social situations will be discussed; this will be part of the discussion about what is and what isn’t acceptable language to be used. Ground rules are essential when discussing sensitive subject matter and staff will use strategies to enable pupils to feel comfortable to ask questions. If controversial questions are asked, the teacher will use professional judgement about how to answer them and pupils will be allowed to raise anonymous questions if preferred. We recognise that because of the nature of the subject, sensitive and controversial issues are likely to arise. These may include, for example, abortion, emerging gender identity, sexuality and sexual abuse. These are dealt with within the framework of the aims of the school and of the Relationships and Sex Education policy as a whole. Any cause for concern will be dealt with in accordance with our pastoral systems and safeguarding arrangements.

Guest speakers: We sometimes use outside speakers to complement our teaching of this content, who are asked to work within the framework of the school’s Relationship and Sex Education policy and adhere to the policy for Visiting Speakers. A teacher will be present throughout these lessons.

Withdrawal from RSE: The school aims to keep parents informed about all aspects of the RSE curriculum and urges parents to review this policy. RSE is a vital part of the school curriculum and supports the whole development of the child. Parents have the right to withdraw their children from sex education. Any parents considering withdrawing their child from RSE should contact the Head / Pastoral Deputy Head to discuss their concerns. According to Relationships Education, Relationships and Sex Education (RSE) and Health Education Statutory Guidance paragraph 41-43 pupils can opt into sex education from three terms before their 16th birthday.

Review and evaluation: The educational and personal needs of our pupils develop in line with varying societal pressures and other changes. For this reason we regularly review our RSE curriculum. This policy will be reviewed annually.

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Northwood College For Girls GDST Anti Bullying Policy Statement of Philosophy Our school community is based on an ethos of mutual respect and consideration. The school and the GDST are committed to providing a safe and happy learning environment for all We do not tolerate bullying, harassment, victimisation or discrimination of any kind and work hard to prevent these or to tackle them if they occur Bullying is a whole school issue and we take a whole school approach in response. Any member of the community may bully or be a victim of bullying: we regard all incidences of bullying equally seriously and in turn expect all staff, pupils and parents to play their part in preventing and tackling bullying.

Aims of Policy This policy aims to: Try and prevent bullying, as far as possible, and Help staff, pupils and parents deal with bullying when it occurs.

What do we mean by bullying?

The Department for Education defines bullying as ‘behaviour by an individual or group, repeated over time, that intentionally hurts another individual or group either physically or emotionally’.

This can include: Physically hurting or attempting to hurt, harm or humiliate another person or damaging their property Verbal abuse such as name-calling, taunting, mocking or writing unkind notes Emotional manipulation such as excluding someone or spreading malicious rumours about them, building negative alliances based on gossip, or deliberately betraying former confidences to humiliate or isolate another pupil Cyberbullying, i.e. via social networking websites, phone calls, text messages, photographs or emails Unpleasant remarks or actions related to any of the following: o Race, religion or culture o Sex (i.e. talking to or touching someone in a sexually inappropriate way) o Gender, gender identity or perceived gender identity o Sexual orientation (e.g. homophobic bullying) o Disability or Special Educational Needs o Intellectual or other abilities o Appearance or health conditions o Being adopted or a carer Any behaviour that a reasonable bystander would say was intended to hurt or upset the victim is wrong and could constitute bullying, including complicity that may fall short of participating directly in the bullying. It is no justification that the perpetrator says or believes that the victim is not upset or hurt by his or her actions or words.

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Much bullying is performed in subtle ways, which are not easy to detect; a bully can use a simple look, word or gesture to a victim to signal an intended threat or insult. Some pupils are adept at changing a bullying situation into an apparently harmless one when an adult approaches. This makes it all the more important for the victim or another pupil to be able to come forward to report bullying, and for staff and parents to be alert to symptoms of bullying.

Bullying is always hurtful to the victim and damaging to the whole school community. Anyone and everyone who is involved in or witnesses bullying is affected by it. It can cause great distress, unhappiness and psychological damage and at its worst lead to suicide. It can also be a criminal offence, for example if the behaviour amounts to harassment or threatening behaviour.

How does bullying differ from teasing or friendship difficulties?

Sometimes pupils can feel hurt or upset because they have been teased or have fallen out with a friend. This is not the same as bullying.

Bullying: Is deliberately intended to hurt or humiliate Involves a power imbalance that makes it hard for the victim to defend themselves Is usually persistent Often involves no remorse or acknowledgement of the victim’s feelings School staff are ready to help and support pupils who have fallen out with friends, but such situations will not be treated in the same way as a case of bullying. However, the strategies we use may be similar because we acknowledge that over a period of time the impact on the pupil may be the same, and the situation could become bullying if it escalates.

Preventing Bullying We aim to prevent bullying by: Fostering a whole school ethos of good behaviour, mutual respect, and consideration. We aim to create a safe, happy, and inclusive environment for learning Developing a culture in which diversity is championed and celebrated and in which the school takes a proactive role in educating pupils and other members of the school community in issues around equality Developing a culture in which the vulnerable are protected and incidents which might demonstrate prejudice or intolerance are tackled and addressed, for example by challenging inappropriate or prejudicial language Encouraging all members of the school community to have high expectations and model how to behave towards each other Raising awareness about bullying through opportunities in the curriculum, the PSHE programme, assemblies, and national events such as Anti Bullying Week, amongst others Developing pupils’ social skills, confidence, resilience and self-esteem; and defining the value of assertiveness in relationships as opposed to aggression, whether direct or indirect Educating pupils and other members of the school community about how to keep themselves safe when online or using social media or other electronic means of communication, so they take maximum precautions to help prevent themselves being victims of cyberbullying Ensuring that all pupils sign up to the school’s Acceptable Use Agreements, which make it clear that cyberbullying is unacceptable. This message is regularly reinforced in lessons and pastoral sessions. The school runs an Online-Safety Day with the delivery of age-specific sessions and an evening briefing for parents.

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Making it clear to all that there are effective procedures for reporting, investigating and tackling bullying, and encouraging pupils to report instances of anything they perceive to be bullying Making it clear to all that incidents of cyberbullying or bullying of any kind that occur off the school premises but have an impact on the classroom environment or relationships between pupils will be pursued with the same seriousness as bullying occurring within school Making it as easy as possible for pupils who are being bullied to talk to someone they trust and get help confidentially Having a strong pastoral team dedicated to pupil welfare and experienced in dealing with bullying issues. All our staff are trained in recognising and responding to bullying and staff awareness is raised through regular discussion of pupil issues in pastoral meetings. Action is taken to reduce the risk of bullying where and when it is known to be most likely to occur. The member of staff with overall responsibility for anti-bullying work is Jill Ferguson in the senior school and Helen Crouch in the Junior school and Alison Allen EYFS Taking pupils’ views into account through the school council, and developing the roles that pupils can play in anti-bullying work, for example, through the buddy system of peer mentoring Ensuring that the IT filtering and monitoring systems are effective in protecting members of the school community Working in line with national guidance, and the requirements of our regulatory bodies.

Being aware – possible signs of bullying Changes in behaviour that may indicate a pupil is being bullied include: Unwillingness to go to school or return after a break Failure to produce work, or producing unusually bad work, work that appears to have been copied, or interfered with or spoilt by others Belongings suddenly going missing or being damaged Change to established habits (e.g. giving up music lessons, sitting in the library nstead of going out at playtime) Diminished levels of self confidence Inability to concentrate Anxiety, depression, becoming withdrawn or unusually quiet Repressed body language and poor eye contact Frequent absence, erratic attendance, late arrival to class Reluctance to leave the classroom at the end of lessons or school day Choosing the company of adults Frequent visits to the medical centre with symptoms such as stomach pains or headaches, especially at particular times or during particular lessons Unexplained cuts and bruises Difficulty in sleeping, nightmares Talking of suicide or running away Although there may be other causes for these symptoms, teachers, parents and fellow pupils should be alert for these possible signs of bullying and contact a member of the pastoral team if they are concerned.

Sadly, some individuals are more vulnerable to bullying, and less likely to speak out – including LGBTQ+ pupils and those with SEND. Again, staff, parents and peers should bear this in mind in cases of possible or suspected bullying. Further guidance for staff on preventing, identifying and dealing with such types of bullying can be found in the Anti-Bullying Guidance on the staff intranet.

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Dealing with Bullying: If you are being bullied: Stay calm and try to appear confident. Tell the bully to stop and get away from the situation as quickly as you can Do not suffer in silence: talk to a member of staff. This could be your class teacher, tutor or year group head, the school nurse or counsellor, or any other member of staff you trust. If you are unhappy about taking to a member of staff directly, you could talk to someone in your family, a friend, a buddy or peer mentor or one of the pastoral prefects. Telling does not make you a ‘grass’ or ‘snitch’: not telling means that the bullying is likely to continue. Remember you may not be the only victim Be assured that we take every report of bullying seriously and will act upon it, even if it occurred outside the school. We will keep records of what has happened, and consult you and support you in whatever action we take Remember being bullied is not your fault – nobody ever deserves to be bullied If you feel you are being bullied by a member of staff you should take the same action as if it were another pupil, that is, report the matter to someone you trust. All forms of bullying are unacceptable and all reports of bullying are investigated and dealt with irrespective of who the person responsible for the bullying incident might be If you know that someone else is being bullied Talk to a member of staff, so that the school can take steps to help the victim Stand up for them – studies show that one of the most effective ways of stopping bullying is for fellow pupils to show their support for the victim Be sceptical about rumours concerning other pupils. Don’t add to them. Put yourself in the position of the person targeted Don’t be drawn into simply standing by. Many perpetrators will not persist in bullying unless they have an audience to play to, and by not taking action it could be argued you are condoning what is happening What the school will do: The exact course of action will vary with each situation. The immediate objective should be that bullying incidents are brought into the open and strategies agreed to help resolve the problem, encouraging all involved to return to responsible, caring behaviour.

All reports of bullying will be taken seriously and investigated immediately It is not possible for any person who receives a report of a bullying incident to promise that it will be kept confidential. However, the action to be taken will be discussed with the victim at every stage Everything that happens will be carefully recorded The most important thing is to stop the bullying and ensure the victim is safe ·We aim for a peaceful resolution: revenge is not helpful for the victim or appropriate

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The victim will be supported throughout the process Sanctions may be imposed (see below) but guidance and help will be also be available for the perpetrator(s) to help change her/their behaviour Staff will monitor the situation to ensure that the bullying does not continue. If bullying recurs, further action will be taken The school will keep a log of all bullying incidents which is monitored in order to identify trends and inform preventative work in the school and future development of policies and procedures.

Further guidance for staff on responding to bullying can be found in the Anti-Bullying Guidance on the staff intranet.

Sanctions It is important that those found responsible for bullying are held to account and accept responsibility for the harm caused. Action taken in response to bullying will be intended to communicate unambiguous disapproval of the bully’s activities, and this will usually include sanctions. Sanctions help reassure the victim that the bullying will stop; they help those responsible recognise the harm caused by their behaviour and deter them from repeating it; they demonstrate to the school community that bullying is unacceptable and that the school has effective ways of dealing with it, so deterring others from behaving in a similar way.

If sanctions are warranted, the person(s) responsible will receive a sanction in accordance with the school’s behaviour policy. Any sanctions imposed will be air, proportionate and reasonable, take account of any special educational needs or disabilities that pupils may have, and consider the needs of vulnerable pupils.

In any serious case of bullying the Head will be informed and the school will work with the parents of both the victim and the perpetrator. The school will remain in regular contact with parents until the situation is resolved.

In the most serious cases, the sanction may be fixed term or permanent exclusion.

A bullying incident will be regarded as a child protection concern when there is ‘reasonable cause to suspect that a child is suffering, or is likely to suffer, significant harm’ (Children Act 1989). Where this is the case, after the Head has been involved, it may be necessary to make a report to the Social Services and in certain cases the police.

Partnership with Parents We believe that working with parents/guardians is essential to establishing the school’s anti-bullying ethos and resolving any issues that arise Parents are encouraged to reinforce the principles of the Anti-Bullying Policy at home Parents are asked to let Jill Ferguson (Deputy Head Pastoral Development and Wellbeing), Senior School or Helen Crouch, Deputy Head Junior School or Alison Allen (Safeguarding Lead for EYFS) know directly if they have cause for concern, either on behalf of their own children or because of rumours about others In any serious case of bullying parents will be informed by the school and may be invited in to discuss the matter. We will keep in regular contact with parents until the issue is resolved

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Links to other policies This policy operates in conjunction with: Northwood College for Girls GDST Behaviour Policy Northwood College for Girls GDST Safeguarding and Child Protection Policy Northwood College for Girls GDST Acceptable Use Agreement Northwood College for Girls GDST Inclusion Policy Northwood College for Girls GDST Exclusions Policy Northwood College for Girls GDST Equal Opportunities Policy Online Safety Policy Northwood College for Girls GDST PSHE programme Monitoring and evaluation The effectiveness of this policy and the school’s anti bullying strategies will be evaluated annually through a review of the bullying log and consultation with the school council.

This policy will be reviewed by the Director of Innovation and Learning, in consultation with schools, in September 2020.

Further information and guidance A list of useful websites, contacts and resources can be found in the Anti-Bullying Guidance on the staff intranet.

Key Contacts Designated Safeguarding Lead & Deputy Head (Pastoral Development and Wellbeing): Jill Ferguson Deputy Head Junior School: Helen Crouch Head of Key Stage (Junior School) Head of EYFS: Alison Allen Head of Key stage: Jane Giffin Head of Key stage 2: Andy Taylor Head of Year (Senior School) Year 7: Nicola Tikare, Katie Allchorne (Maternity) Year 8: Narasim Iyengar Year 9: Leanne Brown Year 10: Emma Rees Year 11: Gareth Elliott Sixth Form: Angela Spicer and Joel Rogoff, Lindsay Bailey School Nurse: Lyndsay Hickson and Kate Brown Outside organisations Childline: 0800 1111 Updated September 2019 review date September 2020 by Deputy Head (Pastoral Development and Wellbeing)

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Lower School Pastoral Programme THE PASTORAL TEAM

Head of Year, Form Tutor, Co-Tutor and Sixth Form Lower School Prefect

Who's In The Team?

The team will become prominent figures in your daughter’s school life. Each day begins with registration with the form tutor and co-tutor, during which time the class is engaged in a plethora of pastoral activities. This is when the form develops it character and the girls forge strong friendships and gain a sense of belonging as the form members gel.

The Head of Year 7 will frequently meet with girls to coach and encourage agency through the day-to-day life at Northwood College for Girls. The form tutor and co-tutors collaborate daily addressing the needs of individual pupils, helping with organisation, motivating the girls to join in with activities and helping them to become self-reliant and self-assured. We are keen to cater for all of the girls and help them to feel part of the community.

In addition to the staff team, the Lower School Prefect- selected on merit, is a go-to for the girls when they have questions to ask and when they would like advice from a pupil perspective. Similarly, each form is assigned Year 9 buddies, who assist in mentoring the form towards proficiency, being wholeheartedly involved in NWC events, and to nurture them through challenges.

We are proud of the high level of pastoral care and guidance we provide. A fundamental part of the support we offer to our pupils is delivered through our pastoral system. Our team provide advice for settling in to a new

What We Offer

school and give guidance on becoming an independent learner. Girls are taught how to be organised and manage time efficiently through encouragement to develop emotional resilience. Our daily form time activities raise the girls’ awareness of many important topics: internet safety, personal safety in the community, current affairs, and inspires their involvement as a citizen within our school community.

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We enjoy whole school events and themed weeks, including anti-bullying week, diversity week and wellness week. This allows us to enjoy creating and taking part in a range of pursuits, designed to inform, to ground us and to endorse our NWC pillars, which we live by. PSHE is delivered by our form tutors, the Head of Year, the Head of Careers and external speakers such that the girls are taught to make informed life choices. Throughout the year the girls are encouraged to think about others, to give up their time and to make small monetary sacrifices to donate to charities and to understand fully what being charitable means. All pupils are provided with a chromebook and they are taught how to use the GoogleSuite of educational software, thus preparing them to organise and catalogue, to research and produce various types of google documents, and to become a proficient user of IT. The students are all assigned a House on joining the school and they enjoy immensely a variety of House Competitions across the year. House Drama, House Sports and Sports Day, House Music, House Debating, to name but a few. There is great sense of camaraderie in the House system. The girls connect with others in their House from Year 7 to Year 13- with their Sixth Form House Captains as role models. Many aspire to this leadership role, owing to the success of the House system at developing community spirit.

At NWC every member of the pastoral team gives their support in many ways: to create a sense of Form spirit and “belonging together” to familiarise the girls with the rules, rights and expectations at Northwood College for Girls to give edifying guidance on how to deal with social, emotional, academic and physical changes to encourage girls to develop creativity and confidence through the creative arts, sports, music and STEM to integrate the girls to the wider school life at NWC to create an awareness of current and global affairs to instil in the pupils global and charitable responsibility to prepare the girls for academic progression into Year 8 to prepare girls for the world of work

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How We Support

PSHE PROVISION The pastoral team deliver the PSHE lessons to the form

What We Do

every other week, allowing students to interact with one another through thought-provoking discussions around an enriching curriculum content. Girls develop their ability to speak freely and find their voice, by expressing their views while listening to and respecting the opinion of others. PSHE lessons are designed to give plenty of

In The Curriculum

opportunity

for

the

students

to

develop

their

communication skills. Girls and tutors will spend time discussing appropriate behaviour and how to tackle sensitive conversations, as a result of this, every form has a sense of trust and community bond.

Our form tutors specialise in delivering detailed and enriching content during PSHE lessons where we cover the following areas; Careers and the world of work Preparation for examinations Introduction to mindfulness Personal, mental health and well being Developing and maintaining healthy friendships Developing citizenship and global citizenship Diversity and the wider world

THE FORM AND BEYOND All students have the potential to hold a Position of Responsibly;

Form

and

Vice

Form

Captain,

Form

Representative for School Council, Charity Representative, Eco Representative and Form Digital Leader. The Form Captain and Eco Representative positions are held for the entire school year so girls can establish routines and other position holders are changed every term. These positions develop student leadership skills and behaviours whilst continuously creating new opportunities for friendships across the school. .

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What Can An NWC GIrl Do?

All students, however, are encouraged to lead in some way: small or significant. We wholeheartedly support student-led initiatives at NWC, we pay attention to our students’ views and try to help bring their ideas to fruition.

What We in our Public Speaking Project whereby girls will work on their timing, pace and voice Do

Students will develop their confidence when addressing a group of people by taking part

projection before creating a speech and presenting it to their peers. This is often twinned with elements of our Positive Project and delivered in tandem.

We also deliver the Positive Project where students are taught the neuroscience of how we think, feel and behave. Students are encouraged to explore their emotions through workshops delivered by our Positive trained pastoral staff. In recognition that girls can be self-critical and tend towards perfectionism, we teach them to challenge their inner critic and develop their inner coach.

These exciting opportunities are essential for the girls social, emotional and academic development whilst deepening their curiosity and self-efficacy.

Our Personal Development Programme runs alongside our academic programmes and is geared towards developing all of our pupils to become self-assured, rounded individuals with many interests when they leave NWC after the Sixth Form.

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Internet Access Policy Responsible use of the Internet and e-mail As part of our ICT programme, we offer girls access to the Internet and provide them with a school based e-mail account.

We believe that there are educational benefits of Internet and e-mail access, not least in the

opportunity provided to explore a wide range of information sources and to collaborate with other learners globally. Pupils’ study skills are developed to make ethical and critical use of this. Pupils develop the skills to appropriately select information and to check its origin, currency and accuracy. Pupils must be aware of the issues of plagiarism and copyright – not least in connection with preparation of material for public examination courses.

Levels of supervision of the use of the internet and e-mail depend upon the age of a pupil.

In Reception (or Year 1) to Year 6 (inclusive) pupils’ access is under the direct supervision of a member of staff.

In Years 7-9, pupils’ use of the Internet or e-mail in lessons is supervised by a member of staff. Pupils in Years 7 – 13 inclusive also have access to machines outside lesson time and in circumstances (e.g. the library, study areas) where a member of staff may not be available to offer direct supervision.

We take various measures to minimise these risks. Our ICT network operates a filtering system to try to prevent access to inappropriate materials. We have an Internet safety programme for all pupils which teaches the safe behaviour appropriate to adopt when using the Internet or e-mail.

However, although internet use is filtered, families should be aware that some pupils may find ways to access material that is inaccurate, defamatory, illegal or potentially offensive to some people. We recognise that parents and guardians of minors are responsible for setting and conveying the standards that their children should follow when using media and information sources. To that end, the College respects each family’s right to decide whether or not to apply for access.

We are concerned to ensure that pupils’ use of the Internet is legal and that there is no risk of prosecution. We recognise too our moral responsibilities and our duty to provide protection for pupils in our care. We accept the need to promote high standards in relation to the use of computers and the Internet.

In order to protect pupils and help the school to demonstrate that ICT systems are being used responsibly, monitoring of files or the sites visited is necessary. Software (Fortianalyzer) is used which does monitor system use and is reviewed by designated members of the Senior Leadership Team.

Last Reviewed September 2019

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Computer Resources Policy STUDENT GUIDELINES The school has provided ICT facilities to support your learning and for your fellow students. You are encouraged to use and enjoy these resources, and help to ensure they remain available to all. You are responsible for good behaviour when using the resources and on the Internet, just as you are in a classroom or a school corridor.

Equipment You may not install or attempt to install programs of any type on the computers.

Please treat all equipment with respect. Damaging, disabling, or otherwise harming the operation of computers, or intentionally wasting resources puts your work at risk. · Only use the computers for educational purposes. Activities such as buying or selling goods are inappropriate.

You may only connect mobile equipment (e.g. laptops, tablet PCs, PDAs etc.) with permission. Your security and antivirus software must be up to date; your device must be free of viruses.

Protect the computers from spillages by eating or drinking well away from ICT equipment.

Security and Privacy Protect your work by keeping your password to yourself; never use someone else’s log-on name or password Never reveal your home address, telephone number, school name, or picture to people you meet on the Internet.

Other computer users should be respected and should not be harassed, harmed or insulted.

To protect yourself and the systems, you should respect the security on the computers; attempting to bypass or alter the settings is not allowed.

Computer storage areas will be treated like school lockers. Staff may review your files and communications to ensure that you are using the system responsibly.

Internet All Internet traffic is monitored and logged for your protection; do not attempt to bypass this.

You should access the Internet only for study or for school authorised/supervised activities.

Only access suitable material – using the Internet to obtain, download, send, print, display or otherwise transmit or gain access to materials which are unlawful, obscene or abusive is not permitted.

Respect the work and ownership rights of people outside the school, as well as other students or staff. This includes abiding by copyright laws.

People you contact on the Internet are not always who they seem. You should never agree to meet someone you only know from the Internet or via email. If such a person suggests a meeting, tell your parents or a teacher.

Email Your use of the school email system is logged and regularly reviewed.

Be polite and appreciate that other users might have different views from your own. The use of strong language, swearing or aggressive behaviour is as anti-social on the Internet as it is on the street.

Only open attachments to emails if they come from someone you already know and trust. Attachments can contain viruses or other programs that could destroy all the files and software on your computer.

If you receive an email containing material of a violent, dangerous, racist, or inappropriate content, always report such messages to a member of staff. The sending of an email containing content likely to be unsuitable for children or schools is strictly forbidden.

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Online behaviour When you are online you must behave with care and respect for others and the school, in the same way the school and your parents expect you to off line.

Your online actions may be public and must not bring the school’s reputation in to disrepute.

These rules apply at all times irrespective of whether you are using school or home based ICT equipment, or even devices such as smart phones.

Please read this document carefully along with the ICT Policy. Only once you have signed the Internet and Email Use Permission Form and returned it will access to the Internet be permitted. If you violate these provisions, access to the Internet will be denied and you may be subject to disciplinary action. Additional action may be taken by the school in line with existing policy regarding school behaviour. For serious violations, suspension or expulsion may be imposed. Where appropriate, police may be involved or other legal action taken.

Review Date September 2020

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Northwood College For Girls GDST: Discipline And Behaviour For Learning Policy Key Requirements/Legal Duties This policy responds to the Independent Schools Standards Regulations 2014, which includes the requirement that all schools must have a behaviour policy which must be available to all parents and prospective parents.

The school also acknowledges its legal duties under the Equality Act 2010 in respect of safeguarding and in respect of pupils with SEN and disabilities.

Statement of behaviour principles At Northwood College for Girls we aim to provide a broad, challenging and inclusive education for life, in a secure and happy environment where all members of the community feel valued and respected and where effective teaching and learning is able to take place. To achieve the above, good behaviour in all aspects of school life is necessary.

Introduction Northwood College for Girls endeavours to provide a safe learning environment in which pupils can feel and be safe, enjoy and achieve. The school recognises the inter-relationship between providing high quality teaching and learning opportunities and a stimulating learning environment, and promoting positive learning behaviour and good order. The school’s behaviour management strategy emphasises positive strategies and a range of interventions in order that the school environment is one of cooperation, respect and shared responsibility.

Behaviour is never somebody else’s responsibility; it is all of ours.

Policy Aims This policy aims to: Promote good behaviour, self-discipline and respect (for self, others, and the environment) Set out the school’s expectations in relation to behaviour and regulate the conduct of pupils Outline the rewards for appropriate behaviour and sanctions applied for misbehaviour Prevent bullying (in conjunction with the Anti-Bullying Policy) Set out the framework of pastoral support in which the policy operates, principles for communication with parents, and the legal background to specific procedures Roles and Responsibilities The Head has the overall responsibility to determine the school’s behaviour policy, set the standard of behaviour expected of pupils, determine the school rules and any disciplinary sanctions for breaking the rules.

The Head, together with the Senior Leadership Team, will help to create a culture of respect by reinforcing and making explicit the desired standards of behaviour and by supporting their staff's authority to discipline disruptive behaviour, and the pupils who exhibit such behaviour, ensuring that this happens consistently across the school.

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The members of staff with day to day responsibility for behaviour management are Jill Ferguson, Deputy Head in the Senior School and Zara Hubble, Head of Junior School and Bluebelle House.

All staff have a responsibility to: Provide a safe, welcoming environment Place the emphasis on learning and teaching Ensure pupils follow the school expectations during lessons, in corridors and in free time Recognise, praise and reward appropriate behaviour Ensure early intervention in cases where behaviour falls below the expected standard Take responsibility for any misbehaviour initially – seeking support/advice when required Ensure sanctions are applied consistently, are in proportion to the nature of the incident and any relevant background context, and to take into account where appropriate the circumstances/ needs of the pupil Work in partnership with parents and guardians Expectations The following principles should underpin all of our interactions with pupils and each other: Respect each other Listen to each other Treat everyone as an individual De-escalate incidents and seek to reconcile These principles are consistent with the Northwood College for Girls Code of Conduct which states: INFORMATION FOR PUPILS YEARS 7-11 CODE OF CONDUCT FOR ALL PUPILS OF NORTHWOOD COLLEGE FOR GIRLS This Code of Conduct is designed to ensure the safety and well-being of all members of our school community.

Central to the code is that we all treat each other with respect at all times.

For pupils in general this means; Always try to understand the other person’s point of view.

Make it as easy as possible for everyone to learn and for the teacher to teach. This means prompt arrival at lessons with all the correct equipment as well as sensible co-operative behaviour in lessons.

Speak to everyone courteously.

Be sensitive to the feelings of others – moderate your language and behaviour accordingly.

Keep the school tidy so that it is a welcoming environment. This means putting all litter in bins and keeping walls and furniture clean and unmarked.

As you go to and from school remember that the public will judge all members of the school on your behaviour.

In more specific terms we expect the following: Arrival Each Morning Please do not enter buildings before 8.15am. Girls may go to the Dining Room from 7.45 am. We expect you in your form rooms for roll call at 8.35 am Remember to bring a note explaining absence on the day you return and inform your tutor in advance of any planned absence.

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Please do not leave school before 4.00pm without permission.

Courtesy Remember the importance of “please”, “thank you” and table manners.

Look behind you and hold doors open for those who are following.

Respect the rights of others and their property.

Show consideration in everything you do, particularly in crowded places. In school and out of school, please do not engage in loud, thoughtless behaviour.

Respect for the School Environment Look after our equipment, furniture and resources. Show respect for the work of others.

After each lesson and break, leave the room clean and tidy with tables and chairs arranged in an orderly fashion and litter having been disposed of carefully.

Any damage to property, including graffiti should be reported immediately to a teacher.

Remember that chewing gum is not permitted in school and that you should not eat or drink in form rooms.

Moving Around the Buildings As a general rule, please keep to the left.

Please carry your bags in a considerate manner.

Never run in corridors or on the stairs as this is potentially very dangerous.

Observe the “Up” and “Down” notices on the Upper School stairs.

Behaviour in Lessons Punctuality is very important – late arrival is discourteous and can disrupt the lesson.

All homework must be handed in on time and other deadlines must be adhered to.

After absence, it is your responsibility to make up work missed and hand in all work that is outstanding. Your teacher will be happy to help and advise you.

Harassment If you are bullied or harassed in any way, tell a teacher. We want everyone to feel happy and supported at Northwood College for Girls and bullying will never be tolerated. See Anti-Bullying Policy.

Break and Lunch Time You may stay in your form room provided it is left clean and tidy. This is a form responsibility and all members of the class are expected to play their part in ensuring the room is left ready for the next lesson. Failure to do this, or to behave sensibly in the room may result in the loss of the privilege.

You should consume food and drink in the Dining Room or in the school grounds – not in corridors or form rooms, cloakrooms, Assembly Hall, Sports Complex or Library.

Please do not do any written homework during break and lunch times unless you have written permission to do so from a member of staff.

Please do not misuse the furniture. Do not sit on tables or stand on chairs.

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Appearance: Uniform and Jewellery Please do not wear any jewellery. The only exceptions are a pair of small gold or silver (or diamond – Y9 upwards) stud earrings and a religious symbol under your uniform.

Please remember – no make-up or nail varnish.

Please tie back long hair with blue, black or brown hair bands. This is particularly important in practical lessons. No extreme hair colour is allowed.

For details of uniform, please refer to and adhere to the uniform list.

Telephones Please remember that we will enforce the school policy on mobile telephones at all time and that they should NOT be switched on between 8.15am and 4.00pm. We will confiscate telephones used inappropriately. See Mobile Phone Policy.

Prohibited Items The following may not be brought to school OR taken on school trips: Any material related to smoking, including matches and lighters.

Any illegal substances Any weapon.

Alcohol Chewing or bubble gum.

Correction fluid.

Stealing Fortunately, stealing in our community is rare. To protect your possessions, ensure that all property is named.

Please leave valuables at home and do not bring large quantities of money to school. Keep your possessions locked in your lockers.

In the event of suspected theft tell a member of staff. We may inform the Police and ask them to help us take the appropriate action.

Stealing is taking other people’s possessions without their permission. A thief may be excluded temporarily or permanently from Northwood College for Girls.

Drugs, Alcohol, Solvents, Tobacco The use of these substances is strictly forbidden and they should not be brought into school for any reason. If you disregard this rule you may be excluded temporarily or permanently from Northwood College for Girls.

Medicines prescribed by a doctor are allowed, but must be left with the School Nurse.

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Learning Code At Northwood College for Girls, we believe that effective teaching and learning can only take place in a well ordered environment. We have defined acceptable and unacceptable behaviour in the Behaviour Policy and in the school rules which support it. This Learning Code focuses on what you will be expected to do in order to reach your potential as a learner.

As you progress through the school, you will be expected to take increasing responsibility for decisions about your own learning both in terms of which subjects you study and also how you study. Learning is an active process. Hence, throughout the school you will be expected to contribute purposefully and positively to all the lessons and all the activities in which you take part and show a commitment to your learning and the courses and activities you undertake. Experience has shown that successful pupils display certain characteristics. These are described in the ‘Thinking and Learning Dispositions at Northwood College for Girls’. You will be given every opportunity and encouragement to develop these.

Successful pupils also adopt particular work habits and you will be expected to demonstrate these. You should therefore: Take all reasonable steps to minimise absence and to adhere to the attendance policy.

Arrive on time to lessons, activities and appointments, moving swiftly and efficiently through the school.

Ensure that you arrive fully equipped to all lessons and activities.

Persist when faced with a challenge or difficulty.

Focus on what you are achieving and how you can improve and less on unhelpful comparisons with others Reflect upon the advice your teachers give you in your work and act upon it.

Approach your learning positively and always work to the best of your ability.

Take maximum advantage of the learning opportunities and resources, for example, assemblies, the library, clubs and extracurricular activities, school visits, guest speakers, made available to you.

Work co-operatively with others.

Be aware of the uniform regulations and to wear correct uniform on all occasions.

Show respect for others at all times with regard to their welfare, belongings, feelings and ideas.

Listen when another person is speaking, be it pupil or teacher, without interruption.

Take responsibility for your own learning and be prepared to work independently.

Admit your mistakes and see them as things from which you can learn.

Use time productively.

Follow staff instructions without argument or delay.

Meet all academic and pastoral deadlines.

Make up any work missed through absence as soon as possible and ask your teacher if you do not understand any aspect of the work missed.

Behave responsibly and safely at all times.

Show respect and care for equipment, buildings and other people’s property.

Specialist areas – certain departments have further guidelines to which you must adhere. You will receive further information on these from your teachers.

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Teaching Code At Northwood College for Girls, we acknowledge that teachers have a key role to play in pupils’ learning, and believe that effective teaching and learning can only take place in a well ordered environment. We have defined acceptable and unacceptable behaviour in the Behaviour Policy and in the school rules which support it. The expectations of pupils are set out in the Learning Code. This Teaching Code focuses on what teachers are expected to do in order to assist pupils in reaching their potential as learners.

In order to create a positive learning environment, we recognise that it is incumbent upon teachers to: Act as role models.

Act professionally at all times.

Have high expectations.

Be firm but fair.

Structure their teaching in order that pupils progress and are able to take increasing responsibility for decisions about their own learning.

Be prepared to admit lack of knowledge or awareness on the odd occasion when this may arise.

Recognise learning as an active process and assist pupils in becoming effective learners.

Believe that challenging situations, problems and tasks are a key to effective learning.

Recognise that pupils need to have the skills to ask for help and that the ethos of the school and the classroom environment must encourage this.

Understand the different learning styles that pupils possess.

Use their professional skills to encourage, motivate, challenge and inspire learners.

Establish a classroom ethos of trust and belief in everyone’s ability to achieve.

Acknowledge that effort can lead to success and that everyone has the capacity to learn and improve.

Be willing to work collaboratively and co-operatively with others.

Support the needs and development of the individual learner.

Set tasks and tests which inform pupils about their learning.

Ensure that pupils are aware of and understand assessment criteria.

Monitor the effectiveness of learning and provide accurate, constructive and timely feedback to pupils, parents and colleagues.

Take into account feedback received from pupils, parents, colleagues and others.

Have a professional commitment to pupil success, praising pupils and celebrating success whenever possible.

Be committed to personal learning and professional development.

Plan courses and lessons using all relevant information including base-line data.

The Performance Management document, the Behaviour Policy and other supplementary documents which will be produced in the future set out in more detail the expectations concerning teaching staff.

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Mobile Phone Policy For All Senior School Pupils Mobile phones are allowed in school but they remain the responsibility of the individual pupil. They must be stored in lockers and never left unattended in bags, cloakrooms or changing rooms. The school cannot be held accountable for loss, or damage to, such equipment. Mobile phones must be switched off between 8.15am and 4.00pm.

If mobile phones are switched on during school hours, the school will confiscate them until the end of the school day and a detention will be given. Persistent offenders will be referred to their Head of Year and parents may be requested to collect the phone on their daughter’s behalf.

On school trips, girls are allowed to take mobile phones for emergency use only. They must ask permission from a member of staff before using them.

Examination board regulations state that mobile phones are not allowed in any examination area. Even if they are switched off, a candidate’s marks will still be cancelled. We operate this policy for all our internal and external examinations.

Identical rules apply for music players and all other electronic entertainment and communications equipment.

The Sixth Form may access their mobile phone during the school day, but only when they are in the Common Rooms.

Girls are reminded that they must take great care when using any of these items of equipment inside or outside school and should appreciate that their awareness of their surroundings may be impaired. In particular, girls must be especially vigilant when crossing roads or driveways.

School’s Expectations Treat others with respect, consideration and good manners Help to prevent all forms of bullying Behave helpfully and responsibly Respect the right of others to hold their beliefs and opinions Behave with health and safety of others in mind Treat other people's property with care and respect Treat the school environment (grounds, buildings and materials) with care and respect Keep to and enforce the school dress code Allow others to learn and teachers to teach Adhere to other relevant codes, such as the Acceptable Use Agreements, Anti Bullying Policy, and Drugs Policy Our success is tested not by the absence of challenges but in the way we address them.

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Behaviour in lessons All pupils are expected to display behaviour which shows a respect for their own learning and the learning of others. This includes arriving for lessons on time, equipped for learning. In class they are required to demonstrate positive learning attitudes and to allow others to learn free from disruption. In line with the school’s belief in positive reinforcement, pupils who display positive learning behaviour should receive praise and recognition.

Adverse behaviour, and pupils displaying adverse behaviour, will be corrected in line with the school’s range of disciplinary sanctions. Additional to the types of behaviour which place a pupil at risk of exclusion, poor learning behaviour includes a lack of effort, a lack of work, failing to complete homework, off task behaviour which interrupts the learning of others and a lack of co-operation.

Uniform, behaviour around the building and out of lessons Pupils are expected to behave in a manner which demonstrates respect of themselves and others. This applies to use of language, to the way in which they act and behave and to the manner in which they respond to each other, all of which should demonstrate courtesy and consideration. This includes towards fellow pupils, staff, parents, governors and visitors.

Positive behaviour includes setting high standards by wearing correct uniform and moving around the school in a manner which is orderly and respects the health and safety of others. Expectations regarding uniform and orderly conduct are reinforced in assemblies and by targeted work by the school. The school reserves the right to correct inappropriate or incorrect items of uniform by making contact with parents or by sending older secondary pupils home to change.

Behaviour outside the School Pupils who breach the school’s Discipline and Behaviour for Learning Policy whilst on school business such as trips and journeys, sports fixtures, clubs, or a work-experience placement will be dealt with in the same manner as if the incident had taken place at the school.

For incidents that take place outside the school and not on school business, this policy will still have effect if there is a clear link between that behaviour and maintaining good behaviour and discipline among the pupil body as a whole. This includes bullying behaviour within the school community (e.g. pupil to pupil / pupil to staff outside school), behaviour in the immediate vicinity of the school or on a journey to or from the school.

Other relevant factors include whether the pupil is wearing school uniform or is in some other way identifiable as a pupil at the school and whether the behaviour could adversely affect the reputation of the school.

Positive reinforcement and rewards Northwood College for Girls recognises the power of making explicit the desired standards of behaviour for learning and of positively reinforcing high standards of learning and co-operative behaviour. This has both the impact of teaching and reinforcing expected behaviour and a motivational role in helping pupils to realise that good behaviour is valued. Recognising and rewarding positive attitudes and learning behaviour are central to the promotion of good behaviour and good order.

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Northwood College for Girls uses a range of rewards and positive reinforcement strategies. Examples of these include: Praise Written comment on work/in book/in planner Merits Commendations Certificates Mention in Assemblies Motivational rewards/prizes Special awards at Achievement Assemblies and Prize Givings

Senior School Rewards And Sanctions MERITS, COMMENDATIONS, SPECIAL COMMENDATIONS It is in keeping with the ethos of Northwood College for Girls that we reward the good work and behaviour of our pupils. Such rewards are at the discretion of each member of staff but departmental guidelines on the use of Merits and Commendations may be useful.

Merits: For good work, effort, behaviour. Subject teacher should sign and date the section headed “Merits” in the homework diary. When 3 Merits have been given the Form Tutor should award a commendation. The colour of the commendation slips changes each term and cannot be carried forward, so girls are encouraged to make sure they hand them in before the end of term.

Commendations: For very good work, effort, behaviour and a variety of other reasons. Subject teacher should either:a) sign the piece of work and write “Commendation” or if work is not portable b) issue a commendation slip and give it to the pupil.

The girl will then take the piece of work or slip to the Head, who will ensure it is logged on the school’s management information system. At the end of each term, the list of commendations for each pupil will be passed to Tutors, Heads of Year and House Captains.

Head Mistress’s Commendation: 10 commendations in one term – certificate for pupil and letter of congratulations to parents from the Head.

20 commendations in one term – certificate for pupil and letter of congratulations to parents from the Head.

30 commendations in one term – book token and letter from the Head.

House Points: At the end of term in final assembly House Captains will read out the names of girls who have been awarded 10 or more commendations.

By these means the school seeks to motivate pupils, create a positive learning environment, raise pupil selfesteem, and provide systems which can be used by all staff to contribute to raised levels of achievement.

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Disciplinary sanctions Dependent on pupil age, the nature of the offence and the severity of the behaviour, the school will use a range of strategies to correct pupil behaviour. The range of sanctions will include: Telling off and correction Short length detention – Tuesday lunch times Longer length detention – Friday after school Making good missed work Redoing work to the required standard Loss of break times Removal from the lesson to work under supervision elsewhere Being placed on report Isolation Setting improvement targets Behavioural contract / Home-school agreement ·Internal exclusion In line with the GDST Exclusions Policy, fixed term and permanent exclusion This list is not intended to be exhaustive but serves as illustration of sanctions used. Serious disciplinary incidents and the sanctions imposed are recorded in the office of the Deputy Heads’ PA. For acts of aggression or behaviour which potentially threatens the health and safety of others, the school reserves the right to involve the police.

Equally, if the school considers that the behaviour might be linked to a young person suffering, or being likely to suffer, significant harm safeguarding procedures will be applied as appropriate.

Detentions The school will inform parents of detentions by letter or email.

Corporal Punishment Corporal punishment is against the law and is never used or threatened.

Pastoral Support Framework: Monitoring, support and intervention Through the pastoral and guidance systems the school has staff (tutors, co-tutors and Heads of Year) whose role is to support pupil welfare and well-being. This includes helping to make explicit the school’s expectations, reinforcing positive learning attitudes, applying disciplinary sanctions and monitoring behaviour which gives rise to concern.

The school accepts that for a wide variety of reasons (such as having a special education need or disability) some pupils require additional support in order to learn and display positive learning behaviour. For these pupils the school will draw on a range of interventions in order to support and re-track behaviour. Strategies include consideration of curriculum need, additional learning support, additional internal provision, placement on a behaviour or pastoral support programme, and use of external expertise.

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The use of reasonable force The School acknowledges its duties and responsibilities under the 2006 Education and Inspections Act in which all school staff members have a power to use reasonable force to prevent pupils committing a criminal offence, injuring themselves or others, or damaging property and to maintain good order and discipline amongst pupils.

In any case where a member of staff has recourse to use reasonable force, the incident will be recorded on the pupil file and parents will be informed as soon as reasonably practicable thereafter, save where there may be a safeguarding reason not to do so.

Screening, searching and confiscation The School acknowledges its duties and responsibilities under the applicable education legislation and guidance in respect of screening and searching pupils, and confiscating items.

School staff may search pupils’ clothing, bags or lockers without consent for any prohibited item, and for any item which we believe could cause injury to any person or damage to property.This process will be governed by internal procedures and will only be undertaken by designated staff. As above, the school may give due regard to police involvement or initiating safeguarding processes as appropriate.

As a general rule, school staff can seize any prohibited item found as a result of a search, and any item however found which they consider harmful or detrimental to school discipline. Items may be confiscated, retained, handed to the police or disposed of as a disciplinary penalty, when it is reasonable to do so.

Malicious accusations against school staff The School recognises that there may be occasions when a pupil justifiably needs to raise issues about the actions of a member of staff, and has procedures for dealing with such concerns.

However, where the allegation is clearly one of malicious intent or fabrication, the school will give due regard to the most appropriate disciplinary sanction to be taken which may include temporary or permanent exclusion, as well as referral to the police if there are grounds for believing a criminal offence may have been committed.

The School will also take seriously inappropriate use of technologies including mobile and social networking sites which are targeted at members of staff.

Staff Support and Development Staff are supported in their implementation of the Discipline and Behaviour for Learning Policy through the guidance and leadership of the Deputy Head (Pupil Wellbeing) and other pastoral staff, regular Head of Year meetings and periodic staff training.

Partnership with Parents The School believes strongly in the power of working in close co-operation with parents and of the rights and desirability of parents being actively involved in the education of their child. The school will therefore seek to involve parents/guardians actively on behaviour for learning issues.

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Approaches will include: Phone calls Meetings Early involvement Letters Supporting pupils on report Home school agreement Pupil homework diaries/ academic planners which allow for two way communication Invitations to agency meetings Follow up & routine communication Parents/guardians are welcome to approach the school for informal or formal discussions about their daughter’s education.

Related Policies This policy operates in conjunction with: GDST and School Safeguarding and Child Protection Policy Anti Bullying Policy GDST Inclusion Policy GDST Exclusions Policy (this is available on request from Northwood College for girls) GDST Acceptable Use Agreements GDST Equal Opportunities Policy GDST and School Drugs Policy Academic Expectations in the Senior school guidance Monitoring, Evaluation and Review The Deputy Head will monitor the implementation and effectiveness of this policy, review it annually through the use of data on exclusions and other consequences such as detentions, and report to the Head.

Date: September 2019 (review date September 2020)

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Reporting To Parents We believe firmly that our assessment of girls’ work should be both formative and diagnostic i.e. we want to be able to recognise a girl’s positive achievements and look ahead to her next steps and to be able to identify areas where a girl may be experiencing difficulties so that we can offer appropriate help. Of course, we also need to provide records of the overall achievement of a girl too. We will be trying to look at all aspects of a girl’s participation in school life – including extra-curricular activities.

We are convinced that close communication between teachers, students and parents is likely to generate the most positive outcome for the girls.We are keen to provide girls and parents with as much information as possible about progress.

In the light of these aims, we have established a system of regular opportunities to report to parents about a girl’s progress as well as, of course, continuing to provide regular constructive feedback for girls. Further details about reports and grade cards will be available in September.

To involve your daughters in their learning, all pupils will see their grade cards and reports with their form tutor before they are sent home.

Lower School Examinations 2020 Y7, Y8, Y9 and Y10 Examinations will be before the May half-term Study and Revision Skills Evening for Parents It is often difficult for parents to support their daughter to cope with the demands of studying and to set about juggling their child’s busy out of school lives with their study schedule. We therefore hold an event for parents early in the Summer Term to discuss ways you can help your daughter acquire the appropriate study habits she will need for exam success. The information given on the evening is re-enforced with pupils in pastoral lessons as they prepare for their examinations.

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Homework At the start of the school year, when pupils are given their subject timetable and homework timetable, they receive a Pupil Planner so they can write down all the homework which has been set. Girls will receive up to three pieces of homework a night and these should last for approximately 30 minutes. The Homework Diary contains vital information and must be taken to and from school each day, as a means of recording homework and other important information. The Pupil Planner also provides a link between school and home, and will be checked by your daughter’s Form Tutor to ensure she is maintaining it correctly and that is being signed weekly by an adult at home. Please use your daughter’s Pupil Planner to check all tasks set are completed and advise her Form Tutor if you feel your daughter is spending an excessive amount of time on her work.

We stress to girls the importance of taking down instructions carefully and taking home the appropriate textbooks to be able to do the task set. Many teachers ask for homework to be given in the following morning, so they can mark it and return it at the start of the next lesson in that subject. All homework must be handed in, fully completed, on the day/time expected. If there is a good reason why homework has not been done, a letter from home is needed, which should be handed in instead of the homework task.

Homework is set for a variety of reasons: It encourages pupils to develop the practice of independent study, perseverance and self-discipline.

It allows girls to complete work started in school or to practise skills learned in class.

It permits more ground to be covered and more rapid progress to be made.

It enables class work to concentrate on those activities requiring the teacher's presence It can exploit materials and sources of information not accessible in the classroom.

We request that you do not do your daughter’s homework for her.

At Northwood College for Girls GDST we have a policy of only setting homework which is relevant and purposeful; on occasions, if a particular lesson does not generate the need for further assessment, homework will not be set. We ask parents to support us in seeing that homework is done conscientiously and in the best possible conditions. When your daughter is in Lower School you can help her to appreciate the importance of homework and to begin to identify for herself mistakes or areas of misunderstanding by:encouraging and supporting her checking presentation, handwriting and spelling testing what has been learnt listening to her reading what she has written asking her to explain what she has been studying.

Please note that it is detrimental to your daughter's interest to submit homework which is not her own work.

Furthermore, homework copied from another girl will result in a detention being issued to both parties. Please therefore ensure your daughter neither copies another girl’s work nor allows her work to be copied by another pupil. If she is stuck, she should seek the help of her subject teacher. Late or incomplete work will result in a warning and, if repeated, a detention.

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Tracking progress over time We will track Girls’ progress over time against age-related expectations in each subject area: Emerging – girls are working towards the expectations of that year group.

Expected – girls are meeting expected levels of achievement.

Secure – girls exceeding age-related objectives Allowing them to work within a deeper level of understanding and application.

This data can then be used alongside other evidence to enable effective planning of future teaching and learning, for reporting to parents and as evidence for ISI inspections. This data, combined with standardised test data and teacher knowledge, enables us to track girls’ progress effectively over time, and stretch and support wherever appropriate.

More able children These children will work on ‘mastering’ their knowledge through the application of skills in different contexts – they will be deepening their learning.

The depth and application of a child’s learning is an important marker of their achievement and progress.

Early Years – Nursery and Reception Children in Nursery and Reception will continue to be assessed against the Prime and Specific areas of Learning in the EYFS profile. Assessments will be based on observation of daily activities and events. At the end of Reception for each Early Learning Goal, teachers will judge whether an individual is matching expectations following the system of: Emerging Expected Secure Progress will be tracked using an online progress tracker 2Simple. This multi award winning system gathers observations continually and improves the quality and consistency of formative assessment. The added benefit is that it enables practitioners to send reports directly to parents, enhancing their engagement in the learning process.

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Careers Education & Guidance In Key Stage 3 (Years 7-9) Throughout their years at Northwood College for Girls GDST all girls will take part in a structured and progressive programme of Careers Education and Guidance. This programme aims to make a major contribution to preparing girls for theopportunities, responsibilities and experiences of life.

The programme at Key Stage 3 is built on three aims. These are that girls should be able to: ·Understand themselves and the influences on them

Self Development

·Investigate opportunities in learning and work

Career Exploration

Make and adjust plans to manage change and transition

Career Management

The structure and delivery of the programme during Years 7-9 is as follows: Year 7: Through the Pastoral programme, girls are encouraged to develop self-awareness through pair/group and class discussion. An understanding of their personal qualities and key skills will be extremely useful when considering possible courses and career options in future years. Girls will be introduced to JED (Job Explorer Database), an online programme that allows them to take a Careers ‘Quiz’ and begin researching the world of work.

Year 8: Sessions begin in the Autumn Term and are timetabled as part of the Lower School Pastoral Programme. This is a three lesson module which brings together elements of ‘The Real Game’, a careers resource that introduces students to world of work and the future they face and the NHS “Step Into the NHS” competition. In form times students will explore careers in the NHS, including a quiz which gives them some potential options and future jobs to consider. In PSHE, students then have the chance to make a wish list for their future life, before comparing this with their potential earning and tailoring their wish list to fit the reality o a monthly salary. The Real Game allows students to experience, in role playing situations, the issues and aspects of life that adults face on a daily basis. Y8 also have first-hand experience of the world of work through ‘Take our Daughters to Work Day’ in the Spring Term.

Year 9: This is an important year for the girls as it brings the first opportunity to make choices and decisions about the subjects they will continue to study at GCSE level. The Careers programme aims to support and help girls to make those decisions wisely. A number of sessions are delivered through the Pastoral programme, during which the girls are introduced to a range of careers resources, including online programmes that they can use to assist them with making decisions about possible courses and careers. Girls and parents attend an ‘Options Evening’ where they can hear more detail about the optional subjects and all girls will have an individual interview to discuss their plans and ideas.

Girls from all years (7-13) are able to attend the ‘Careers Clinic’ in the Senior Library, each Thursday lunchtime from 12.25-1.00pm. Ms Thompson is available to answer any careers-related queries and to help girls to find information by using the books, prospectuses and online resources that are kept in the library. In addition, all girls from Y7-13 are invited to attend lunchtime talks on a variety of career areas, frequently led by NWC/GDST alumnae or parents.

Ms R Thompson (Head of Careers) 61

Day Visits And Residential Trips At Northwood College for Girls GDST we value educational visits as a means of extending pupil learning and broadening their knowledge. Day visits are therefore arranged in many curriculum subjects throughout the Senior School. The cost of these visits are generally added to the bill for fees.

The majority of our trips are year group specific and serve to augment the core academic curriculum by broadening our pupils’ first-hand experience of ancient sites and monuments, historic places and galleries, and to experience different cultures in the country of origin. All of our visits serve to develop our pupils’ intellectual curiosity beyond the classroom and inspire a questioning approach to learning. We want our pupils to leave school well informed and able to converse knowledgably around a range of subjects and our trips progamme provides life-long enrichment.

Some of our trips are offered by departments to pupils interested in exploring the subject, and some are activity-related. To give you some examples: we currently run a Ski trip, Music trips for the musicians and choristers and invite interested pupils to attend Classics and some MFL residential trips abroad. In order to offer an immersive language experience for our pupils, the MFL Department organise Language Exchange visits with pupils attending lessons in local schools at the destination.

Recently the following visits have been organised for pupils in the Lower School: In Year 7 Visit within the Induction Programme: ·Hillingdon Outdoor Activities Centre (HOAC): Team building exercises Subject day visits to support the Year 7 curriculum: Geography field visit to Amersham Field Study Centre History visit to Warwick Castle MFL one night residential to Boulogne sur Mer, France In Year 8 Subject day visits to support the Year 8 curriculum: A local Geography field study in Northwood Art visit to Tate Modern RPE visit to Bhaktivedanta Manor Latin workshops at the Museum of London Physical Education: GDST Netball weekend to Condover Hall York: A 3 day, 2 night residential visit. Girls explore a number of sites and attractions to support the Pastoral Curriculum and build on social friendships.

In Year 9 Subject day visits to support the Year 9 curriculum: Geography field trip to Windsor History visit to Ypres and the World War 1 Battlefields, one night residential visit Art visit to Tate Modern Year 9 have the opportunity to go on other visits run by the Classics and Art Departments, and Exchange programmes offered by the Modern Foreign Languages Department.

Please note that a health form and code of conduct form need to be completed each year.

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Extra Curricular Activities We extend a warm welcome to all our new girls and invite them to take part in our exciting range of ExtraCurricular Activities in the Senior School at Northwood College for Girls GDST. All girls receive a booklet outlining the clubs and activities on offer every lunchtime (some before and after school) and we expect all Year 7 pupils to attend at least two and sometimes three clubs of their choice. The range of clubs is broad and varied and the activities undertaken promote earning through fun and enjoyment.

A sample of the activities include: Art /Manga Art Clubs

Drama Club

Music (orchestra, choir, jazz band)

Virtual Reality Club

Book Club

Foreign Film Society

Mathematics Puzzles and Games

STEM clubs

Computer Science Programming

Philosophy Society

Mighty Girl

Chess Club

Textiles Club

Mindfulness

Debating and Public Speaking Physical Education (Including Badminton, Dance, Football, Netball, Hockey, Swimming, Athletics, Rounders and Tennis Squad)

Commitment To Drama, Music & Physical Education All three of these activities require a great degree of commitment from both girls and parents. Northwood College for Girls GDST stages a number of theatrical, musical and sporting performances that require the dedication of the girls in order to be a success.

Girls are expected to attend practices every week and full availability is required for rehearsals and fixtures during school time and for out of school hours. This may include weekend time. A programme of all events is published at the beginning of each term so that girls are fully aware of the dates that they are required to attend.

It is important for the success of our extra-curricular programme that as parents, you are able to support your daughter as much as possible. Checking dates, offering encouragement and ensuring that your daughter participates fully on all occasions, are all areas in which you really can make a difference. Your support will contribute to not only the success of your daughter’s achievements and to her enjoyment of the activities, but also to the overall success of Northwood College for Girls GDST. We believe that by working together, we can provide your daughter with some valuable experiences beyond the school curriculum.

We would like to thank you in advance for your role in supporting our efforts to provide and coordinate an excellent range of extra-curricular activities and events for all the girls.

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Northwood College Parent-Teachers' Association NCPTA Once your daughter joins Northwood College for Girls GDST, you automatically become a member of the school’s active and welcoming Parent-Teachers’ Association.

We hold a range of events throughout the academic year, and by close liaison and meetings with senior member of staff, we promote closer links between parents and the school. As the NCPTA is open to all parents, anyone is welcome to attend our meetings.

Getting involved as volunteers is a great way to support the school. Not only do our events help to strengthen the bonds between school and parents, but also raise substantial extra funds, all of which go

toward enhancing the experience of our girls. For example, previous fund-raising efforts have contributed to the purchase of a climbing wall in our Sports Hall, a school minibus, refurbishment of the Junior School playground and the purchase of a grand piano. With the help and support of volunteers and staff, our many events run throughout the year and details can be found on Firefly

If you have any queries, please do not hesitate to contact us on northwoodcollegePTA@outlook.com

NWC Connect At Northwood College for Girls, we aim to maintain long standing relationships with our parents, alumnae and staff - all of whom play an integral part in our special community. With this is mind, we have developed NWC Connect, our exclusive online platform that provides a valuable network for our community to connect and engage with one another.

A cross between LinkedIn and Facebook, NWC Connect, belongs to its members and provides an accessible area to seek out professional networking, mentoring, internships, jobs and career opportunities.

Welcoming all NWC parents, alumnae, supporters, current sixth formers, staff and former staff, NWC Connect enables you to tell us what support you are prepared to give and what you are seeking in return. You might be prepared to offer work experience, review CV’s, or talk to our girls about your career; in return you will be met with opportunities to network with members within the industries that you are interested in.

NWC Connect also provides an additional platform to catch up with latest school news and hear about upcoming events, such as, Breakfast with the Head.

May I encourage you to visit www.nwcconnect.co.uk and join our exciting new initiative. Registration takes less than two minutes by importing your LinkedIn or Facebook profile, alternatively you can register using your email address. Please note that this is the not an appropriate channel for parents to contact staff regarding general school matters and that our sixth former’s access is limited to the members who have offered to help as mentors.

We believe that the connections made while at Northwood College for Girls really are for life and we look forward to seeing you on NWC Connect.

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Girls' Day School Trust Alumnae We are a GDST school and therefore each girl automatically becomes a member of the GDST Alumnae Network. This is a vibrant community of over 70,000 former students and staff of the 24 schools and two academies in the GDST network, bringing together alumnae from across the globe to facilitate connections and professional networks for current and former pupils alike.

Our alumnae are a valuable resource for current girls and regularly participate in Career’s Events organised by the school, as well as helping with mock interviews for both university and the workplace, and providing work experience for Year 11 and Year 12 girls.

More information on the GDST Alumnae Network can be found at www.gdstalumnae.net or info@gdstalumnae.net

Northwood College For Girls GDST School Coach The school operates, in association with Bessway Coaches and full details on routes and timings are in the Coach Booklet.

We currently offer our school coach service to Reception and above. If your daughter will be entering between Reception and Year 2, please email northwoodcollege@vectare.co.uk with your enquiry.

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Senior School Uniform COVID19 guidelines for Senior School dress code (subject to change in line with government guidelines) In line with current government guidance: we request that: Pupils wear non-uniform, comfortable clothing to school Non-uniform dress code: sensible and comfortable clothing in layers for example: jeans/trousers or skirt/dress and tights/leggings with T-shirt or long sleeved top; trainers. (no strappy tops or crop tops, no shorts or very short skirts or ripped jeans, shoes with high heels 79 or wedge heels). Plain coat or jacket in dark colour. No makeup. One pair of plain stud earrings is permitted. Plain hijab (optional).

Clean clothing must be worn every day, and clothes washed on the day of wear in a hot wash (60 C) Pupils travelling on public transport will be required to wear separate clothes for travel and bring their clean school clothes with them to change into On days when pupils have physical education lessons, your daughter should wear trainers and suitable clothing to participate (we are unable to operate PE changing rooms at this time of 2M social distancing).

At a later date, when normality resumes, pupils will return to wearing school uniform. Parents will be fully informed and will be given a period of time in which to purchase the items, detailed here.

We operate an online uniform and sportswear service with www.schoolblazer.com. This service provides all items of uniform and also provides nametag application free of charge.

Regulation = branded item to be purchased from Schoolblazer only. All items are compulsory unless stated otherwise.

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Seniors (Year 7 - 11)

Autumn & Spring Terms Regulation navy crested jacket Regulation tartan kilt OR (upon request) regulation tartan ankle length kilt OR (upon request) regulation trousers Regulation crested navy v-neck jumper with berry trim Revere collar white long sleeved blouse from Schoolblazer

Plain black opaque tights Black or navy over-coat (No nylon or denim jackets, no fur trim, no logos).

Coats should be of blazer length or longer Plain black or navy scarf Regulation plain navy hijab

Summer Term Regulation navy crested jacket Regulation tartan kilt OR (upon request) regulation tartan ankle length kilt OR (upon request) regulation trousers Regulation navy v-neck jumper Revere collar white long or short sleeved blouse - these can be bought from Schoolblazer or Marks & Spencer (product reference code T765931) Plain white trainer liner socks or plain black knee length socks Plain black opaque tights Hair ties should be plain black, plain brown or plain navy blue. Long hair must be tied back.

Shoes should be black (leather; not patent, suede or canvas) of a plain style.

They should have low heels.

Ankle boots, high heels, platform heels and platform-soled shoes are not considered suitable for school wear and are not acceptable

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PE Clothing and E quipment P EÂ Kit Regulation White Fitness T-shirt Regulation Navy Polo Shirt Regulation Navy Fitness Shorts Regulation Navy Skort Regulation Tracksuit Trousers Regulation Navy Midlayer Regulation Soft Shell Jacket White Ankle or Trainer Socks Regulation Games Socks Sports Trainers (NOT astro-turf trainers) Mouthguard Shin Pads Regulation Polo Shirt in House Colour (except Heathfield House's plain white polo can be bought elsewhere)

Swimming Kit Navy Speedo Endurance Swimming Costume Swimming Towel in House Colour Regulation Swimming Hat in House Colour Regulation Navy Midlayer

Optional Items Navy Speedo Endurance Swimming Costume Regulation Swimming Hat in House Colour Swimming Towel in House Colour Blue Swimming Bag Regulation Base-Layer Top Regulation Base-Layer Leggings

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Welcome to

Your school uniform is now ready to order!

Simply log in at www.schoolblazer.com Why not order early and relax this summer with FREE UK P&P from 6th July - 19th July 2020. We have now extended our returns period to 120 days, meaning that you can return your items for free if you find that something you’ve ordered at the start of the summer holidays doesn’t fit at the end of the summer holidays!

Enjoy our simple, easy-to-navigate website for straightforward shopping - we even feature a How to Shop video.

Plus, you can shop easily on your phone and tablet.

Name tapes applied free of charge

Ethically-sourced

Fully name-taped orders dispatched within 3 days, FastTrack delivery also available*

Our Intelligent Sizing System offers a simple step by step process to help you determine the right size

Free UK returns with 120 days to return your item

24-hour 365 days

120 days to return items

Telephone helpline available Mon-Fri 9am-8pm, Sat 9am-5:30pm

Availability of all school uniform

We are committed to Fullymaking your preparations customised for the new term as easy and website, displaying only items specific to your pain-free as possible. If you have school and/or house once any questions or require help, please a registered user is do not hesitate to contact our logged in.

Helpline on 0333 7000 703, Mon-Fri Mobile and 9am-8pm, Sat 9am-5:30pm or email tablet-friendly Schoolblazer at website, enabling easy and quick customerservices@schoolblazer.com shopping

Call: 0333 7000 703 www.schoolblazer.com Email:customerservices@schoolblazer.com 69

An environmental ly responsible company

Schoolblazer.com was founded by parents for parents to take the chore out of shopping for school uniform.

Our secure online ordering service allows you to shop for uniform and sportswear at your convenience, and we even offer to sew all of the nametags into the garments for free – so throw out the sewing box and enjoy the summer!

Frequently Asked Questions How do I know what sizes to order?

We ask you to input your child’s measurements and our Intelligent Sizing System will indicate the recommended size on the shopping page. However, this is a suggestion only, based on the measurements you have entered. Should you wish to choose an alternative size, you can use the drop-down menu to select this.

What if I need to return an item?

We offer a free returns service so please return any item unsuitable using our online returns tool, and we will either refund or exchange as required.

Do I have to pay for name tags?

We only charge for the cost of the name tags and sew them in free of charge.

How long will my order take to be despatched?

We promise to despatch orders within 3 working days, and more swiftly than this wherever possible.

I need an item that is showing as out of stock on the website, what should I do?

As an online retailer we typically hold much higher levels of stock than a high street store, but if an item you require is showing as out of stock, please place your order and we will work to supply this as quickly as possible.

What if I need further information or help with my order?

Our Schoolblazer website features lots of useful information including a How to Shop video and more Frequently Asked Questions. Alternatively you can call our Customer Services Team on 0333 7000 703 and they will be happy to help.

www.schoolblazer.com

Email: customerservices@schoolblazer.com 70

Call: 0333 7000 703

General Equipment 1. All articles of clothing and equipment must be marked with the owner’s full name. Schoolblazer offer a name-tagging service for all garments.

2. Uniform must be worn in school and on the way to and from school.

3. Money – Large amounts of cash should not be brought into school. Small amounts must be locked in lockers.

4. Jewellery - no jewellery may be worn other than one pair of plain stud earrings. A religious symbol may be worn on a chain round the neck under the blouse provided that it is not visible. In no circumstances should valuable watches be worn to school.

5. Hair - no coloured hair slides may be worn, or hairbands other than plain dark navy, brown or black. Long hair must be tied back at all times.

6. No make-up, nail varnish or nail extensions of any kind may be worn. Hair should be a natural hair colour.

7. No badges other than school ones may be worn.

8. Only appropriate shoes that meet the school’s regulations may be worn, no alternative footwear unless there are severe weather conditions.

9. The Head reserves the right to forbid any garment which she considers unsuitable.

House Colours Buchan Blue Briary

Red

Endsleigh Green Heathfield White

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School Shoes Shoes should be black leather (not patent, suede or canvas) of a plain style. They should have low heels. Ankle boots, high hels, platform heels nd platform-soled shoes are not considered suitanle for school wear and are not acceptable. Some examples of suitable shoes are as follows:

START-RITE SAMBA 13 - 5 1/2 EFGH

START-RITE BROGUE PRI 1 - 4 FG

ANGRY ANGELS IMPULSIVE 35 - 42

GEOX ZJR AGATA D LACE 35-41

CLARKS SCALA LACE Y 3 - 9 EFGH

START-RITE PENNY3 - 7 FG

START-RITE BROGUE SNR 4 1/2 7FG

ANGRY ANGELS MATILDA 3-8 MW

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Essential Student Equipment ESSENTIAL GENERAL ITEMS School bag This needs to be strong and easy to carry. Schoolbooks are very heavy and it is advisable to have a sturdy bag for transporting books to and from home and a lightweight drawstring bag for use around school.

Pencil case: This needs to be named and the contents also need to be individually labelled as girls tend to have identical items and they can easily get mixed up. It should contain: A fountain pen with washable black ink cartridges OR good writing pens (black) Several coloured biro pens (green and purple) Small pack of highlighter pens Several pencils A set of coloured pencils Pencil sharpener 30 cm ruler Eraser Glue stick Small pair of scissors In ear head phones NOTE: Tipex/correction fluids are not allowed in school.

Subject Specific Items Your daughter will be supplied with text books and exercise books forall her subjects, excluding the items listed below which she will need for our curriculum: English: Suitable dictionary and thesaurus – examples shown below: Either The Oxford Pocket School Dictionary or The Mini Oxford School Dictionary PLUS The Oxford Pocket School Thesaurus or The Mini Oxford School Thesaurus Maths: Geometry set containing protractor, compass & set square Calculator: A Casio Scientific Art: Drawing pencils (HB, 2B, 4B) PE: Please see full PE kit list Mouth guard (OPRO order form in back of booklet)

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Staff List SENIOR LEADERSHIP TEAM Mrs Zara Hubble

- Head Mistress

Mr Tim Brown

- Director of Finance & Operations

Mr Mark Maddocks - Head of Junior School Mrs Rebecca Brown - Deputy Head Mistress (Academic) Mrs Jill Ferguson

- Deputy Head Mistress (Pastoral Development and Well Being)

Mrs Claudine Pearce - Director of Marketing and Development Mrs Lindsay Bailey

- Director of Sixth Form

EXTENDED SENIOR LEADERSHIP TEAM Mr James Ahsan

- Director of Studies

Mr Gareth Elliot

- Assistant Head (Co-Curricular and Community Partnerships)

Mrs Helen Crouch

- Deputy Head of Junior School (Pastoral Development and Well Being)

Mrs Ashmi Morjaria - Deputy Head of Junior School (Academic) For our full staff list please see the website www.northwoodcollege.gdst.net GOVERNORS Mr Geoff Hudson

- Chair of Governors

Mrs Sarah Barton Professor Ashley Braganza Mrs Kate Butchart Mr Tim Calvey Professor Soraya Dhillon Mr John Orchard Mr Dipesh Patel Mr Shail Patel Mr Tony Patteson Mr Ken Wild

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Music Department Northwood College for Girls GDST offers instrumental and vocal tuition in the Violin, Viola, ‘Cello, Double Bass, Flute, Oboe, Clarinet, Bassoon, Saxophone, Piano, Keyboard, Acoustic Guitar, Electric Guitar, Trumpet, Trombone, Horn, Drum Kit and Singing. If there were sufficient demand for another instrument we would try to add it, so please contact the Music Department if you would like lessons in anything we do not currently offer. Saxophone and Singing are not normally taught to girls below Year 5, Flute and brass are not taught below Year 4 and Violin below Year 1. Girls wishing to start the piano should have access to a piano or full-sized keyboard at home.

Pupils receive thirty half-hour lessons per year, which are normally provided as ten lessons per term.

Instrumental staff will sometimes need to provide more lessons in the Autumn or Spring Terms, and fewer in the Summer for various reasons, such as examinations or trips.

The cost of lessons is £200 per term which works out at £20 each. The teacher organises the payment directly between him or herself and the parent. Parents will receive a bill from the teacher at the beginning of term and then pay for the rest of that term’s lessons in advance. Extra lessons may be given at the teacher’s discretion, with the parent’s permission, if a pupil needs them to prepare for an examination or a performance in a concert.

These extra lessons are invoiced separately. Violin or ‘Cello lesson in groups of 2 cost £112 per term.

Vincent House, Junior School pupils and Senior School pupils in Years 7, 8 and 9 receive their tuition during school lesson time. The timing of the lessons changes each week to avoid missing the same subject too often.

Pupils in Years 10, 11, 12 and 13 do not miss academic lessons, and receive their tuition before school, during the lunch break, after school or during free periods. If you wish your child to attend a grade 5 theory class, please email the Director of Music, Mr McElwaine at r.mcelwaine@nwc.gdst.net .

When pupils miss Music lessons the teacher will generally try to make it up if the pupil gives a good reason for her absence. For this reason, when you tell the school about your daughter’s absence, please ask the Receptionists to tell the Music Department if your daughter is ill on a day when she has a Music lesson.

Please tick the relevant box(es) on the form at the back of the Handbook for the lessons you would like your daughter to receive (maximum of two) and return to Mrs Davidson. Once we have received this form we will assign your daughter a teacher who will telephone you with details of the first lesson. If you have had no reply after the first week of term please email the Director of Music who will investigate for you. We will always assume the girls are continuing with lessons unless we hear otherwise, this includes moving up from Year 6 to Year 7 and from Year 11 to Year 12. If you decide to stop lessons, we will expect a term’s notice in writing (e.g. tell us in September to stop at Christmas.)

We expect girls learning instruments to take part in relevant school ensembles, e.g. girls learning singing or the piano should be in at least one choir, girls learning the guitar should be in the guitar ensemble, girls learning the clarinet should be in the clarinet ensemble and girls learning an orchestral instrument should be in orchestra and/or string orchestra.

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Drama Department Drama at Northwood College for Girls GDST has a very high profile and there are numerous opportunities for girls to participate in both the classroom and extra-curricular activities. Drama is taught throughout the Senior School as a discrete subject and by drama specialists. Girls have an hours lesson every week throughout years 7,8 and 9 and thereafter it is a popular option at GCSE and A level.

Drama lessons are taught in a purpose built Performing Arts Centre. The Drama Studio itself has a sprung dance floor, full length mirrors along one wall, a computerised lighting system, projection facilities and full black out. facilities.

House Plays In the Autumn Term girls have the opportunity to audition for the house plays which are performed in front of the school just after half-term. A prize is awarded to the winning house and individual prizes go to the best performers in Lower School, Upper School and Sixth Form respectively. Each house performs an extract from a short comic play.

Main School Production The Autumn Term also sees the main school production, which every other year is a musical. Girls from all years are encouraged to audition and are selected on ability.

Productions have included Jane Eyre, School of Rock, Daisy Pulls It Off, The 39 Steps,* An Ideal Husband, Meet Me in St Louis, Annie Get Your Gun, Oliver, Little Women, Fiddler on the Roof, The House of Bernarda Alba, The Slipper & the Rose, The Sound of Music, Pride and Prejudice (with boys from Harrow School), Animal Farm and Lady Windermere’s Fan. Girls are also frequently asked to participate in productions by John Lyon and Harrow School, which are performed at the professionally equipped Ryan Theatre at Harrow School. Our girls have recently taken part in Sweeney Todd, Our Country’s Good, Hairspray, A Chorus Line, Oklahoma, Copacabana, 42nd Street (John Lyon) and Little Shop of Horrors, Les Miserables and Crazy for You (Harrow School).

Lower School Production The Lower School Production in the Summer Term provides the opportunity for lower school girls to gain experience of performing and the commitment involved, as well as mixing with other year groups. Recent productions have included Secrets, Two Weeks with the Queen, The Tulip Touch, The Chrysalids, Room 13, Skellig, The Willow Pattern, The Exam and Adventure Camp, and Step by Wicked Step. The production is open to girls in Years 7, 8, and 9.

Drama Clubs Drama clubs take place at lunchtime and are often a good alternative for those who are unable to commit to after school production rehearsals. Girls take part in numerous activities, including mime, improvisation, scripted work, as well as on occasion working towards a performance for parents in the Spring or Summer Term.

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Speech & Drama Festival Girl in years 7,8 and 9 are invited to enter for various

categories

including

monologues,

duologues, verse, prose, presentations, group scripted

and

group

improvisations.

Performances are viewed by a panel of judges.

Theatre Trips and Visits by Professionals The Department organises numerous theatre trips and encourages visits from professionals.

Workshops have included; a backstage tour of the National Theatre, a make-up workshop run by the Bafta nominated Gilly Popham, and a workshop run by the Donmar Warehouse Theatre and the acclaimed physical theatre company Frantic Assembly. Recent theatre trips have included; A Taste of Honey, The Curious Incident of the Dog in the Night-time, War Horse and The 39 Steps

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Physical Education Physical Education Curriculum In Year 7, all girls have four lessons of Physical Education per fortnight and will cover the following sporting activities within their curriculum throughout the year: netball, hockey, football, badminton, swimming, gymnastics, dance, athletics, tennis and cricket Swimming It is very important that your daughter is able to do the following before joining us in September: perform safe self-rescue in different water based situations and swim competently, confidently and proficiently over a 79

distance of at least 25 metres. This is to ensure the safety of your daughter in the swimming pool, as well as the rest of her class. If you do not think that your daughter is able to do the above, please consider enrolling her in some swimming lessons over the summer.

Physical Education Kit & Equipment In order for your daughter to participate in the full Physical Education curriculum, they must have the compulsory correct kit and equipment. Mouthguards can either be bought from a store, which will be ‘boil and bite’ and generic, or a bespoke mouthguard which is individually fitted by a dentist in school can be ordered.

This service is offered by OPRO. The completed form must be returned to OPRO not the school. They will be visiting the school on the Monday 14 September 2020 to fit mouthguards and the form must be received prior to this date. Shin pads are also required, which can be easily obtained from sports stores or online.

Please see the uniform list for information regarding the compulsory Physical Education kit.

Jewellery and Personal Adornments All jewellery and personal adornments such as earrings and other jewellery, religious artefacts and watches should be removed prior to any person participating in any physical activity, including all lessons and extracurricular activities; this is for their own safety and the safety of other people.

The taping of jewellery and personal adornments is not permitted as ‘taping’ can produce greater risks, especially during swimming – tape can come off and cause a choking hazard if it were to be swallowed by someone in the pool.

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Sporting Opportunities Extra-Curricular Sport There is an extensive extra-curricular timetable, which provides opportunity for both elite an recreation

participation.

Girls

have

the

opportunity to represent the school in netball, hockey, football, swimming, badminton, dance, gymnastics, athletics, tennis and cricket. The school

enters

a

range

of

leagues

and

tournaments at different levels, as well as participating in friendly fixtures against other local independent schools and competing at GDST Rallies. Fixtures take place on a regular basis, after school during the week. They will also be able to access a range of recreational clubs, which allow girls to participate in physical activities in order to support positive wellbeing.

Squad practices and recreational clubs take place during lunchtimes and after school.

In Year 7 the girls are treated as independent young women and therefore they are responsible for informing their parents of trials, squads, clubs and fixtures that they are attending and the timings of these activities. In the event that any of the above have to be cancelled on the day, a message will be sent to all girls involved. In the caseof inclement weather on occasions it is necessary to cancel activities at extremely short notice, and parents will be notified by text message.

Trips Girls will have the opportunity to attend GDST Sports Rallies throughout the year.

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Lunch time at Northwood College for Girls is something that the girls look forward to and thoroughly enjoy; and our parents are all confident in the knowledge that their daughter benefits from a wholesome, nutritious, filling and delicious meal every day.

We believe that a healthy mind and body are vital to a successful school day. A thorough understanding and commitment to a healthy lifestyle will be a lifelong benefit to our girls. In partnership with Thomas Franks we have developed a programme that will encourage a positive attitude throughout our school to the value of a consistently balanced and healthy diet.

Excellent Catering for all Pupils & Parents

The Thomas Franks development team create varied, exciting, tasty and nutritious menus that use the very highest quality locally sourced ingredients and reflect the most up to date research into a balanced diet for children; whilst demonstrating a clear understanding of the dietary requirements of our girls.

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Dietary Requirements and Allergens Gluten Free Accreditation

Every child should be able to eat a nutritious, balanced hot meal at lunchtime no matter what their dietary requirements are. Here at Northwood College for Girls we have our own chef dedicated to adapting the dishes on the menu to meet specific dietary requirements. We recognise that there are increasing number of pupils and adults who suffer from food allergies and intolerances. Thomas Franks recognise that allergen control is an essential part of ensuring that the food we serve is safe and we are committed to support the school nurse/team and liaise directly with parents/guardians of pupils who suffer with the most severe allergies.

A New Portfolio of Delicious Dishes

Thomas Franks have crafted a creative and diverse portfolio of dishes that centre around a healthy eating attitude, without forgetting that food for children should always be tempting, scrumptious and fun.

Traditional wholesome dishes will be developed and enhanced and totally new refreshing alternatives will be unveiled. Both the choice and variety of meals will be designed to encourage a more varied palate as well as a greater appreciation of a balanced diet.

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MONDAY

TUESDAY

Soup of the day Tomato & basil

Soup of the day Roasted carrot & fennel

Vegetarian option Gnocchi in creamy cheese & spinach sauce

Vegetarian option Oven roasted vegetable & cheese tarts

Dish of the day Caramelised onion & cheese quiche

Dish of the day Chicken & leek pastry topped pie

Chef’s special Pulled BBQ jackfruit tacos

Chef’s special Oven baked fish with sauce vierge

Sides Potato wedges Sweetcorn

Sides Chive buttered new potatoes Florets of broccoli & cauliflower

Jacket potato & pasta bar Baked beans Vegetarian sauce

Jacket potato & pasta bar Baked beans Vegetarian sauce

Dessert Apricot & ginger cake with custard

Dessert Strawberry Eton mess

Healthy Eating

By purchasing the freshest ingredients possible from locally sourced suppliers our chefs are able to produce healthy, nutritionally balanced meals that taste incredible.

To ensure our girls have a deep and long-lasting insight into the benefits of healthy eating, we offer nutritionally focussed initiatives in and around the dining room, with a view to helping them take responsibility for what they eat as they get older.

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WEDNESDAY

THURSDAY

FRIDAY

Soup of the day Summer vegetable broth

Soup of the day Leek, potato and fennel

Soup of the day Tomato & courgette

Vegetarian option Greek style baked stuffed pepper

Vegetarian option Roasted vegetable and bean lasagne

Vegetarian option Falafel stuffed pitta pockets

Dish of the day Roast shoulder of lamb with mint sauce & gravy

Dish of the day Mediterranean chicken lasagne

Dish of the day Battered haddock with tartar sauce and lemon wedge

Chef’s special Honey & mustard baked chicken quarter

Chef’s special Tofu & vegetable laska noodles

Chef’s special BBQ pulled beef & mixed pepper baps

Sides Rosemary roast potatoes Carrots

Sides Garlic bread Medley of greens

Sides Chunky chips Peas

Jacket potato & pasta bar Baked beans Vegetarian sauce Dessert Gorgeous chocolate cake (Egg free) with chocolate sauce

Jacket potato & pasta bar Baked beans Vegetarian sauce Dessert Lemon drizzle cake infused with rosemary

Jacket potato & pasta bar Baked beans Vegetarian sauce Dessert Banoffee pots

Breakfast

Breakfast is available in the dining room from 7.45am – 8.30am where parents can accompany their children before school starts.

We offer a selection of savoury items including Full English breakfast and daily specials. Freshly baked croissants and pain au chocolat are very popular but we also offer a variety of cereals, toast & preserves, fresh fruit and yogurt. A selection of hot and cold drinks are available to sit in or takeaway – whichever you prefer.

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