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St Peter’s Catholic High School Visual Arts College

PROSPECTUS 2013-2014


Dear Parents/Guardians,

Our aim in this prospectus is to give you an insight into our Catholic school community and our values and principles, many of which are embodied in the school's Mission Statement at the beginning of the booklet.

We set out to ensure that every child entrusted to our care is made welcome and that their time at St. Peter's is purposeful, worthwhile and happy.

I hope that you will find most of your questions answered here; if not, or if you wish to visit the school to speak to myself or other members of staff, please contact school to make an appointment.

We highly value the support of parents, as close co-operation between parents and teaching staff has great benefits for our pupils. We look forward to developing our partnership with you as we strive to do the best for your children over the years ahead.

MR. A. McGLOWN HEADTEACHER


St Peter’s Catholic High School Visual Arts College

OPEN EVENING nd

Wednesday 2 October 2013 6 – 8 pm


CONTENTS Academic Arrangements:

Curriculum (Years 7, 8 and 9) Curriculum (Years 10 and 11)

Access to Documents Admission Details Aims of the School Arrangements for the Consideration of Complaints Assistance to Parents Attendance Charging Policy Code of Conduct Criteria for Admission Duke of Edinburgh's Award Scheme Education in Personal Relationships (Sex Education) Education Offices - Addresses and Telephone Numbers Examination Results External Examinations: School Policy External Examinations: Syllabi Extra-Curricular Activities General Certificate of Secondary Education (G.C.S.E.) Governors' Curriculum Policy Grounds and Buildings Health and Safety Holiday Dates 2012/2013, 2013/2014 Homework Journal Merit System History - Belgium Battlefields Trip Open School Policy Organisation and Care of the Pupils Over-subscription Criteria Personal Social and Health Education (P.S.H.E.) & Citizenship Physical Education Curriculum Post - 16 Education Prefect System Progress/Behaviour/Discipline Prospectus Record of Achievement Religious Education Reporting to Parents School Day School Meals Special Educational Needs Sporting Aims and Provision of Sport Sporting Achievements Theatre Trips Transfer Arrangements Travel Arrangements Uniform Uniform Requirements and Stockists Vocational Courses

5 5 29 3-4 1 29 28 26 28 13 1-3 20 14 28 22-25 21 7 20 7 5 9 29 11-12 8 13 13 20 13 10 2 14 16 25 15 13 29 8 14 8 10 26 9 16 18-19 20 5 26 10 26-27 7


ORRELL ST. PETER'S CATHOLIC HIGH SCHOOL Visual Arts College Howards Lane, Orrell, Wigan, WN5 8NU Telephone: (01942) 747693 Fax: (01942) 747694 Chairman of Governors: Mr. T. Sweeney c/o St. Peter's Catholic High School Telephone: (01942) 747693 Headteacher: Mr A. McGlown

Aims of the School St. Peter's is a Catholic, 11-16, voluntary-aided, comprehensive school whose task is to provide the environment in which boys and girls will be able to develop spiritually, socially, intellectually and physically. To do this we aim: 1. to provide every opportunity for spiritual development through religious lessons, religious services and a caring atmosphere founded on Christian principles; 2. to give equal regard and respect to all pupils so that they will be encouraged to strive to make the most of whatever gifts they possess in every area of human endeavour; 3. to provide an atmosphere in which all will feel confident and secure and thus able to grow up to become mature and responsible young people who have acquired the highest academic qualifications of which they are capable, and are able to take their place in the adult world.

St Peter’s Catholic High School Admissions Policy and arrangements for 2014-2015 1. St Peter’s is a Catholic Secondary School situated in the Archdiocese of Liverpool and is maintained by the Wigan Local Authority.

2. The Governing Body of the school is responsible for determining and administering the policy relating to the admission of pupils to the school. It is guided in that responsibility by:     

the requirements of the law the advice of the Archdiocesan Trustees on the nature and purpose of its duties its duty towards the school and the Catholic community it serves the Catholic character of the school and its Mission Statement recognition of the Parish boundaries.

3. The school serves in the first instance baptised Catholic children living in the Parish (es) of:      

Our Lady of the Annunciation (formerly St Marie’s) & St. Bernadette’s St. James’, Orrell St. Joseph’s, Wrightington St. Mary’s, Birchley St. Teresa’s, Up Holland St. Cuthbert’s, Norley Hall (that part of the parish to the west of and including Norley Hall Avenue and Enfield Street).

4. Having consulted with the LA and others in accordance with the requirements of the law, the Governing Body has proposed its admissions limit at 180 pupils for the school year commencing September 2014. 5. Parents must complete the Local Authority application form. Parents who wish their application to this Catholic school to be considered against the priority faith criteria should also complete the supplementary faith form. If the school is oversubscribed, failure to complete the supplementary faith form may result in your application for a place in this school being considered against lower criteria, as the Governing Body will have no information upon which to assess the application on the basis of the applicant’s baptism and/or membership of a faith community. 6. The Governing Body has delegated responsibility for determining admissions to its Admissions Committee, which will consider all applications made in accordance with the criteria set out over the page, without reference to the ability or aptitude of the child.


St Peter’s Catholic High School Over-subscription Criteria Where the number of applications exceeds the number of places available the Governing Body will apply the following over-subscription criteria 1. Baptised Catholic children who are in the care of the Local Authority (looked after and previously looked after children). 2. Baptised Catholic children living in the designated Parishes of Our Lady of the Annunciation & St. Bernadette’s; St. James’, Orrell; St. Joseph’s, Wrightington; St. Mary’s, Birchley; St. Teresa’s, Up Holland; St. Cuthbert’s, Norley Hall (that part of the parish to the west of and including Norley Hall Avenue and Enfield Street). 3. Baptised Catholic children who will have a brother or sister at the school at the time of likely admission. This includes full, half or stepbrothers and sisters, adopted and foster brothers and sisters or children of the parent/carer’s partner, and in every case who are living at the same address and are part of the same family unit. 4. Baptised Catholic children living in other Catholic parishes. 5. Children who are in the care of the Local Authority (looked after and previously looked after children) other than Catholic. 6. Children who are other than Catholic who have a brother or a sister at the school at the time of likely admission. This includes full, half or stepbrothers and sisters, adopted and foster brothers and sisters or children of the parent/carer’s partner, and in every case who are living at the same address and are part of the same family unit. 7. Children from other Christian denominations. Proof of Baptism in the form of Baptismal Certificate or confirmation in writing that the applicant is a member of their Faith community from an appropriate Minister of Religion is required. 8. Children of other Faiths. An appropriate Minister of Religion would need to confirm in writing that the applicant is a member of their Faith group. 9. Children whose parents express a preference for a place at the school. In the event of any over-subscription in the number of applications made under any of the categories above then the Admissions Committee will offer places first to children living nearest to the school measured in a straight line from the house/flat to the main front entrance of the school as measured by the Local Authority using a Geographical Information System (GIS), with those living closer to the school receiving higher priority. Priority in Criterion 2 will be determined firstly on the Catholic children in this category who have an older brother or sister attending St. Peter’s school on the date at which they will enter school and then on the proximity ruling described above.


St Peter’s Catholic High School is part of the Wigan Council Co-ordinated Admission Scheme of which these arrangements form part. 1.

All applications will be considered at the same time and after the closing date by the Admission Committee.

2.

Parents will be informed, by letter, of the decision of the Admission Committee no later than 1st March 2014.

3.

If application has not been successful the letter will give reasons for the decision, will inform parents of their right of appeal and give guidance on how that appeal should be made.

4.

A waiting list for children who have not been offered a place will be kept and will be ranked according to the Admission Criteria; the waiting list will operate until the end of the first term. Important information about the waiting list. We cannot take into account the length of time a child’s name has been on the waiting list, only the admission criteria for the school. This means that your child’s position on the list may change if another parent asks to be put on the list and their child has higher priority in the admissions criteria.

Notes: 1.

For a child to be considered as a Catholic, evidence of the Catholic Baptism or reception into the Church will be required. Baptised Catholic – means, within the policies and practices relating to school admissions, any child who, before the due date of application, is baptised Catholic or who, having been baptised into another Christian denomination whose baptisms are recognised by the Catholic Church, has subsequently been formally received into the Catholic Church. Or A person who has been baptised in a separate ecclesial community and subsequently received into full communion with the Catholic Church by the Rite of Reception of Baptised Christians into the Full Communion of the Catholic Church. Written evidence of their baptism and reception into full communion with the Catholic Church can be obtained by recourse to the Register of Receptions, or in some cases a sub-section of the Baptismal Registers of the church in which the Rite of Reception took place. The Governing Body will require written evidence in the form of a Certificate of Baptism or Certificate of Reception before applications for school places can be considered for categories of “Baptised Catholics”. A Certificate of Baptism or Reception is to include: full name, date of birth, date of baptism or reception and parent(s) name(s). The certificate must also show that it is copied from the records kept by the place of baptism or reception. Those who would have difficulty obtaining written evidence of baptism for a good reason, may still be considered as baptised Catholics but only after they have been referred to their parish priest, who after consulting with the Vicar General, will decide how the question of baptism is to be resolved and how written evidence is to be produced in accordance with the law of the Church. Those who would be considered to have good reason for not obtaining written evidence would include those who cannot contact the place of baptism due to persecution or fear, the destruction of the church and the original records, or where baptism was administered validly but not in the Parish church where records are kept. Governors may request extra supporting evidence when the written documents that are produced do not clarify the fact that a person was baptised or received into the Catholic Church (i.e. where the name and address of the Church is not on the certificate or where the name of the Church does not state whether it is a Catholic Church or not).

2.

The home address of a pupil is considered to be the permanent residence of a child. The address must be the child’s only or main residence. Documentary evidence may be required – e.g. Child Benefit payment address.

3.

Where care is split equally between mother and father, the address on your Child Benefit book or the child’s medical card will be used as the child’s address.

4.

Looked after children and previously looked after children. ‘Previously looked after children are children who were looked after, but ceased to be so because they were adopted (or became subject to a residence order or special guardianship order). Applications for previously looked after children must be supported with appropriate evidence i.e. a copy of the adoption order, residence order or special guardianship order’.

PARENTS MUST COMPLETE THE LOCAL AUTHORITY COMMON APPLICATION FORM AND THE SCHOOL SUPPLEMENTARY FAITH FORM.


Admission Details (September 2013) The school’s standard admission number was 180. The total number of applications, which were received for a place at St. Peter’s for the 2013/2014 school year, was 416 Of these applications the Governors accepted 180. The outcome of the previous year’s admissions is not a perfect guide to the next year’s decisions, but such information can be of general help to parents considering their options. The final number admitted may be increased via the Appeals process, for information on the total number in 2013 Y7 please contact school.

Arrangements for the Admission of Pupils with Disabilities The arrangements for the admission of pupils with disabilities, who meet the School's entry criteria, are done on an individual basis liaising with Wigan Education Authority and the Archdiocese. The school respects the rights of disabled students to have, wherever possible, equal access to the curriculum, extra-curricular activities and other services.

The school endeavours to enrich the lives of all our students by pursuing an inclusive policy towards all students which reflects our Catholic values.

The existing facilities (ramps, 3 lifts and external routes) allow for disabled access to all the rooms on the ground level except the two specialist History Teaching rooms.


Transfer Arrangements The period of transfer from the primary to the secondary school can be an anxious time for pupils and parents. The staff of St. Peter's and of the main associated primary schools will be taking steps through the period of Year 6 and of the first year of secondary education, Year 7, to ensure that the transition is as smooth as possible. One way we do this is that the pupils are as familiar as possible with the staff, the buildings and the working environment of St. Peter's, and that St. Peter's staff receive as much information as possible about each pupil. Throughout the year the following procedures will operate: September October

The first of a series of meetings takes place between the staff at St. Peter's and Year 6 teachers. Open Evening for Year 6 pupils and their parents.

September

The school prospectus and supplementary faith request form are issued to parents. November/December A member of staff from St. Peter's visits Year 6 pupils in Primary Schools to provide information on transfer to high school. March March

Parents will be notified whether their child has gained a place at St. Peter's. Parents are contacted by letter to explain the grouping of pupils in Year 7.

April

Year 6 pupils are issued with a journal so that they will be familiar with its use by the time they start at St. Peter's. Year 6 pupils begin to work on cross-phase activities and bridging units.

May May/June June/July

Year 6 pupils visit for a working day at St. Peter's. A "Year Seven Guide" is provided, giving parents and pupils a folder of information about St. Peter's. On the same evening as their parents, pupils are also invited to meet the other members of their form and their form tutor.

June/July

"Mini-Olympics" for all New Intake. This fun-packed afternoon enables Year 6 to meet their Form Tutors and other members of their new form.

September

A questionnaire is sent out to Year 7 pupils and parents requesting their opinions on the liaison programme.

Academic Arrangements On entry pupils are placed in mixed-ability forms and attend the majority of lessons in mixed- ability groups. At a later stage, some subject departments choose to group pupils according to ability. Provision is made, particularly in Key Stage 3, for additional staff to support pupils with special educational needs.

Governors' Curriculum Policy The curriculum is characterised by breadth, balance, coherence, relevance, differentiation and progression. Within the curriculum clear targets are set for pupils' progress and departments are required to indicate, within schemes of work, an appropriate variety of teaching and learning styles and assessment techniques to suit individual needs.


Key Stage 3 Curriculum (Years 7, 8 and 9) The following subjects are studied by all pupils: Religious Education Drama Personal and Social Education National Curriculum - core subjects English Mathematics Science ICT

National Curriculum - foundation subjects Art French Geography History Music Physical Education Technology

Information Technology is also taught across the curriculum in all years. Pupils who have displayed a high level of ability in French will have the opportunity to study German in addition to their other subjects. Careers education and Citizenship forms part of the Personal and Social Education programme in Years 7 – 9.

Key Stage 4 Curriculum (Years 10 and 11) The following subjects are studied by all pupils: Religious Education Physical Education (Leisure) Careers - Citizenship is embodied in PSHE and the Careers programme

National Curriculum - core subjects English Mathematics Science ICT

It is likely that pupils will be able to choose additional subjects from the list below: G.C.S.E. Art and Design Childcare Drama Dance Geography Modern Languages Photography Music Physical Education Technology Engineering

Vocational Life Skills: attending a variety of courses at College Construction (BTEC) BTEC Sport Hairdressing (NVQ level 1)

It is expected that the majority of pupils will take nine subjects at G.C.S.E. level. However some pupils may study a mixture of G.C.S.E. and vocational qualifications.


G.C.S.E. Pupils take their G.C.S.E. examinations at the end of their final year at St. Peter's. Depending on the subject, pupils are assessed on work they have done during the course as well as by final examinations. The coursework contribution to the final mark varies from course to course, but is at least 20%. This means that pupils can be assessed on skills and abilities that they cannot show in timed, written examinations. This provides a more complete picture of what pupils can do. Successful pupils will be awarded a grade for each subject on a scale ranging from A* to G. (A* is awarded for exceptional performance above grade A standard).

Vocational Courses Most of these are offered through partnership institutions and assessed mainly by project work. The courses are accredited and give a worthwhile alternative for those for whom GCSE’s may not be suitable.

External Examinations The G.C.S.E. exam boards and syllabi currently in use are listed below, followed by the other qualifications that may be gained by some pupils. Exam Group

Subject Title

Syllabus

AQA AQA AQA Edexcel AQA AQA AQA AQA AQA AQA AQA AQA OCR AQA AQA AQA AQA AQA AQA AQA AQA AQA Edexcel OCR OCR OCR OCR EDEXCEL EDEXCEL EDEXCEL BTEC BTEC BTEC NVQ level 1

English English Literature Certificate in English Language Level 1/2 Mathematics Linear Science: Double Award Science: Triple Award Further Additional Science Entry Level Science Art and Design (Unendorsed) Art and Design (Drawing and Painting) Art and Design (Three Dimensional Studies) Child Care GCSE Computing D & T Electronics D & T Graphic Products D & T Resistant Materials Food Spanish French German Engineering Photography Geography History Ancient History ICT Music Drama Physical Education Religious Studies Linear Construction Sport Music Hairdressing & Beauty

English English Literature English Maths Co-ordinated (Higher) Modular (Higher and Foundation) Linear Science Science Art and Design Syllabus A Art and Design Syllabus B Art and Design Syllabus E Home Economics (Child Development) Computers Syllabus 3541 Syllabus 3543 Syllabus 3545 Food & Nutrition Spanish French German Engineering Photography Geography Syllabus B History Syllabus B History Syllabus B (short) Music Drama Physical Education Linear BTEC Construction BTEC Sport Music Salon Service


Homework Homework is an important feature of life at St. Peter's. We set homework for all our pupils because: 1. 2. 3. 4. 5.

it encourages pupils to develop the practice of independent study; it encourages research, creativity and initiative; it develops perseverance and self-discipline; it allows practise, where it is needed, of skills learned in the classroom; it permits more groundwork to be covered and more rapid progress to be made.

Parents are encouraged to be involved in homework by asking what homework is being set, by helping to test pupils in their learning homework and by acting as a source of information for topic work. We have implemented a homework organiser to help spread the workload and assist the pupils in organising their study time.

Years 10 and 11 The demands of homework vary from subject to subject but as a guide we would suggest that pupils studying for G.C.S.E. should be spending at least 12 hours a week on homework and up to 18 hours, including work at weekend. In many subjects assignments are set as part of the G.C.S.E. course. For these assignments pupils should be aware of deadlines for completion and work on assignments should be done with care and planning to ensure that the deadline is met. Marks for these assignments may go towards the final G.C.S.E. grade.

Record of Achievement All pupils who leave St. Peter's take with them a progress file of their achievements. This file records the successes the pupils have had whilst at school. It includes details of the achievements in subject areas (G.C.S.E. and other certificates) as well as describing the personal achievements, qualities and experiences of the pupil.

Reporting to Parents Our system of reporting to parents includes two elements: 1. a parents' evening at which parents, pupil and subject teacher can discuss the pupil's progress; 2. a written report/record of achievement. The table below sets out when these are likely to occur. YEAR

PARENTS' EVENING

REPORT

7 8 9 10 11

December May February November January

June December March May January

Parents are encouraged to contact the school and arrange to come in to discuss their child's progress at any time.


Special Educational Needs One of the main aims of the school is that each pupil should work to his/her full potential. The school recognises that for some pupils this process is made more difficult by their special educational needs. Pupils identified with special needs include children with physical, intellectual or emotional difficulties. Helping pupils with special needs requires flexible learning strategies; these could include support within teaching groups, additional staffing, or extra work to be completed at home independently or with parental support. A new "Code of Practice" came into force with the 1993 Education Act. This puts in place a legal framework which enables pupils with special educational needs to benefit fully from their education. These children will be identified and assessed as early as possible and provision made by the most appropriate methods. The school has an appointed Co-ordinator whose role is to work closely with Heads of Subjects/Head of Year; take responsibility for the day-to-day operation of the school's special educational needs policy; co-ordinate provision for pupils requiring learning support and ensure the maintenance of a special educational needs register. Close and efficient liaison between parents and staff is very important in determining the child's difficulties and in employing strategies to aid the child in his/her learning. We at St. Peter's value therefore the advice, information and support that parents bring to their partnership and seek to work with parents to bring about educational progress. Equally, we feel that the effectiveness of assessment, intervention and support will be influenced by the involvement and interest of the child. Children can offer important and relevant information and they have a right to be heard. Their support is crucial to the successful implementation of any Individual Education Programme. The school will meet the needs of the great majority of children who have special educational needs effectively. In a minority of cases, perhaps two percent of children, the L.A. will need to make a statutory assessment. These pupils will probably be issued a statement which is a legal document setting out the child's educational needs and how the L.A. will ensure that these needs can be met in school. Subject teachers will monitor carefully the progress of these pupils and the Co-ordinator will ensure that the pupils are reviewed at least annually.

Grounds and Buildings St Peter's Catholic High School is situated in 18.25 acres and apart from its standard classrooms, has the following facilities: 13 Acres of Playing Fields A floodlit All-Weather Games Pitch Art Rooms and Resource Area Artist in Residence Community Room Careers Reference Library Chapel Craft, Design, Technology Suite Dining Hall with Cafeteria Systems Drama Theatre Food Technology Area Gymnasium Information and Communication Technology Rooms Learning Resource Centre Lecture Theatre Music Studio and Practice Rooms Media Studies and Television Facilities Pottery Room Science Laboratories Sports Hall

The school site (internally and externally) is monitored by CC TV cameras.


The School Day 9.00 am

Form Prayers & Registration

9.05 am

Assembly or Form Time

9.15 am

Period 1

10.05 am

Period 2

10.55 am

Break

11.10 am

Period 3

12.00 am

Period 4

12.50 pm

Lunch

1.35 pm

Afternoon bell

1.40 pm

Period 5

2.30 pm

Period 6

3.20 pm

End of School Day

Teaching time = 5 hours per day; 25 hours per week. registration/assembly times.)

(This does not include

Organisation and Care of the Pupils Each pupil comes primarily under the care of the Form Tutor, who will get to know pupils as individuals, register the group daily and look after the day-to-day routines. In addition there is a Head of Year with general responsibility for the Year group, under the direction of a Deputy Head. Year 7 Staff for September 2013 are: Head of Year: Mr. Santus Year Tutors:

Mrs Greaves, Mrs Harvey, Mr Taylor, Mrs Wiles, Miss Mapson, Mr Barton, Mrs Harrington, Mrs Carey

Uniform A school is often judged by the appearance and conduct of its pupils in public. The reputation gained by the school as a whole is of importance and value to the individual pupil both during school life and later when seeking employment. Experience has shown that in a school where all wear uniform it is relatively easy to foster in each pupil a proper pride in personal appearance, neatness and good taste. We reserve the right to prohibit unsuitable fashion/styles in dress and personal appearance. If you are in any doubt, please contact the school. The uniform requirements for September 2013 are shown later in this prospectus.


TERMS AND HOLIDAYS 2013-2014 rd

AUTUMN TERM: (69 days)

th

Tuesday 3 September – Friday 20 December 2013 inclusive st

Half-Term:

st

Monday 21 October – Friday 1 November 2013 inclusive

SPRING TERM: (59 days) Half-Term:

th

th

Tuesday 7 January – Friday 4 April 2014 inclusive th

st

Monday 17 – Friday 21 February 2014 inclusive th

Easter:

Monday 7 April – Tuesday 22

SUMMER TERM: (62 days)

nd

April 2014 inclusive

rd

th

Wednesday 23 April – Friday 25 July 2014 inclusive th

Bank Holiday: Monday 5 May 2014

Half-Term:

th

th

Monday 26 May – Friday 30 May 2014 inclusive

************

* INSET DAYS FOR STAFF: *PUPILS DO NOT ATTEND ON THESE DATES nd

Monday 2 September 2013 th Monday 6 January 2014 nd Tuesday 22 April 2014


ST PETER’S CATHOLIC HIGH SCHOOL

TERMS AND HOLIDAYS 2014-2015 AUTUMN TERM: (74 days)

Tuesday 2

nd

th

September – Friday 19 December 2014 inclusive

th

Half-Term:

st

Monday 27 October – Friday 31 October 2014 inclusive

SPRING TERM: (55 days) Half-Term:

th

Tuesday 6 January – Thursday 2 th

nd

April 2015 inclusive

th

Monday 16 – Friday 20 February 2015 inclusive rd

th

Easter: Friday 3 April – Friday 17 April 2015 inclusive

SUMMER TERM: (61 days)

th

th

Monday 20 April – Friday 17 July 2015 inclusive th

Bank Holiday: Monday 4 May 2015

Half-Term:

th

th

Monday 25 May – Friday 29 May 2015 inclusive

************ * INSET DAYS FOR STAFF: *PUPILS DO NOT ATTEND ON THESE DATES st

Monday 1 September 2014 th Monday 5 January 2015 th Friday 27 March 2015


The Journal Each pupil is issued with a journal which must be carried at all times. We regard this journal to be of prime importance in the area of communication. The purpose of the journal is to record homework and messages which parents can see each week. Brief messages from parents to school can be recorded. Assessments and targets are also recorded in the journal. Important dates and our school code of conduct are printed in it and it serves as a very useful means of recording pupils' achievements.

Code of Conduct This is brought to the notice of parents and pupils in the journal. It aims to achieve an orderly and peaceful atmosphere throughout the school. Consideration for others is a prime factor.

Open School Policy The school operates an open school policy whereby pupils are able to come into school to their form rooms/zones before school begins, during break times and lunchtime. This privilege obviously carries a great deal of responsibility and pupils are encouraged and expected to maintain a high standard of behaviour and to respect their environment. As part of St. Peter's open school and information technology policies, three computer rooms and the LRC are open during lunch times for pupils to use for educational purposes.

Merit System A merit system operates through which children are rewarded for the efforts they make both inside and outside the classroom. This encourages the children to maintain the high standards of which we are proud.

Progress/ Behaviour/ Discipline Good discipline is essential to good learning situations. The general aim within the school is the creation of an atmosphere of mutual respect and collective responsibility. Pupils, parents and teachers all have an important part to play in producing such an atmosphere. Within the classroom, discipline is the responsibility of the subject teacher who may, in line with the classroom code of conduct, report any misbehaviour to the Head of Faculty and possibly a Deputy Head. Outside the classroom or for matters relating to general attitude or involving several subjects, then the Form Tutor/Head of Year, and perhaps a Deputy Head, are involved. In all cases the Head of Year is informed. Where pupils break the rules, various sanctions are open to the school. These include: additional work, conduct sheet, community service, detentions at breaks or lunchtimes, isolation, Individual Behaviour Plan, Pastoral Support Plan and, ultimately, exclusion. Parents are informed of misconduct and asked to visit the school when it is thought appropriate. Pupils in all years may be detained after school. In all cases 24 hours' notice to parents is given.


Religious Education In the life of faith of the Catholic school, Religious Education plays a central and vital part. This does not however replace the role of the parents who are the first and most important teachers of the Catholic faith. It is the parents who take their children for their baptism in the Catholic faith and it is the parents who act as role models for their children, encouraging them to grow in the knowledge and practise of their faith. We like to work in partnership with the family and try to ensure that pupils see the beliefs and values being taught in R.E. lived out in the home and family. To this end we see the support of parents for all R.E. and spiritual enrichment as vital to the Catholic Ethos of the school. R.E., then, as well as being a strong academic subject, is the core/foundation for everything in our lives. Reflecting this "lived faith", the school provides special services and assemblies to celebrate the liturgical year. We hope that these occasions strengthen the faith of our pupils. The aim of the R.E. course is to facilitate pupils on their faith journey and provide an environment that encourages development of their own faith as well as the understanding of religious faith in our multifaith society. Understanding and tolerance of other faiths, is central to living as a Christian citizen in our global community. Pupils also need to know how religion has an impact on how people live their lives. Ultimately, learning from religion as well as learning about religion. The course for KS3 follows the Archdiocesan programme prescribed by the Catholic Education Department. Pupils will be encouraged to develop a variety of skills such as self-management, thinking skills and problem solving, managing information, working with others and being creative. Work in R.E will include research, group work, use of ICT to generate homework or project work, collage, extended writing, creative writing and empathy. There will be marked assessments as this subject is valued alongside the other academic subjects and is considered one of the four core subjects at St. Peter's. All pupils will be tested and progress will be monitored. Pupils will be expected to do homework according to the department homework policy. There may be times when pupils work on an assessment spanning several weeks in which pupils will be expected to work independently. At KS4 pupils follow the Edexcel examination syllabus and study 2 papers. The course focuses on the Beliefs, Practices and Effects of the Catholic Faith. We also examine various moral issues and analyse different Christian attitudes towards these issues. The course looks at religious arguments about modern issues including cloning, genetic engineering, organ donation, justice, crime and punishment, war and peace and environmental issues. It is our belief that Religious Education is essential if a person is to live effectively and faithfully in our modern world, it is our hope that in studying these social issues our pupils will realise the relevance and importance of R.E. lessons which aim to equip pupils to understand and evaluate life in the modern world. Pupils are expected to complete end of module tests at the end of each unit of work and a mock examination. Pupils are taught in groups according to their level of ability and are encouraged to achieve their full potential. This examination course whilst giving pupils the opportunity to enhance their academic achievement also focuses on the knowledge, understanding, and evaluation skills that are essential if our pupils are to grow spiritually and develop their faith for their future lives.

Education in Personal Relationships (Sex Education) The programme of Education for Personal Relationships includes sex education and is delivered through the following subjects: R.E., P.S.H.E., Science, English and Drama. The school sees itself as supporting parents in their responsibility to educate their children about relationships and sexuality. The programme is sensitive to the age and maturity of the pupils and so issues covered in the early years are often dealt with at a deeper level during Key Stage 4. The programme is concerned to help pupils develop a genuine sense of their own worth and value as a human being. Throughout the programme the knowledge of sexual matters and the understanding of moral issues are always considered in relation to the family and teachings of the Catholic Church. Topics covered include: individuality, friendship, adolescence, human reproduction, moral choices, decision making and responsibility, family life, marriage, family planning and sexually transmitted diseases. Full details of when each of the above topics and the many other related issues are taught are available from the school and parents are encouraged to ask for details.


Personal Development Curriculum Incorporating Personal, Social, Health, Economic, Education, Careers, Work and Citizenship. This area of the curriculum is concerned with that part of childrens' education in which they come to recognise themselves as individuals and appreciate the way in which they interact with others. The Personal, Social, Health, Economic Education (P.S.H.E.E.) programme is organised to provide pupils with the opportunity to develop lively, enquiring minds and to acquire understanding, knowledge and skills relevant to adult life and employment. It also develops moral values as based on the teachings of the Roman Catholic Church. The school P.S.H.E.E. and Citizenship programme offers a discrete slot on the timetable and covers a variety of topics including personal wellbeing, having a respect for others, human rights, political democracy and financial legal awareness. We also deal with drug awareness, self-assessment, bullying, friendship, decision making, option choices and financial capability. We intend to produce good citizens for the future, individuals that are caring, thinking and well informed and that encourage and support each other. There is a comprehensive programme of careers guidance which involves working with the various Sixth Form Colleges and local employers.

The Prefect System The prefect system is a facet of all pupils' education in Year 11, structured to provide a course of training for pupils during their last year of compulsory education. As active participants, they will be exposed to many of the problems associated with organising and running a system and will be required to exercise a high degree of responsibility and to act in a mature and sensitive way. It is hoped that, by their involvement in their work-activity, they will be better equipped to join the 'outside world' as mature young adults with a high degree of self-confidence and the ability to act on their own initiative. The Prefect System is designed to give the pupils experience of 'The World of Work'. Members of staff who are involved in the system write job descriptions, which are displayed on the Prefects Job Centre. Pupils are invited to write formal letters of application for the jobs in which they are interested; interviews may take place before pupils are offered a position. Pupils vote for Head Boy/Head Girl and deputies and those who poll the most votes are offered senior positions. Managers are interviewed and become Team Leaders organising duty rotas and supervising the discipline of the system. Prefects wear a different uniform from the rest of the school with a distinctive S.P. motif on the tie and a badge to indicate their position within the system.


Physical Education Physical Education is the part of the curriculum that can contribute the most to the physical experiences and development of the pupils. It must also be remembered that it is an integral part of a child's general education at St. Peter’s and as such the aims of Physical Education must match those of the School. Our long-term goal must be that all children will understand the importance of Physical Education and healthy living and that they should leave school with a committed interest in some physical activity, or at the very least have an appreciation of what is involved in skillful performance so that they may become knowledgeable spectators.

Departmental Aims 

To stimulate and maintain pupil interest and enjoyment in P.E. and to promote health and fitness for current and future lifestyles.

To encourage high standards of dress and behaviour adhering to the school standards.

To respect other people’s beliefs, traditions and limitations and in doing so allow equal opportunities for all in a Christian environment.

To develop physical skillfulness, physical development and a knowledge of the body in action.

To employ teaching methods and resources that allows all pupils (irrespective of their gender, ethnic origin, academic ability etc.) to have equal access to P.E. and to experience success and enjoyment in their P.E. work.

To provide opportunities for pupils to be creative, competitive and to face up to different challenges as individuals and in groups and teams.

To develop within the children self-discipline and improve their self-confidence through structured and progressive teaching methods.

To develop correct attitudes towards fair play, honest competition, victory, defeat, success and failure.

To encourage as many pupils as possible to take part in extra-curricular activities and develop within the pupils an awareness of what sporting activities are on offer within the community and the important role that they have to play within that community.

To offer successful G.C.S.E. P.E, BTEC Sport and Leadership courses.

The aims of the PE department are met by delivering a broad and balanced curriculum at KS3 and KS4 and to offer GCSE PE and BTEC to those who wish to study the subject in greater detail. Its aim is to promote sports coaching and leadership, adding a vital certificate to a pupil's record of achievement. Leadership Awards are offered to pupils in Year 10. Primary Liaison The P.E. department works closely with our successful primary liaison programme which includes our primary schools which are situated outside of Wigan LEA and thus the partnership programme. The P.E. primary liaison programme provides a variety of high quality tournaments throughout the year for Year 5 and Year 6 pupils. These include football, netball, sports hall athletics, rounders and hockey. These tournaments help pupils become familiar with our physical education department prior to their arrival in Year 7, and help in the transition process.


Physical Education Curriculum KS3 SPORTS RUGBY LEAGUE FOOTBALL NETBALL HOCKEY BADMINTON BASKETBALL ATHLETICS CRICKET ROUNDERS CROSS-COUNTRY/HRF

SCHOOL TEAMS YEAR 7, 8, 9 YEAR 7, 8, 9 YEAR 7, 8, 9 YEAR 7, 8, 9 YEAR 7, 8, 9 YEAR 7, 8, 9 YEAR 7, 8, 9 YEAR 7, 8, 9 YEAR 7, 8, 9 YEAR 7, 8, 9

KS4 SPORTS RUGBY LEAGUE FOOTBALL NETBALL HOCKEY

SCHOOL TEAMS YEAR 10, 11 YEAR 10, 11 YEAR 10, 11 YEAR 10, 11

BASKETBALL

ATHLETICS CROSS-COUNTRY ROUNDERS

YEAR 10 YEAR 10 YEAR 10

Key Stage 3 All pupils have two lessons of 50 minutes of PE in Year 7 and 8 and four lessons of 50 minutes in Year 9 each week. Key Stage 4 All pupils have two 50 minute lessons of PE each week. In Year 10 pupils are involved in a broad curriculum including five different activities from a range of areas and Leadership Awards. Each activity will include warm-up techniques, basic and advanced skills and game play. They are also given the opportunity to officiate in their chosen sports. In Year 11 pupils can opt to follow a more informal leisure programme, which includes visits to local fitness suites, Self Defence, Exercise Classes and Boxercise. Extra Curricular There are regular practices at lunchtime and after school. Matches also take place during the week after school. Pupils may attend practices of their choice. GCSE PE & BTEC SPORT 3 x 50 minute lessons per week for Years 10 & 11 and 4 x 48 minute lessons in Year 9. These courses have been running for many years, and are very popular and successful options for all pupils. September 2012 Results for full G.C.S.E. course Number of Candidates: - 33 A* - 3 A - 18 B - 10 18 C - 2 15 D - 0 Percentage of pupils who received A* or A grade: 64% Percentage of pupils who received C grade or above: 100%

BTEC Sport P.E. 2012 results Year 9 Extended Certificate (1 year course)

Year 11 First Diploma (2 year course)

Pass Merit Distinction Distinction*

Pass Merit Distinction Distinction*

-

916 18 1117 0

-

2 5 4 0


Facilities 1 1 1 1 4 1 1 1

rugby pitch football pitch dual purpose (rugby league/football pitch) astroturf pitch for hockey netball courts outside basketball court sports hall, areas for basketball, netball, badminton, tennis, 5 a side football, volleyball and handball. gymnasium used for gymnastics, trampolining, table tennis and aerobics.

The school has a letting system which allows for booking of the facilities by the local community.

The PE Department would like to take this opportunity to thank all the people who have given up their valuable time on a voluntary basis. We are always looking for help with coaching pupils and teams, especially in the girls' department. Please contact the PE department if you wish to offer your expertise.

Sporting Achievements 2012/2013 Cross Country Wigan Schools Cross Country Overall Winners 1st Place Boys Team rd

3 Place Girls Team Year 10/11 Boys team: 1st nd

Year 7 Girls team: 2 Place rd

Year 8/9 Girls team: 3 Place Girls Hockey Year 11 Wigan Schools Tournament Winners Year 10 2

nd

Place Wigan Schools Tournament

Year 8 Winners of the Wigan School Tournament Year 8 Wigan School League Winners Girls Netball Year 7, 8, 9 & 10 Winners of the Wigan Schools West side league Year 8 & 9 Overall Winners of the Wigan Schools league Year 7 & 10 Runners up in the Wigan Schools league Girls Football U12 Greater Manchester Schools Cup Winners U13 Greater Manchester Schools Cup Winners U14 Greater Manchester Schools Cup Winners Year 8 Wigan School League Winners Year 9 Wigan Schools League Winners Girls Indoor Cricket Year 7 & 8 Runners up in the Indoor Cricket Lancashire School Competition


Centre Parks Badminton Tournament Year 11 Boys Overall winners of the Wigan Competition Year 11 Girls Overall Winners of the Wigan Competition rd

Year 9 Boys 3 Overall th

Year 10 Girls and Year 7 Boys 4 Overall Year 11 Girls Runners up in the Greater Manchester School Competition Boys Rugby Wigan School Competition Year 7 Runners up Year 8 Winners Year 9 Runners up Year 10 Winners Year 11 Winner North West Counties Competition Year 7 Semi finalists Year 8 Winners Year 9 Winners Year 10 Semi finalists Year 11 Winners National Competition Year 11 National Schools Champions All years have qualified Boys Football Year 10 Wigan Schools League Winners Year 10 Greenhouse Cup Runners up Year 10 Wigan Schools Final Runners up Year 11 Wigan Schools Cup Runners up Athletics Runners up of Wigan Secondary School Athletics Competition Boys Runners up of Wigan Secondary School Athletics Competition Girls Runners up of Wigan Secondary School Athletics Competition Year 8 Boys and Girls Winners of Wigan Schools Quad Kids Event rd Year 7 Boys and Girls 3 Place at Wigan Schools Quad Kids Events


Extra-Curricular Activities Pupils can participate in a wide range of activities at St. Peter's. As well as the Duke of Edinburgh's Award Scheme, which is described later, there are many opportunities for taking part in musical events, drama productions and art workshops. In addition there are many opportunities for pupils to take part in visits of a cultural, educational or social nature e.g. visits to theatres, museums, fieldwork trips, residential art weekends, visits to sporting events, ice skating, bowling, pantomimes and shows. Listed are brief descriptions of some of the residential trips that take place on a regular basis.

Auschwitz A party of 42 Year 10 and Year 11 pupils travelled by Easy jet to Krakow. They visited sites relating to the Jewish community in Krakow as well as the salt mines. A full day was spent in Auschwitz Birkenau finding out about the experiences of Jews and other victims of the Holocaust. This year, Year 10 and Year 11 will visit Belgium.

Duke of Edinburgh's Award Scheme As part of the extra-curricular activities on offer, pupils at St. Peter's are involved in the Duke of Edinburgh's Award Scheme when they are fourteen years old. There are three awards - Bronze, Silver and Gold. For each of these awards a specified amount of time must be spent on four types of activity. 1. 2. 3. 4.

Service - to encourage service to others. Expeditions - to encourage a sense of adventure and discovery. Skills - to encourage the discovery and development of personal interest and practical skills. Physical Recreation - to encourage participation in physical recreation and improvement of performance.

(A residential project must be completed at the Gold Level). The Bronze normally takes about 6 months to a year to complete although there is no time limit for each award. Needless to say, the Gold award takes a lot of time and effort but is rewarded by a personal presentation by a member of the Royal Family. Pupils will be expected to be able to organise themselves effectively, work with others and display initiative. The award is proving to be increasingly popular with pupils and employers are continuing to encourage participation in and achievement of the award at the end.

Theatre Trips During the academic year the English Department organises a number of theatre visits and related activities. In Year 7 these activities include storytelling groups visiting the school and presenting plays and extracts, and pupils visiting theatres in the local area and further afield, such as Stratford upon Avon. The pupils are provided with an opportunity to experience quality theatrical performances and gain an appreciation of theatre and its educational benefits. Such opportunities are continued throughout Year 8 to 11, focusing on set examination texts at Key Stage 3 and Key Stage 4. During this time pupils will be provided with the opportunity to see performances at The Globe, the West End in London or at the RSC Stratford-upon-Avon as part of an overnight visit in the Summer Term. They will also work with professional actors from groups such as the Shakespeare in School Company as well as visiting regional and national productions.


External Examinations: School Policy The school's policy is to encourage pupils to achieve their full potential in all areas of school life. The great majority of pupils are entered for a wide range of G.C.S.E. subjects although entry is of course, dependent on satisfactory completion of coursework and individual teachers’ judgements on whether the pupil is capable of achieving a G.C.S.E. grade. Parents are advised of their child's progress in the course of Years 10 and 11 and therefore any problems with exam entry are normally detected at an early stage. Those pupils for whom a full range of G.C.S.E. exams is felt to be inappropriate may be entered for a combination of G.C.S.E. exams and other forms of tests/assessments.


Examination Results Part One 2012/2013 G.C.S.E. Results achieved by pupils aged 15+ Number of pupils aged 15+ at 31/8/2013: Number of boys in school aged 15+ at 31/8/2013: Number of girls in school aged 15+ at 31/8/2013: nd st (On roll 22 January 2013 and aged 15 on 31 August 2013) Number of pupils in school aged 15 not entered for G.C.S.E.'s:

184 101 83 184 0

The examination results are presented in the following format: PART 1: G.C.S.E. results achieved by St. Peter's pupils in 2013 (by examination subject). PART 2: A summary of results:

Subjects

Entries A*

A

B

C

D

E

F

G

U

X

Q

Art & Design

62

23

17

13

5

4

0

0

0

0

0

0

Art (short course)

1

0

0

0

0

0

1

0

0

0

0

0

Biology

55

12

15

25

3

0

0

0

0

0

0

0

Chemistry

55

16

26

10

2

1

0

0

0

0

0

0

Physics

55

9

21

19

5

1

0

0

0

0

0

0

D & T Electronic Products

30

2

3

7

12

5

0

1

0

0

0

0

D & T Graphic Products

14

1

3

4

4

2

0

0

0

0

0

0

D & T Resistant Materials

6

2

1

3

0

0

0

0

0

0

0

0

Child Development

13

3

5

2

2

1

0

0

0

0

0

0

Drama

31

11

10

7

1

1

1

0

0

0

0

0

Dance

11

4

6

1

0

0

0

0

0

0

0

0

English Language

184

12

52

54

36

26

4

0

0

0

0

0

English Literature

183

10

34

91

26

16

4

2

0

0

0

0

Engineering

18

0

3

5

5

4

1

0

0

0

0

0

Food

6

2

2

1

1

0

0

0

0

0

0

0

French

86

4

27

24

17

13

1

0

0

0

0

0

Geography

26

3

5

7

7

2

0

1

1

0

0

0

German

33

3

17

13

0

0

0

0

0

0

0

0

History

52

5

14

20

11

1

0

1

0

0

0

0

Ancient History

43

7

20

11

2

2

0

0

1

0

0

0

Ancient History (short course)

3

0

0

1

0

0

1

1

0

0

0

0

Mathematics

184

26

35

58

54

2

2

6

0

1

0

0

Music

16

0

6

6

2

2

0

0

0

0

0

0

Photography

4

0

0

2

1

1

0

0

0

0

0

0

Religious Studies

184

25

65

51

25

10

3

5

0

0

0

0

Science : Single Award

129

3

29

41

46

5

4

1

0

0

0

0

Science: Additional

122

2

18

38

49

11

4

0

0

0

0

0

Spanish

41

1

6

15

12

7

0

0

0

0

0

0

Sport/PE Studies

41

1

19

17

3

1

0

0

0

0

0

0

FSMQ Use of Maths

6

0

1

0

1

3

2

0

0

2

0

0


Entries

D*

D

M

P

U

BTEC Construction

18

3

5

8

2

0

BTEC Music

18

3

3

8

4

0

BTEC P. E. Year 9 Certificate in Sport

49

17

7

15

10

0

BTEC P.E. Year 11 Level 2 Diploma

5

0

0

5

0

0

184

N/A

90

76

18

0

Entries

L2

L1

U

Communication

12

4

6

0

Numeracy

12

4

6

0

Subjects

OCR National First Award Level 2 - Information Tech

Functional Skills

City & Guilds Level 1 Diploma in an introduction to Hair & Beauty sector

Entries Pass 2

2


PART TWO SUMMARY OF G.C.S.E. RESULTS 2013 PUPILS

Total PUPILS

Entered 5+GCSE's

Achieving 5+A*-C

%

184

178

96.7

Entered 5+GCSE's

Achieving 5+A*-C

%

153

83.2

Achieving 5+A*-G

184 Achieving 5+A*-G

%

Entered 1+GCSE's

%

100

184

100

Achieving 1+A*-G

184

%

Achieving No Passes A*-G

100

1

%

English & Maths

Total

184

Target grades: 5 A* - C

184

93%

100

5 A* - C including English & Maths

82%

5 A* - G

100%

NATIONAL CURRICULUM ASSESSMENT RESULTS For Year 9 Pupils in 2013 These tables show the percentage of pupils at the end of Key Stage 3 achieving each level in 2013. The number of pupils at the end of Key Stage 3 is 180 Figures may not total 100 percent because of rounding

TEACHER ASSESSMENT Percentage at each level W

1

2

3

4

5

6

7

8

EP

Pupils disapplied

Pupils absent

English

0

0

0

1

3

10

41

42

3

0

0

0

Mathematics

0

0

0

0

1

11

29

37

23

0

0

0

Science

0

0

0

2

2

13

37

34

12

0

0

0

TEACHER ASSESSMENT Percentage at each level W

1

2

3

4

5

6

7

8

EP

Pupils disapplied

Pupils absent

Modern foreign languages

0

0

0

0

0

7

34

58

0

0

1

0

Design and technology

0

0

0

0

2

6

55

37

0

0

1

0

Geography

0

0

0

0

2

12

39

43

3

0

0

0

History

0

0

0

1

1

5

37

54

2

0

0

0

Art and Design

0

1

0

0

2

22

38

29

8

0

0

0

Music

0

0

0

0

2

33

52

12

1

0

0

0

Physical education

0

0

0

0

2

18

66

14

0

0

1

0


RESULTS OF TEACHER ASSESSMENT 2013 and NATIONAL 2012

Percentage at each level W

1

2

3

4

5

6

7

8

EP

D

A

School

0

0

0

1

3

10

41

42

3

0

0

0

National

0

0

1

2

11

33

37

14

1

0

0

1

School

0

0

0

0

1

11

29

37

23

0

0

0

National

0

0

1

4

11

22

30

23

8

0

0

1

School

0

0

0

2

2

13

37

34

12

0

0

0

National

0

0

1

2

11

31

35

18

1

0

0

1

English

Mathematics

Science

EP W D A

represents exceptional performance represents pupils who are working towards level 1, but have not yet achieved the standards needed for level 1. represents pupils who are disapplied under sections 364 or 365 of the Education Act 1996. represents pupils who could not be assessed due to absence, or were absent on the day of the test.

Post 16 Education At the end of Year 11 pupils wishing to remain within the Catholic sector may transfer to St. John Rigby Sixth Form Catholic College in Orrell, or Carmel Catholic College in St. Helens, both of which provide a very wide range of further education courses. If a particular course is not available at these colleges, pupils may wish to transfer to other colleges of further education.


Attendance The total number of pupils on roll for at least one session

932

The % of sessions missed through authorised absence

3.56%

The % of sessions missed through unauthorised absence

0.20%

Travel If you are in receipt of any of the following: free school meals, child tax credit and/or working tax credit you may qualify for free transport. For further details please contact: Supply and Transport CYPS Progress House Westwood Park Drive Wigan WN2 4HH Tel: 01942 486115/486116/486140

Details for other Local Education Authorities can be found on page 28

School Meals School meals are served on the school premises on a Cashless Catering system. The pupils choose their food and then use either a PIN number, or biometric recognition taken from a fingerprint, to “pay” for their meal. Pupils whose parents wish them to bring sandwiches may do so. The pupils are supervised in the Dining Hall. All pupils remain on the premises throughout the lunch period unless they have prior permission to have a meal at home.

Uniform Requirements UNIFORM STOCKISTS: A.C. SPORTS, Pemberton …………….………………………. Telephone 01942 216537 SLATERS …………………………………………………………. Telephone 01942 244426 STANDISH SPORTS ……………………………………………. Telephone 01942 400010


At the New Intake Evening in June, parents will receive the current uniform brochures and price lists from our suppliers. GIRLS' INDOOR UNIFORM Item

Special Feature

Colour

BLAZER SKIRT

Obligatory Kilt, pleated, A-Line Skirts should be mid-knee to mid-calf in length Unacceptable Styles - straight skirts with splits

Brown with school badge Brown

TROUSERS SHIRT JUMPER (optional) TIE SOCKS

To match blazer (from uniform suppliers) Long/short sleeves, button up to wear with tie ‘V’ neck Clip on tie Ankle

TIGHTS SHOES BOOTS

Ribbed (during cold weather) Simple, sturdy flat heeled - MUST have a strap with Trousers only

Brown White Brown with red/yellow stripe Brown with red/yellow stripe White with skirt, Dark brown (with trousers) Cream/fawn/brown Plain dark brown or black Plain dark brown or black

GIRLS' P.E. KIT WHITE T-SHIRT WITH SCHOOL BADGE BLACK SHORTS BLACK GYM SKIRT (kilt style) BLACK FOOTBALL SOCKS BLACK SWEATSHIRT/HOODIE WITH SCHOOL BADGE TOWEL BLACK TRACKSUIT WITH SCHOOL BADGE – OPTIONAL - no other style of tracksuit bottoms permitted

BOYS' INDOOR UNIFORM Item

Special Feature

BLAZER Obligatory SHIRT Long/short sleeves, button up to wear with tie JUMPER (optional) ‘V’ neck TROUSERS To match blazer (from uniform suppliers) TIE Clip on tie SOCKS SHOES/BOOTS

Colour Brown with school badge White Brown with red/yellow stripe Dark brown Brown with red/yellow stripe Dark brown Plain dark brown/black

BOYS P.E. KIT WHITE T-SHIRT WITH BADGE BLACK SHORTS BLACK & YELLOW RUGBY SHIRT WITH SCHOOL BADGE BLACK FOOTBALL SOCKS BLACK HOODIE WITH SCHOOL BADGE TOWEL BLACK TRACKSUIT WITH SCHOOL BADGE - OPTIONAL - no other style of tracksuit bottoms permitted OUTDOOR WEAR FOR BOYS AND GIRLS School Outdoor Coat - black, beige or brown (No stripes, patterns or any large logos or motifs). Scarves, gloves, caps etc., if worn, must be plain dark colour SCHOOL BAGS All pupils will require a bag in which to carry books and in which to carry P.E./Games Kit. LOCKERS Lockers are available for all pupils for the safe keeping of outdoor wear.


Assistance to Parents Where the family income is limited, assistance is available for school meals and school uniform. Such assistance is a right and not a charity. Parents who think they might be entitled should apply to their local Education Office and their enquiry will be treated in confidence by the Education Welfare Officer.

Addresses and Telephone Numbers of Education Offices WIGAN COUNCIL TAX PAYERS CYPS, Progress House, Westwood Park, Wigan, WN2 4HH Telephone: 01942 486115/6 486140

ST. HELENS COUNCIL TAX PAYERS Education Office, Century House, St. Helens WA10 1RN Telephone: 01744 456000

LANCASHIRE COUNCIL TAX PAYERS Lancashire County Council Education Office, Greetby Buildings, Derby Street, Ormskirk L39 2BT Telephone: 01695 573971

School Policy on Charging for Activities The policy on charging set out by the Governors is fully documented below. In conformity with the requirements of the Education Act 1996, it is the policy of the Governing Body: 1 to levy, except where pupils are entitled to statutory remission, a charge for all board and lodging costs on residential visits; 2 to levy a charge for activities wholly or mainly outside school hours which are not part of the National Curriculum, statutory religious education or in preparation for a prescribed public examination; 3 to levy no charge for examination entries except where: a) the school has not prepared pupils for the examination in the year for which the entry is made, or b) a pupil has failed, for no good reason, to complete the requirement of the examination or to attend for it; 4 to levy no charge in respect of books, materials, equipment, instruments or incidental transport provided in connection with the National Curriculum, statutory Religious Education or in preparation for prescribed public examinations or courses taught at the school, except where parents have indicated in advance their wish to purchase the product; 5 to request voluntary contributions from parents for school activities in or out of school time for which compulsory charges cannot be levied but which can only be provided if there is sufficient voluntary funding, whilst ensuring that no pupil is excluded from such activity by reason of inability or unwillingness to make a voluntary contribution; 6 to seek payment from parents for damage to or loss of school property caused willfully or negligently by their children; 7 to leave to the Head’s decision, the proportion of costs of an activity which should be charged to public or non-public funds; 8 to delegate to the Chairman and the Head the determination of any individual case arising from the implementation of this policy. Members of Staff should acquaint themselves with this policy and be aware of their responsibilities when providing additional activities beyond normal classroom teaching. The core of the Governors’ statement relates to the fact that no charge should be levied in respect of books, materials and equipment in connection with the National Curriculum. If an activity can only be provided when a charge is levied (e.g. trips, visiting speakers, Theatre Companies etc) a request in writing asking for contributions from parents may be made. Staff should ensure that no child is excluded from any activity due to inability or unwillingness to pay. If the exact charge for an activity cannot be ascertained, the audited account must not exceed 10% of the final cost. If an excess above 10% accrues, arrangements must be made to re-imburse parents. Where practical work is concerned, if the pupil wishes to retain the artefact produced the cost of materials will be requested.


Arrangements for the Consideration of Complaints The intention of a school-based complaints procedure is to offer parents and others a route to pursue any complaints. The basic pattern is: Stage 1 Stage 2 Stage 3 Stage 4 Stage 5

settling the complaint informally with a teacher; referral to Head of Department or Head of Year; referral to the relevant Deputy Headteacher referral to the Headteacher for investigation; referral to the Governing Body.

If the complaint relates to Religious Education or Collective Worship, an appeal may be made to the Diocesan Bishop or his nominee at this stage; other complaints may be referred to the Secretary of State for Education and Employment if it is felt that the Governing Body is acting or proposing to act unreasonably. The details above are a summary of procedure; full details of the complaints procedure are obtainable from school.

Access to Documents Documents relating to the policies, organisation and administration of the school (such as departmental syllabi and schemes of work, the pastoral system, curricular aims and policy), as well as documents which have a bearing on the work of the school (such as statutory orders and circulars about the curriculum, the L.A.'s curricular policy and complaints procedure) are available to parents via the website and/or the Headteacher at a cost to cover administration.

Health and Safety In 1999 the Management of Health & Safety regulations came into effect making safety the responsibility of all persons on the school premises. St Peter's High School Safety Policy Statement clearly outlines the responsibility of pupils with respect to safety. To this end, all pupils are expected to observe the safety rules and in particular the instructions of teaching staff in an emergency.

Prospectus This prospectus gives results relating to the school years 2012/2013 and contains information or particulars about the school year 2012/2013. Although correct at the time of publication (September 2013) it should not be assumed that there will be no change affecting the relevant arrangements or some matter particularised: a) before the start of, or during, the school year 2013/2014 b) in relation to subsequent years.

School Prospectus 2013-2014  
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