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.
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.
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.
"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.
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.