Parkfield Secondary

Parkfield School Secondary Handbook 2014

“nurture, inspire and enable”

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Dear Parents and Carers, We hope this booklet will give you some helpful information about the day to day running of the school and provide more detailed information about the curriculum that we offer.

We very much want to work in partnership with you and we also want our school to be a place where your child loves to come and learn.

If you have any queries please don’t hesitate to contact us and we will do our best to help. office@parkfield.bournemouth.sch.uk Yours sincerely,

Mr T Conaghan Principal

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Contents 1.

Introduction

2.

The Parkfield School’s Ethos, Vision and Values Ethos Vision, Values and Principles Our commitment Our expectations

3.

About the school Age range and character of the school Uniform Times of the school day Lunch Pupil Premium Attendance and absence Medical needs and medication

4.

The Curriculum Introduction The secondary curriculum Years 7 to 11 Personal Project Years 12 and 13 Core requirements Beyond the Diploma What do universities think of the IB? The Extended Day Successful learners – a broader context Provision for Gifted and Talented Students Provision for Students with Special Educational Needs and/or Disabilities (SEND) Inclusion Provision for Students with English as an Additional Language (EAL) Extending the curriculum Developing innovative practice

5.

Assessment Underlying principles Tracking Student’s Progress Parental involvement and reporting to parents

6.

Pastoral Pastoral Care Behaviour management Deterring Bullying

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1.

Introduction

Parkfield School is a State funded Academy that has been set up by a group of parents and other local professionals, who were looking to drive up standards and the quality of education in the Bournemouth, Dorset and Poole areas. It is the aim of Parkfield School to deliver an outstanding quality of education using alternative curriculum models for the local community.

2.

Parkfield School’s Ethos, Vision and Values

At Parkfield School we will nurture, inspire and enable all of our students, giving them the skills and knowledge to flourish. We are committed to the development of the whole child ensuring that our students become life-long learners and achieve the best outcomes that they can.

We will provide them with the ability to excel in an intercultural, 21st Century global community so that they grow and develop into confident, compassionate and caring young people. We will prepare them for a successful transition into further or higher education, training or employment when they leave school.

Our commitment is to: • •

• • •

provide a supportive environment and community that promotes development and learning provide an outstanding education for all, regardless of their background where learning and teaching styles are blended to provide for a mix of practical experience and intellectual freedom coupled with a supportive structure and academic excellence promote and instil a sense of belonging and purpose that allows students to understand their place and responsibility in their immediate society and also wider world ensure that every student receives the guidance, support and inspiration to be the best they can be and realise their full potential engage with parents and carers to promote collaborative support of our students’ experience of education and school community

Our expectations are that: • •

• • •

3.

students will demonstrate the utmost respect for themselves, their fellow students, school community and wider community and those forming part of it there will be good discipline and high levels of behaviour, commitment and participation by all members of Parkfield School and they will show a willingness to participate in a wide range of school and community activities parents and carers will support the ethos policies and procedures published by the school parents and carers will support their children and engage with their education parents and carers will engage with the school and its staff to promote excellence in the overall educational experience of their children

About the school

Age range and character of the school Parkfield School will be a 784-place, co-educational, all-through non-selective Academy. Currently situated in temporary accommodation in the centre of Bournemouth it will relocate to a much larger site in Hurn in September 2015. It will offer an excellent quality of education with extensive after school enrichment provision for students from Reception through to Year 13. We opened in September 2013 with students in the Primary phase – Reception and Years 1 - 4; and for the Secondary phase – years 7, 8 and 9. It will take on a further 56 new students in year 7 and 56 students in Reception in September 2014. Parkfield School will bring a new curriculum and more choice to the Dorset, Bournemouth and Poole areas, with the aim of driving up education standards and attainment.

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Uniform The Parkfield School uniform is distinctive, practical and should be worn with pride: it is a badge of our excellence. All students are expected to wear their uniform with pride at all times, and to recognise that while they are in uniform (and also not in uniform) they are ambassadors for their school and themselves.

Parkfield school uniform is supplied by Stevensons Online at stevensons.co.uk Or at the shop:

Barretts 148-150 Seabourne Rd Southborne Bournemouth BH5 2JA

Uniform only available through Stevensons (online) or at Barretts shop: Boys S-cut suit – Saville Row jacket and trousers Girls S-cut suit – Colchester jacket and trousers / skirt School tie Rucksack or portfolio bag with the school logo

PE kit: Compulsory: White Mercury polo shirt with the school logo Pro-Tec Reversible Rugby Shirt (black/white) Black Quatro fleece with logo Black Quatro track pants Black Quatro shorts with white piping Black / white cool max football socks Optional PE kit: White thermal base layer top Black skorts (girls) Uniform / PE kit that can be bought at any outlet: White school shirt Grey socks (boys) Grey or white socks / grey tights (girls) Flat black sensible shoes, no trainers PE kit: Trainers Football boots Shin pads White ankle sports socks Parkfield School 01-­‐07-­‐13

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Times of the school day Secondary students should be on site by 8.20am and will finish school at 3.10pm.

The school finishes an hour earlier on a Friday (2.10pm) There are five, one hour lessons during the day plus 20 minutes private reading after lunch and 20 minutes for community time.

There is a 20 minute break in the morning and a 40 minute lunch break.

Lunch Hot meals are available but students can also bring their own packed lunch.

We are a nut free school as a number of children have severe allergies.

If you would like your child to have a hot school meal please return the completed slip directly to the office on the Monday morning of the prior week. We aren’t allowed to provide any hot lunches unless orders have been placed a week in advance. Please place slips in an envelope clearly stating your child name and Year Group.

Pupil Premium If you are receiving benefits or tax credits we receive extra funding to support your child’s learning.

However, we only receive this funding if eligible families register for pupil premium with the local authority. Information about eligibility and application forms are available directly from the school office. Please speak to us in confidence if you have any questions regarding this.

Attendance and Absence Regular attendance at school is of paramount importance if your son / daughter is to achieve his / her full potential.

If your child is absent from school for any reason please telephone on the morning of the absence.

Absences can only be authorised for the following reasons: 1. Sickness 2. Religious observance 3. Exceptional circumstances All other absences have to be recorded as unauthorised. If children are consistently absent then we will investigate this further and take appropriate action if necessary. In extreme cases we will involve the Education Welfare Officer who will visit the home. Punctuality and attendance are closely monitored for all students.

Absence for holidays during school term time will not be authorised and families taking holidays during school time will be fined.

Medical needs and medication If your child has a specific medical condition that may require particular attention then do please let us know. Please speak to the office or arrange an appointment to speak to Mrs Hanson, our Pastoral Manager. If your son / daughter suffers from a severe allergic reaction which requires the use of an Epipen, one is required to be in school at all times.

The only medicine we administer is that prescribed by a doctor. If it is necessary to send medicine to school please send the original bottle. You will also need to fill in a medicine form in the school office.

It is expected that students at Secondary level take responsibility for their own Asthma inhalers but they must be named.

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4. The Curriculum Introduction Parkfield School will combine three highly successful, innovative education models which will be new to the area. This will be achieved by implementing the Montessori method of education in the primary phase of the school combined in part with the International Primary Curriculum and the International Baccalaureate's Middle Years and Diploma Programmes in the secondary phase. These methods are integral to our aim to drive up standards in education, offering a broad and comprehensive curriculum, combined with programmes to enhance student's non-academic skills.

The Secondary curriculum Parkfield School will develop in its students an understanding of the interrelatedness of learning; the adventure of learning and joy of knowledge; and the personal attributes that will make them effective and enthusiastic learners for the whole of their lives.

The International Baccalaureate (IB) Middle Years Programme (MYP) syllabus to be followed in the Secondary phase. It is proposed that the IB will be the main route to qualifications at age 16 and post 16. The IB Diploma, which will be offered from 2017 for post-16, is not currently within the local area.

Students will be taught to be independent learners, resilient and resourceful; and also the value of interdependence and collaboration in furthering their learning. They will develop international mindedness and will learn to begin to think from a global perspective in all that they do.

From Year 7, students will follow the International Baccalaureate programmes, starting with the Middle Years Programme (MYP) which will continue with the philosophy of inquiry led learning and provide the foundation for later study through Diploma Programme.

The fundamental concepts of the MYP around which we base the curriculum are: COMMUNICATION Open and effective communication in language A and B. The MYP emphasizes the central importance of communication, verbal and non-verbal. It is crucial for expression and intercultural understanding.

INTERCULTURAL AWARENESS Better understanding of own culture as well as exploring other cultures. Students learn about their own and other's social and national cultures in order to foster tolerance, respect, empathy and understanding.

HOLOSTIC LEARNING All knowledge is interrelated. It is an approach to learning that includes traditional subjects and Areas of Interaction. It should help students to think independently, to solve problems and to express their own opinions.

To reinforce the ethos of educating the whole child and encourage lifelong learning the IB has created the Learner Profile which we want all members of our community to strive for and reflect upon.

The Learner Profile encourages students to be:

Inquirers Communicators Caring Reflective

Knowledgeable Principled Risk-takers

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Thinkers Open-minded Balanced

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The International Baccalaureate Middle Years Programme for students aged 11 to 16 provides a framework of academic challenge and life skills, achieved through embracing and transcending traditional school subjects.

The IB Diploma Programme for students aged 16 to 19 is a demanding two-year curriculum leading to final examinations and a qualification that is welcomed by leading universities around the world.

The IB secondary curriculum The secondary phase consists of a seven year curriculum based on the International Baccalaureate.

The programmes that will be followed are: Years 7 to 11 IB Middle Years Programme with students also currently taking G.C.S.E.’s in Year 11 Years 12 to 13 IB Diploma Programme (IBDP) and the IB Career-Related Programme (IBCP) The IB requires a criterion-based assessment, with students being awarded grades on a scale of 1 to 7. This has many similarities with, and can be adapted to complement, the National Curriculum and GCSEs, and therefore the two assessment systems will be implemented and run side by side.

Years 7 to 9 The International Baccalaureate's Middle Years Programme (MYP) consists of 8 curriculum areas.

This allows for a broad curriculum, and will give us the framework on which to build on the English Baccalaureate subjects as well as teaching the Arts, Technology and Physical Education THE MYP FRAMEWORK

Figure

1: The MYP showing the subject areas, areas of interaction, approaches to teaching and learning and the IB Learner Profile at the centre.

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a. Language A (English) – English and its function, listening, viewing, speaking, reading and writing skills are emphasised. Literature is studied from different periods and within different genres. b. Language B – A foreign language is studied with the aim of students gaining competence in it, leading to bilingualism. Parkfield will initially offer Spanish, French. Subject to demand, other languages may be offered. c. Humanities – a combined course covering Geography, History and Religious Studies, d. Sciences – an integrated course of Biology, Physics and Chemistry along with earth and health sciences. e. Mathematics – along with the history of mathematical thought, students are taught maths which covers five branches – number, algebra, geometry and trigonometry, statistics and probability and discrete mathematics. f. Arts – Visual and Performing Arts – students will be taught music, art and drama and will develop an understanding of theatre and music from other countries and cultures and learn techniques to express their ideas creatively g. Physical Education – Students will learn about the nature of physical fitness and will have the opportunity to participate in a wide range of physical activities. h. Technology – students will gain a balanced course of ICT and materials areas, using the design cycle to develop practical solutions to tasks and problems.

YEARS 10-11 It is envisaged that students will eventually take the IB MYP E-assessment, however currently this qualification is in the process of being ratified by OFQUAL. As a result Parkfield, until the qualification has been officially approved, will offer G.C.S.E.’s, whilst still using the MYP Framework.

The choices available at Year 10 will evolve as the school grows. Currently all the Year 10 students study for a G.C.S.E.in: English Language Mathematics French or Spanish Geography and / or History Triple Science or Environmental Science Art, PE or Computing (BTEC) More able students will also be taking English Literature.

Personal Project As part of the MYP all students will undertake a Personal Project in Year 11, having been introduced to it in Year 10. The project can take many forms and will reflect a student's understanding of one of the areas of interaction. Reflection on learning is a key part of this, and the personal project will be assessed using the IB assessment scale. This is expected to take 50-60 hours to complete, and will be an extensive project that is chosen by the student.

There are many forms this project may take. Some examples are: • An original work of art (visual, dramatic, performance) • A written piece (literary, social, psychological) or guide • A piece of literary fiction (creative writing) • An original science project • An invention or specially designed object or system • The presentation of a developed business or management plan for an enterprise, business, special event or project • An extended piece of writing

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Years 12 and 13 Students at this level will undertake either the International Baccalaureate's Diploma Programme (IBDP)or the career-related programme (IBCP) The IBDP requires students to take three subjects at higher level (240 hours of study) and three at standard level (150 hours of study). The curriculum is broad, and requires students to maintain the study of English, Maths, Science, Humanities and a modern language.

Subject areas (students must pick one in each area, but can substitute a Group 6 subject with another from Groups 1-5) 1. English and English Literature , including world literature, literary criticism, strong written and oral skills, an appreciation of the heritage and origins of the English language 2. Second Language – we intend to offer students the opportunity to study French or Spanish, other languages may be added as the school expands.

3. Individuals and Societies – there are nine different subjects that could be offered under this area, some of which will only operate if there is sufficient demand. These subjects are Business and Management, Economics, Geography, History, IT and a Global Society, Philosophy, Psychology, World Religions, Social and Cultural Anthropology 4. Experimental Sciences – students can choose to study Biology, Chemistry, Physics, Design Technology, Environmental Systems, Sport, Exercise and Health Science. Some of these will only operate if there is sufficient demand 5. Mathematics – a course in maths is compulsory and there are three levels to choose between.

6. The Arts – students can choose from Film, Music, Theatre, Visual Arts or Dance. Again the choice on offer will depend on demand.

The Diploma Programme (DP) showing the subject areas, core requirements and the IB Learner Profile at the centre Core requirements 1. Extended essay – a 4000-word essay on a choice of ten topics completes the IB Diploma Programme. This represents about 40 hours of work, concluding in a viva voce interview with the supervisor 2. Theory of Knowledge (TOK) – encourages critical thinking about knowledge and debate and report on different aspects of knowledge issues

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learn,

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3. Creativity, Action, Service (CAS) – enhancing students’ personal and interpersonal development, creating greater community awareness and maintaining a healthy lifestyle. (50 hours of each) Creativity – arts and other creative thinking experiences Action – physical exertion Service – unpaid, voluntary work in which the student learns something beneficial At the end of Year 13, students will sit IB examinations which will lead to the IB Diploma qualification.

The IB Diploma Programme is an academically challenging and balanced programme of education with final examinations that prepares students, aged 16 to 19, for success at university and life beyond. It has been designed to address the intellectual, social, emotional and physical well-being of students.

The programme, has gained recognition and respect from the world’s leading universities.

The Diploma Programme prepares students for effective participation in a rapidly evolving and increasingly global society as they: • • • • • • •

develop physically, intellectually, emotionally and ethically acquire breadth and depth of knowledge and understanding, studying courses from 6 subject groups develop the skills and a positive attitude toward learning that will prepare them for higher education study at least two languages and increase understanding of cultures, including their own make connections across traditional academic disciplines and explore the nature of knowledge through the programme’s unique theory of knowledge course undertake in-depth research into an area of interest through the lens of one or more academic disciplines in the extended essay enhance their personal and interpersonal development through creativity, action and service

At the end of Year 13, students will sit external IB Diploma Programme examinations which will lead to the IB Diploma qualification.

Beyond the IB Diploma?

IB Diploma Students are well prepared for the demands of higher education, according to OFQUAL’s latest report.

Ofqual has published a report (11/05/2102) which considers how A levels available in England compare with the qualifications offered at a similar level. Findings suggest that the IB Diploma Programme offers a broad education with an international perspective and an emphasis on mathematics and languages which successfully prepares students for the demands of higher education.

The report identifies a key strength of the IB Diploma Programme as its emphasis on independent study, in the form of an extended essay which “can help to build the skills of deep thought, synthesis, research and self-directed learning which are so highly prized by universities.” The report also praises the Diploma Programme’s focus on the importance of practical chemistry as an investigation which “requires higher-order skills to design, conclude and evaluate findings.”

What do Universities think of the IB? Competition to secure a place at a good UK university is fierce. Whilst IB Diploma students are not immune from the same sort of application issues that A-level students face, IB Diploma students do stand out as students who can offer qualities and skills that transfer well to university-level study.

An admissions tutor at a leading Russell Group university says: "Students who have taken the IB qualification are generally much better prepared for a degree than those who have taken A-levels.

IB students tend to have better independent study skills, greater ability to take sensible notes in lectures, and are more able to deal with open-ended and multi-part questions than their A-level counterparts."’ (Independent, 3 February 2011) Parkfield School 01-­‐07-­‐13

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The IB is a tremendously valuable educational currency not only in the UK, but also worldwide.

Here are four typical views: Imperial College, London

“We find that IB students adapt more easily to a university style of learning and become independent learners from an earlier stage compared to those from other backgrounds.”

Source: Dr Lorraine Craig, Geophysics & Engineering

Liverpool University

“We regard the International Baccalaureate as an extremely well-respected entry qualification, which we are more than happy to accept for entry to all our programmes.”

Source: Gaynor Glover, Head of Admissions, Student Recruitment and Admissions Office, Liverpool University, 2010

Harvard University University

“IB is well known to us for excellent preparations. Success in an IB programme correlates well with success at Harvard. We are always pleased to see the credentials of the IB Diploma Programme on the transcript.”

Source: Marilyn McGrath Lewis, Director of Undergraduate Admissions, Harvard

Exeter University

“The interesting finding that we have is that those who are coming in with the International Baccalaureate do better in firsts and 2.1s than the average, by about 6%, and no IB student has yet dropped out of university. We think that that is worth noting.”

Professor Steve Smith, Vice-Chancellor, University of Exeter, 2008

The IBCP IBCP students undertake a minimum of two IB Diploma Programme (DP) courses, the core requirements of the Extended Essay, TOK and CAS (as described above) plus one or two vocational courses such as BTec level 3 courses.

For IBCP students, DP courses provide the theoretical underpinning and academic rigour of the programme; the career-related study further supports the programme’s academic strength and provides practical, real-world approaches to learning; and the CP core helps them to develop skills and competencies required for lifelong learning.

The IBCP is recognized by universities and Higher Education institutions.

The Extended Day To complement the teaching and learning, Parkfield School will work with a range of external providers to offer an extensive extended school provision which meet the needs of our students and the wider community.

We believe that extending opportunities beyond the school day can significantly improve students’ school attendance and attainment.

We offer daily after-school clubs and activities to engage and extend the secondary students' learning experience. These will be offered in response to demand, and could include sports clubs, special interest clubs and a homework support club. We are planning to offer The Duke of Edinburgh scheme in the near future.

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Successful learners – a broader context There are two broad cornerstones of the opportunities to be provided for all students at Parkfield School which will enable them to become highly successful learners. They arise from the ethos, vision and fundamental aims of the school.

From the earliest age, students will be progressively encouraged, and explicitly taught, to be independent, resilient and resourceful learners who have the personal attributes and practical skills to research, analyse information and take a share, with their teachers and parents, in determining the general direction of their learning. They will develop their work and present their learning in a range of creative ways, including through performance art and a range of exciting media applications.

The second cornerstone will be the way in which students’ attainment and progress is tracked, and personal targets set. ICT systems will support the continuous tracking of an individual’s progress and automatically flag when a student is in need of additional support. This will enable the teacher and student to use this information to determine the most effective interventions to ensure that the child’s progress is maintained at the highest level. Increasing, enhancing and developing the literacy and numeracy of all students will be the highest priority so as to build on strong foundations and secure high academic standards for all.

These two features will support students who will be expected to work at home outside of school hours. The work set will involve a range of activities, including preparing for forthcoming lessons by carrying out private research at home; extending, deepening and enriching the work done at school; practising skills learned at school. Support will be provided in a range of ways, including peer support and mentoring, to ensure that students who may not have good support at home do not fall behind. It may also be that students undertake visits to places of interest with their parents as part of enriching the learning that takes place at school. Home learning will be particularly helpful for developing students’ skills of literacy and numeracy. Parents will be consulted about the amount and nature of home learning to be undertaken in each key stage so that they can be helped to provide the best support possible for their students and, perhaps, for other students in the school.

Provision for Gifted and Talented Students Our chosen curriculum models enable individualised, personalised learning opportunities for all across the whole school, meeting the needs of students who are deemed to fall under the gifted and talented bracket and providing them with opportunities to approach their education independently and at a level which will ensure that they do not underachieve or become disengaged with learning. In addition, will have access to many extra-curricular activities which may enhance their learning out of the classroom, enhance their social skills, engage in activities with other students that are fun and to provide balance in their learning.

Parkfield School will ensure that the effective monitoring of all students’ achievement and progress are paramount, and the IB Learner Profile encourages all students to challenge themselves and learn things in more depth rather than just skimming the surface.

Staff will play an important role in recognising the indicators that point to a student with outstanding ability. Parkfield will develop a set of criteria in order to identify Able, Gifted and Talented students across the whole school. Generally, Able, Gifted and Talented students are defined as students who: • • •

Display a general academic learning ability which is significantly greater than that of their peers, exceeding expectations for their age group across a range of subjects and disciplines Show an exceptional talent in a specific subject, for example Mathematics, Music or sport Have dual or multiple exceptionalities (DME).

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Provision for Students with Special Educational Needs and/or Disabilities (SEND) The school is committed to early identification of special educational need and will follow the national guidance on SEN as set out in The SEN code of Practice, Part 4 of the Disability Discrimination Act 1995 (DDA, as amended by the Special Educational Needs and Disability Act 2001). The school will also comply with the duties of the Disability Equality Duty. Parkfield will adopt a graduated response to meeting special educational need, in line with the current Code of Practice.

At Parkfield School we recognise the value and potential of our children and young people by nurturing them as individuals with their own needs and preferred learning styles. We welcome students identified as having Special Educational Needs (SEN) and Learning Difficulties and Disabilities (LDD).

We define students as having Special Educational Needs when there is a need for support above and beyond that normally provided in our classes. We believe that students must not be regarded as having a learning difficulty solely because the language or form of language of their home is different from the language in which we teach them.

Children and young people with special educational needs often have a clear understanding of their own needs and what sort of help and support they need to make the most of their learning experience. Parkfield will actively encourage our students to participate in all the decision-making processes and contribute to the assessment of their needs, the review and transition processes through school.

Whilst all staff will have a responsibility to identify students who may have SEND. The SENCo will have a range of primary responsibilities which include supporting staff in making comprehensive and accurate assessments of a student’s SEND; support teachers and teaching assistants in meeting a ’ SEND; liaising with support agencies outside the school; and ensuring that ’ with SEND make good progress.

The school’s system for observing and assessing the progress of individual children will provide information about areas where a child is not progressing satisfactorily. Under these circumstances, teachers may need to consult the SENCo to consider what else might be done. This review may lead to the conclusion that the student requires help over and above that which is normally available within the particular class or subject. The key test of the need for action is evidence that current rates of progress are inadequate.

Adequate progress can be defined in a number of ways. It might be progress which: • • • • • • •

closes the attainment gap between the child and their peers prevents the attainment gap growing wider is similar to that of peers starting from the same attainment baseline, but less than that of the majority of peers matches or betters the child’s previous rate of progress ensures access to the full curriculum demonstrates an improvement in self-help, social or personal skills demonstrates improvements in the child’s behaviour

Inclusion Parkfield School aims to provide inclusive learning experiences by providing effective teaching and learning opportunities for all our students. The school will develop policies that reflect current government guidelines and legislation.

As an inclusive school we are committed to an integrated approach to learning and believe that we have a shared responsibility to ensure that each child is appreciated and nurtured. We demonstrate this through our attitudes and practice and by being a welcoming and empathetic school community and we recognise the important of establishing effective links between home and school and our wider community. Parkfield School wants all children to do well and will ensure that a student with special educational needs has access to a range of specialist support services which meet their individual needs. This includes links to health and social care, educational support services and voluntary support groups.

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Extending the curriculum Parkfield School will offer a vibrant curriculum enrichment and extension activity to support the aim of educating ‘the whole person’: developing in students the characteristics necessary to have a successful and fulfilled adult life. A close working relationship with other local schools and businesses will make a considerable contribution to extending the curriculum at Parkfield School, and to the provision of enhanced, extended learning, enrichment activities and community engagement.

Parkfield School will encourage all students to develop leadership responsibilities in their year group or house: taking responsibility for specific events, acting as subject mentors, peer mentors and providing peer support. The Student Council leaders and representatives will play a key role here. Assemblies, the code of conduct, the emphasis on celebration, commendation and the continuous reinforcement of the whole ethos of Parkfield School will encourage students to aspire to the highest values and standards of behaviour.

Key to this will be the model of distributed leadership to be adopted and the quality of teachers and support staff appointed, as well as the induction process for new members of staff. It is through the example set by all staff, the informal relations between students and staff on trips, during extracurricular activities, and in the classroom that these values and standards will be modelled and learned. There will be high professional standards and effective leadership at all levels.

Parkfield School will help students to discover and develop their interests, aptitudes and talents.

Through extra-curricular activity and through work in the classroom and in the community, the school will encourage students to develop and value self-discipline and to prize integrity, tolerance and respect for others.

Developing innovative practice The links with Universities and Colleges, with other schools in the region and across the UK and abroad will help Parkfield School develop innovative practice which will be characterised by: • a culture and language of coaching to encourage independence, self-reliance and the development of personal approaches to problem solving, and creating and finding solutions • the creation of a comprehensive, integrated approach to the use of ICT in teaching and learning, including “anytime anywhere” learning, allied with continuing development of the use of ICT in administration, and academic and pastoral support • partnerships beyond the school, including with initial teacher training organisations, higher education institutes, especially those with a research element to their work; and with national and international educational and community groups and organisations.

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5.

Assessment

Underlying principles The beauty of an all through school is that students’ progress can be monitored to ensure that they are making the expected level of progress throughout their school life with clear progression and continuity built in to the curriculum offer.

The success of the school, and the achievement and progress of the students, will be monitored in several ways. One of the main tools for self-evaluation and evaluation of students will be the IB Learner Profile, which is central to our ethos and vision. Other tools for measuring success will be: • • • • • • • • • •

Regular observations of students individually and as a group Regular observations of teachers in lessons Registers in every lesson to track student attendance Regular evaluations of students against key targets, using the IB Middle Years assessment criteria each year during Years 7 to 11 to track student progress.

This will involve an extensive record-keeping system, including online updates through our parent portal on Managebac.

Records will also be kept of extra-curricular and non-academic achievements. In addition there will be a school-based reward system for partaking in these, linked with academic performance.

A 'second opinion' on regular evaluations to ensure they accurately portray the students’ progress.

Student self-evaluation methods as part of their reflection on learning and enjoyment of school A formal examination week Years 7-10.

Parent evaluation methods

Tracking Student’s Progress The tracking arrangements will combine a level based approach with a qualitative, descriptive approach based on structured observations by teachers and other classroom based staff. This structure will form the spine of progression which will also provide continuity and coherence to the students’ learning experience.

Baseline data will be established for students on entry to school using standardised observations and purposeful tasks, including Cognitive Ability Tests (CATs) to create performance data and set targets.

Progress will be tracked regularly through a rigorous system of academic mentoring, assessments and personalised interventions. ICT will be used to support this monitoring and assessment and will be used to notify staff of students at risk of under-achieving so that the necessary, early intervention can be made.

ICT will also support the tracking of students’ attainment and progress, and the setting of personal targets and objectives in key stages 3 and 4 and in the sixth form.

Other, broader, evidence of students’ progress and achievements would include: • • •

The quality and quantity of students’ work over a period of time to show progress The range of extra-curricular activities undertaken Level of participation and what students get out of these activities in terms of academic, cultural, social and personal spiritual development

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Parental involvement and reporting to parents We recognise that parents know their children best and that their views and needs are taken into consideration in the support and nurture of their child at school. All parents will be treated as partners and supported to play an active and valued role in their children’s education. Parents are also involved in making a positive contribution to the education of their children. They will receive formal reports on their children’s progress, attitudes, attendance and behaviour three times per year.

All of Parkfield’s procedures and practices will be explained to parents through meetings, visits to the school, discussion with newcomers and making sure that all needs are communicated effectively so that they can be followed up successfully. Parents will have access to curriculum, assessment and other school matters via an ICT based portal. They will be helped to gain the maximum benefit from this arrangement through advice and training.

Good communication including telephone, newsletters, email, home school books and face to face conversations will be essential to this process as will, Annual Review meetings. Parkfield will meet parents to discuss any questions and/or concerns that they may have about their children’s learning experience in our school. Parents will be able to approach school staff to discuss the progress of their children and to seek information and advice and will also be given the space to express concerns and complaints about any issue around provision for their children’s education both formally and informally.

Parents will be supported in ways to motivate and ensure achievement takes place. The “Parents In Partnership” programme will also offer additional help for parents in a variety of ways, with workshops such as 'Reading for Reluctant Readers', 'Boys in the classroom', and other involvement methods.

Parents will be given support via workshops and meetings to be able to identify and support their gifted and talented child, or a child that is suspected to be gifted and talented. Families will also be able to engage in their child's learning through family classes, such as language classes where the whole family can attend.

Homework At Parkfield homework is set by teachers as a continuation of the learning which is happening in school, as well as being an important tool in teaching students useful life lessons. Through our homework policy we are: • enabling students to understand that independent learning is vital to achieving success • giving every student the opportunity to fulfil their potential • instilling in all students the importance of life-long learning • providing training for students in planning & organising time • promoting a responsibility for learning within each pupil When a homework is set, the students are given time in the lesson to write it in their planners with a due date. We ask that parents regularly look at their child’s planner and sign it on a Thursday evening. To help reinforce this communication channel, mentors will check the planners during community time on Friday. In practical terms this means that homework is set on a regular basis but not to a set timetable so that there remains the flexibility for the homework to be relevant to the work completed in class. Homework other than learning vocabulary items will not be due for the following day, in fact, in some cases the homework could last up to a couple of weeks if it is part of an end of unit summative assessment. Alternatively students could be involved in research and preparation for a forthcoming lesson. This approach reinforces our homework aims outlined above and allows students to manage their time effectively when there are number of pieces due during a similar time period. Teachers will be working together to avoid, wherever possible, this happening.

Parents can support with homework by guiding students in the right direction, though not completing the tasks for them. This is a difficult balancing act but one which we replicate in school by setting our expectations just beyond what students think they can achieve. There is little to be gained in repeating exercises which the students have already mastered. In addition we request that parents reinforce the importance of reading with students and allow then some time every day to read a book either fiction or non-fiction.

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6. Pastoral Pastoral Care In Years 7 to 11 of the secondary phase, students will be grouped into vertical mentor groups. Mentor groups will meet on a daily basis, during Community Time, for assemblies and in individual learning times where older students will become leaders and mentors of younger students, and may lead individual and group tutorials and projects. Younger students will be able to learn from the example of older students, who will in turn consolidate their learning by teaching others, and also will be expected to behave excellently so as to be good role models for their younger colleagues. In addition every student will meet with their mentor on a 1:1 basis at least three times during the academic year to set targets and discuss student progress.

Behaviour management Parkfield School believes that in order to enable effective teaching and learning to take place, good behaviour in all aspects of school life is necessary. We seek to create a caring and learning environment in the school. As a school we will promote good behaviour across all aspects of the school community.

Parkfield School is committed to promoting respect, fairness and social inclusion and these are the principles underlying the Behaviour Policy. We will comply with equalities legislation and the duty to promote the wellbeing of students.

We will provide a safe and caring environment where everyone is treated with equal value and respect; promoting desired behaviours with discipline and rewards. We will teach students to become aware of their actions and how they impact on others.

We are committed to improving outcomes for all students and eliminating all forms of discrimination, harassment and bullying, as well as promoting equality of opportunity, the welfare of students and good relations across the whole school community.

Vulnerable students such as those with special educational needs, physical or mental health needs and looked after students receive behavioural support according to their need. Students in all these groups can experience particular difficulties with behaviour, for example relating to medical conditions, lack of understanding or trauma.

Parkfield School will have high expectations of staff, students and parents. The school will publish the basic expectations it will have from staff and students in Learning, Behaviour and Uniform as well as the responsibilities every member of the Parkfield School community of learners will have towards each other. This will take the form of the Parkfield Community Contract which parents will be expected to sign.

Deterring Bullying Parkfield School believes that: • Bullying of any kind is undesirable and unacceptable and that all members of our community will be listened to and taken seriously.

• Everyone has the right to enjoy and achieve in an atmosphere that is free from fear or harassment.

• All members of our school community have a responsibility to ensure that we do not abuse or bully others.

• Children and young people should talk to an adult if they are worried about bullying and have a right to expect that their concerns will be listened to and treated seriously.

• Children and young people should be involved in decision making about matters that concern them.

• All members of our school community have a duty to work together to protect vulnerable individuals from bullying and other forms of abuse.

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