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Key Stage 3 Information Evening

Senior Leadership Team

Mr Day

Headteacher

Mr Houghton

Assistant Headteacher

Teaching & Learning/Teacher

Effectiveness

Mrs Berry

Assistant Headteacher

Progress and Intervention

Mr Mulligan

Assistant Headteacher

Teaching & Learning/Teacher Effectiveness

Mr Smith

Assistant Headteacher

Curriculum and Assessment

Mr Barnish

Pastoral and Behaviour

Team Leader

School Development Priorities

• Tarleton Students: Respectful, Resilient, Aspirational

• Celebrating Success

• Teacher effectiveness: supported through targeted CPD

• Personal development of students: developing the whole child/behaviour curriculum

• Appropriate intervention and support: SEND, disadvantaged, most able, vulnerable

• Reading for pleasure, reading for curriculum, reading intervention

Buildings Update

Expectations

Foundations of Success

Standards and Expectations

We have the same standards and expectations of all students, this includes;

• Punctuality to school

• Punctuality to lessons

• Uniform and Appearance

• Equipment including Chromebooks

• No mobile phones & digital devices

• Following school procedures e.g. areas for food & drink, queuing, one-way systems, out of bounds etc

We ask for….

Good manners and communication

Good attendance and punctuality

A high standard of uniform

Good behaviour in all areas of the school

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Respectful

Resilient

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We want our students to be:

Aspirational

Pastoral Care Mr Barnish

Pastoral Team

Mr Barnish

Pastoral and Behaviour

Team Leader

Mrs Seddon

Pastoral and Behaviour

Manager for Years 8 and 9

Miss Webster

Pastoral and Behaviour

Manager for Year 7

Ms O'Shaughnessy

Pastoral and Behaviour

Manager for Years 10 and 11

Attendance Officer

Mrs Turner

Pastoral Centre Administrator

Personal Development Centre

Role of PDC team

Uniform and Standards

Family support

Attendance / attendance officer support

Behaviour support

Family Support worker

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Celebrating

• Reward Points • Half-termly Rewards • Termly Rewards • End of Year Rewards • Team Rewards • House Rewards •

Success

In the classroom

Stage 1 : Warning

• Pre warning strategies employed

• Clear indication of warning

• Recorded on Classcharts

Stage 2 : Removal

• Removal slip completed

• Written work provided

• Recorded on Classcharts

Stage 3 : Consequence

• Initial Intervention Conversation

• Discussion on work set

• Lunchtime detention

• You can access information on your child using our Classcharts online platform:

• Homework

• Remote learning

• Timetable

• Achievement and Behaviour Points

• Used for reporting school absence

• Available through browser or APP

Communication

For all School Communications • Emails, letters, texts, detentions

Finance Payment

School lunches, trips, lockers

Top up accounts and contact if any issues

Website and enquiries@tarletonacademy.org

School closures

Social Media

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Communication

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Key information

Email: enquiries@tarletonacademy.org

Website: www.tarletonacademy.org

Facebook: tarletonacademy

Twitter: @tarletonacademy

When sending an email please only use the enquiries email. This is the quickest method as queries are monitored centrally before sending internally to the relevant member of staff.

Key Stage 3 Assessment Mr Smith

Curriculum

Core subjects

 English, Maths, Science, Spanish, PE, History, Geography, RE and Personal Development, Art, Music, Computer Science

Carousel Subjects

 Design and Technology, Food Technology, Drama

Year 9 Options Process

• GCSE Options choices

• Begins in January on a drop-down Personal Development day– initial choices

• Creation of Option 'pools'

• Options evening

• Student selection of subjects from 'pools'

• Options 'counselling'

• Options offer

Key Dates

Year 8

• Engagement report at the end of the first half-term

• Tutor evening 19th October

• Full data reports after Christmas and at the end of the school year

• Parents’ Evening 16th May

Year 9 • Engagement report before Christmas

• Parents’ evening 11th January

• Options evening: 8th February

• Full data reports after Christmas and at the end of the school year

Reporting on Engagement in Learning

Reporting on Progress

Progress judgements will indicate how a students is performing in relation to the subject curriculum they have studied. Each subject will report one of the following statements:

A - The student has performed exceptionally well in the subject's curriculum so far demonstrating comprehensive knowledge, understanding and application.

B - The student's performance has been good in the subject's curriculum so far demonstrating secure knowledge, understanding and application.

C - The student has performed competently in the subject's curriculum so far demonstrating sound knowledge, understanding and application.

D - The student has performed at a basic level in the subject's curriculum so far demonstrating elementary knowledge, understanding and application.

E - The student has performed at least at a basic level in the subject's curriculum so far demonstrating limited comprehensive knowledge, understanding and application.

Extra Curricular

PE: Basketball, Netball, Football, Badminton, Swimming

Choir

Creative Writing

Da Vinci club

Eco club

All Inc

Forensics club

Salsa Dancing Club

Euro club

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Teaching and Learning

Mr Houghton and Mr Mulligan

Whole School Teaching

Quality first teaching lies at the heart of our practice. Research tells us that one of the most important things we can do to improve pupil outcomes is to continuously develop the quality of teaching and learning (Higgins et al., 2014).

As a school we engage with the most up to date research informed teaching to create a culture of continuous improvement. We teach for sound understanding in a supportive environment conducive to progress for all, maximising learning opportunities by activating deep thinking and providing challenge.