School Aims and Information 2013 - 2014
Leicestershire Authority Forest Street, Shepshed, Loughborough, Leics. LE12 9DA Tel: (01509) 502112 Fax: (01509) 601113 Co-Headteachers: A. Stephenson; and S. Goacher Deputy Headteacher: A. Gutteridge Assistant Headteacher: S. Beale
The Goals of Shepshed High School GOAL ONE
To raise the achievements of our students to levels above those suggested by our assessment of their ability.
GOAL TWO To help our students mature into independent, autonomous learners and responsible caring members of the community.
1. Introduction Welcome to Shepshed High School We are a Comprehensive School for students aged 10 14 years
Transfer at the age of 10 gives children a new challenge in a safe base.
Shepshed High School is a Co-Educational Comprehensive Community School, educating children from the age of 10 - 14 (Years 6 - 9). We are proud to be working towards an all through school with our partners at Hind Leys College. Transfer at age 10 from primary schools gives our students a special advantage. In their first year here, they are taught by teachers who ensure the continuation of a secure but challenging environment, whilst making a start with them on the specialisms of secondary education. The children also enjoy access to the additional resources of a secondary school a year early.
Some students join us aged 11, coming into Year 7.
Every year some students join the school at the start of Year 7. This is because they move into the area or they choose Shepshed High School from outside of our “Ten Plus Family of Schools”. We take special care to ensure that these young people settle in quickly.
We teach our students the National Curriculum but we also give them opportunities to widen their education.
The National Curriculum forms the core of the education of the children. We also ensure that we are providing them with a broad personal and social education. We deliver this through special PD (Personal Development) lessons, a planned programme of Assemblies, special skills-based courses for our older students, occasional cross-curricular days and a wide range of extra curricular activities. We believe in offering a rich and exciting experience and are lucky to have an enthusiastic and dedicated staff who work hard to deliver it.
We work closely with our local family of schools to make sure that the children progress well as they move from school to school.
During the four years at the High School, children continue to progress through the National Curriculum. We build on the work of primary schools in helping all our students achieve their maximum potential. Relationships with local primary schools are strong and contact between staff is planned, regular and frequent. Our Shepshed—Castle Donington Learning Partnership is justly famed for its success in making sure that children really build on their achievements as they move on from one school to the next. 3
Equal attention is given to ensure that the education we provide is a firm foundation for GCSE and post-16 courses at Hind Leys College. Students begin their GCSE studies with a “GCSE Launch Programme” in the last half of the summer term in Year Nine. We adjust the work that students do so that we meet their individual needs.
We help students reach high standards in their work and develop selfdiscipline.
Children have a lot of growing up to do between the ages of 10-14. We challenge them by having high expectations of them, by describing them as ‘students’, by reminding them that they are here to ‘carry out the business of learning’, and by channelling their energy into hard work. Our students invariably respond positively to our challenge—and our reward is in seeing them growing in independence and maturity as they develop their skills, knowledge and understanding. The proof of our success is in the excellent results that so many of our former students get at GCSE, GNVQ, A Level and Higher Education.
Arranging a Visit We welcome visitors to the school. If you wish to see a particular person, it is advisable to ring the school (Tel: 01509 502112) and an appointment will be made for you. Details of whom to contact are given on page 9. In particular, you may wish to visit the school with a view to your son or daughter being admitted, in which case you should ask for the Deputy Headteacher responsible for admissions. We ask that all visitors report to Reception upon arrival.
Aims of Shepshed High School We aim to be a school that is caring, challenging and ordered. We aim to do this in the following ways: Our School will: encourage everyone to work together; encourage everyone to show respect for each other; celebrate achievements; support and encourage ambition; focus on learning; expect and encourage everyone to do their best.
Governors and staff have high expectations of our students. We know that if we work hard, students can reach levels of achievement which will make us all proud. We aim to make the best of all opportunities for learning. Our Goals and Aims lead us to set targets for students in every subject.
OUR GOALS: To raise the achievement of our students to levels above those suggested by our assessment of their ability. To help all students mature into independent, autonomous learners and responsible, caring members of the community.
We have an ambitious target for everyone—“two levels’ progress +”.
Our Curriculum will help students to: understand our world; grow up as responsible confident citizens, able to make informed choices; develop in social, emotional, moral, spiritual and cultural ways; develop physically, creatively and intellectually; have the skills needed to learn effectively; see learning as something that they will want to do throughout their lives; understand how well they are doing, and how to do better; achieve academic success and realise their potential. We will make sure that all students have the care and support they need to do their best in all areas of the curriculum. We will build on students’ previous experience and prepare them for future learning. We recognise that we are responsible for only one part of their school career. We will work with parents and the community to help our students achieve success. We are one part of a partnership. We will monitor, evaluate and review all that we do in school. This is necessary to make sure that we are always doing our best. Two Levels’ Progress Our Goals and Aims are about setting high targets for our students. We know that some students have talents in some subjects and will get very high results. We know that some students find it much harder to reach the highest levels. We believe that everyone can make good progress, whatever their ability and starting point. That is why we aim for all students to make at least two levels’ progress at our school. This means that we aim to help children make at least two levels’ progress from the end of Key Stage 1 to Key Stage 2 (Year 2 in Primary school to Year 6 at the High School). We also aim to help students make at least two levels’ progress at the High School from the end of Key Stage 2 to the end of Key Stage 3 (Year 7 to Year 9 at the High School). This is a challenging target for us all, but it shows that we are committed to helping all our students to make progress.
The School Day 8.35 - 8.45 Registration 8.45 - 9.00 Tutor Time Access Skills Assemblies 9.00 - 9.55 Lesson 1 9.55 - 10.55 Lesson 2 10.55 - 11.15 BREAK 11.15 - 12.10 Lesson 3* 12.10 - 1.10 LUNCH 1.10 - 1.15 Registration 1.15 - 2.15 Lesson 4 2.15 - 3.10 Lesson 5 * Lesson 3 ends between 12.05pm and 12.15pm for different classes, to ensure that lunch time runs smoothly. Students take turns in arriving for lunch first.
Autumn Term 2013 School Opens Mid-Term Break
Thursday 29th August Monday 21st to Friday 25th October (inc) Friday 20th December
School Closes Spring Term 2014 School Opens Mid-Term Break
Monday 7th January Monday 17th to Friday 21st February (inc) Friday 11th April
School Closes Summer Term 2014 School Opens May Day Holiday Mid-Term Break School Closes
Monday 28th April Monday 5th May Monday 26th to Friday 30th May (inc) Friday 11th July
2. The Curriculum The Whole Curriculum This section of the prospectus contains an outline of what our students learn. For more details, see the Curriculum booklet.
In a sense, all that your child experiences at school makes up his or her curriculum. Some learning takes place within the traditional subjects. Some takes place through contact with Tutors, within Assemblies and through extra-curricular activities. Some takes place as a result of the approaches we adopt across all subjects and activities. Our Main Areas of Study All National Curriculum subjects are taught throughout the school.
In Year 6, students have five lessons of Literacy and five lessons of Numeracy each week with specialist teachers. They also have Science, Humanities, French, Drama, Music, PE and Personal Development lessons.
Years 7, 8 and 9
In Years 7, 8 and 9 students go to specialist areas for their lessons whilst continuing to follow a Personal Development course with their Tutor. They begin to study a second foreign language, German, in Year 7.
Art, Design and ICT
In Year 6 students have modules of Art and ICT as part of their Design and Technology course. In Years 7, 8 and 9 Art and Citizenship are taught as part of the Design Technology Course.
RE modules form part of the Humanities Course, together with History and Geography. In Year 9 students have a special course called ‘Modules’ which includes lessons on Drama, Citizenship and ICT. Also in Year 9, students spend a block of time—Key Skills—on a range of wider sporting, creative and community activities. They may also undertake additional units of work in ICT within Key Skills.
Students are taught in setted (or ability) groups in English and Maths from Year 6 onwards. There is some further setting in Science and Modern Languages in Years 8 & 9. Otherwise, mixed ability groupings are the norm in other subjects. Tasks, learning methods and resources are differentiated to meet the individual needs of all students. Staff plan lessons with the needs of the more able students in mind as well as those in the middle and lower ability groups. Learning Support Our Learning Support Department aims to help all students do their best in their lessons. This team works with Subject Teachers to meet the needs of all students in their classes.
The Learning Support Team works with Subject Staff to help a wide range of students to fulfil their potential, especially those children experiencing an ongoing or specific difficulty. In order to respond to the individual needs of each student, all Departments work to develop appropriate teaching approaches and materials. Learning Support teachers provide specialist teaching in Literacy, Numeracy, English and Maths for small groups of students. They also offer in class support for some students. Some intervention also takes place on a one-to-one basis. Teaching and Learning Assistants play an increasingly important role in the school, working with individuals and with groups and whole classes. The Learning Support Department gathers and disseminates information about the needs of students. This starts with close liaison with the Primary Schools from which students come. The Team seeks to keep in close contact with parents and to work in partnership with parents in identifying learning needs and establishing strategies to meet them.
Personal Development Our Policies on Sex Education, Drugs Education and Careers are available at the School
Students follow a programme of Personal, Health and Social Education. This includes Sex Education and work on making choices and careers in all 4 years. The PD course is taught in part by the Tutor who knows the group well and can address issues in an appropriate way. Citizenship is taught by specialist teachers as part of â€œModulesâ€?. Other themes covered in PD include: Drugs Education, Environmental Issues and Moral Issues. If you wish to exercise your right to withdraw your child from Sex Education lessons, you should contact the Headteacher in writing. We work to ensure that Careers education permeates our whole curriculum. We recognise that all of our pupils need education and practice in the skills of decision-making, self-awareness and self-assessment to develop communication skills, be aware of occupations and the world of work, and to learn about society at home and abroad. Assemblies
We have a planned programme of Assemblies.
Our Assemblies are designed to encourage our pupils to think about moral, spiritual and religious issues. A programme is planned by Senior Staff to give a focus to Assemblies taking place in any week. Matters of religion are normally approached from a Christian stand-point, but we hope to encourage pupils to have an understanding and respect for other religions and cultures. If, for religious reasons, you wish to exercise your right to withdraw your child from assemblies or RE lessons, you should contact the Headteacher in writing.
Access Skills Twice a week, students take part in Access Skills sessions, to improve their reading and numeracy skills.
Access Skills sessions will help students to develop the key skills they will need to access the whole curriculum. We have previously focused on improving students’ reading standards during these sessions, but have now widened the scope to incorporate numeracy skills. Some students will take part in paired reading and maths sessions, but all students will be able to take part in the three modules—class readers, free choice books, and Media/Maths (either numeracy activities, or their own choice of a magazine to read and discuss). Assessment
Children are regularly assessed in all subjects. This is done in a wide variety of ways to take account of students’ strengths and weaknesses.
All areas of the school design tasks for the students which allow teachers to: judge how well pupils are doing work out what the next steps in students’ learning should be help pupils understand their own abilities and progress. Teachers carry out teacher assessment in all National Curriculum Subjects. Students sit National Tests in English and Maths at the end of Year 6. These tests are designed to give us a measure of pupils’ progress at one moment in time. We think that parents will use them to add to the information that they have received from us in the form of Reports, and Teacher Assessment Results. We believe that successful learning can only take place in an atmosphere founded on good relationships and mutual respect. We believe in an open and honest dialogue between all of us involved in the students’ learning: parents, teachers, students, governors and our local community.
3. Working Together COMMUNITY LEADERS 2012—2013 Mrs Sam Brentnall Mrs Kelly Hoult Mrs Fran Hutchinson
Homework is recorded in the Student Planner which we ask parents to sign weekly.
Pastoral Care On joining the school every student is placed in a Tutor Group. Our Tutor Groups contain about seven students from each year group. Older students are given the job of supporting and guiding younger students so that the Tutor Group works together as a ‘family’. We run a peer mentoring scheme in which Year 9 students are specifically trained to support and guide Year 6 students in their group. Where possible the Tutor remains with their group across the years. The Tutor therefore acquires a lot of knowledge of their students over the four years. Tutor Groups are grouped together into Communities of six groups each. A senior member of staff—the Community Leader—supports the Tutors and is the figurehead for the students. Homework We consider homework to be an important part of a student’s work, providing opportunities for preparation for lessons, revision of topics covered and for independent study, as well as preparing students for the requirements of GCSE courses. The amount of homework students receive increases as they move through the school. The Student Planner enables parents, student, teachers and Tutor to work together to plan homework and ensure that tasks are completed regularly.
We ask high standards of attendance and punctuality. The Tutor should be informed by parents of any reason for absence.
Attendance Regular attendance and punctuality are essential to the sound progress not only of the individual student, but of the whole class. We ask parents to inform the Tutor in advance of any known reasons for absence and to contact us as soon as possible in the case of any unforeseen absence, such as illness We operate a special telephone line in order that parents can let us know of any unforeseen absence. We discourage the practice of taking family holidays during school time. Parents should apply in writing to the Headteacher if they wish to request leave of absence for this purpose. 11
Extended School There is a range of opportunities available for our students and their families through our “Extended School” provision.
We work with a number of partners to provide a wide range of support and opportunity to our students and their families. A Sure Start Children’s Centre operates on our campus, linked to a Nursery which also offers before and after school care clubs. A Playgroup and Toy Library are located nearby. There is a wide range of after school and out of school sport and leisure activities offered directly by our school staff, and indirectly via the Shepshed Extended Schools Service. Youth provision from the Youth Centre and from the Church is linked to our school programmes. Home School Link
Mrs Mandy O’Neill helps parents to work with the school.
Our Attendance Manager is available to support parents and to bridge any gaps between home and school. External Agencies
We work closely with LA services to support us in meeting the needs of our students.
There are a variety of sources of help provided by the Local Authority, which we may use to support your child if necessary. This is to ensure that he or she has the opportunity to succeed as an individual, whatever the circumstances. The following people work closely with us:Mrs Jenny McGreal Mrs Collette Locke Mrs Helen Davies
Attendance Improvement Officer (AIO) - formerly EWO School Nurse Educational Psychologist
We also make use of Social Services in relevant situations. All contacts with external agencies are coordinated by our External Support Manager, Miss Sarah Cooper.
Reporting on Progress We involve students in reviewing their own progress.
In the Autumn Term we issue to parents a “Profile” of students’ progress and this is followed by a target setting discussion with the Tutor. In the Spring and Summer Term, parents are invited to meet subject teachers to discuss progress in individual subject areas. Parents and students meet Tutors once again towards Easter to carry out a check on progress. In the Summer Term a full report is issued to parents. This includes details of teachers’ assessments of students’ achievements. Tutors play a key role at these times, helping students to review progress and set new targets about their future learning. We will also contact parents if a student has gained a number of School Awards or a Special Award.
We inform parents of student success.
We consider close co-operation between the student, the school and parents essential for successful learning. Reports and the Student Planner are two mechanisms for achieving this. Parents are also encouraged to comment in the Student Planner. We realise, however, that there may be a need for additional contact: 1.
To discuss your child’s general progress, ring the school and ask to speak to the Tutor.
To discuss a particular concern about your child, ask for the Community Leader.
To discuss a concern about a course or subject, ask for the Subject Teacher or Subject Leader.
To discuss school policies, to arrange visits, or to enrol new pupils, ask for the Headteacher.
Governors The Shepshed Hind Leys Federation In January 2012, after extensive consultation and joint work, the governing bodies of Shepshed High School and Hind Leys College were replaced by a single governing body – the Shepshed Hind Leys Federation. The schools continue to exist in their own right, and the governors have to take into consideration the needs of pupils at both schools when making decisions. This new Governing Body is a group of enthusiastic volunteers, dedicated to working to achieve the best education for our students, now, and in the future. So, we check that resources are used wisely for the benefit of all its students. We work with the leadership teams in making the big decisions about education in our schools, and help them identify which priorities to focus on. We represent parents, staff, the local community and councillors. We are answerable to parents and the community, and try to keep in touch with you to ensure your views are heard. You can always contact us through the school or through any governor. Governors hold their role for 4 years. Parent and staff governors are elected by, respectively, parents and staff. You’ll be informed of any vacancies, and anyone interested is very welcome to contact the college. The full governing body normally meets about 3 times per academic year and the committees that support the governing body usually meet once a term. Governors also visit the college to ensure they know it well, and support strategic activities such as interviews. Currently we are working on the process of converting to academy status.
Federated Governing Bodies
. Our core responsibilities can be summarised as: • providing strategic management • acting as a critical friend • ensuring accountability • promoting high standards of education and achievement • planning the long term future of our schools • setting the schools’ aims and values • appointing senior members of staff including the Head Teacher/ Principal • budgetary allocation and control We are very proud of Shepshed High School and Hind Leys College; there are always important decisions to be made to ensure the best for your children, and it is a privilege for us to play our part in supporting their education. Alison Riggall Chair of Governors Shepshed Hind Leys Federation
4. Day to Day Information & Guide Behaviour Our Behaviour Policy has four objectives for each student to ensure school is focused on learning: -
to show consideration and respect to co-operate to achieve to develop responsibility to foster personal esteem.
At Shepshed High School we use the term ‘students’ to remind us all that the business of school is “studying” or learning. We expect that all students will come to school punctually, with the correct equipment, ready to learn and to take an active part in lessons. As they progress through the school, we encourage the students to take increasing responsibility for their work and behaviour. Above all, we expect that all who use the school will show care and consideration for others at all times. Code of Conduct We expect that students will:
arrive punctually to lessons
explain politely to the teacher the cause of any lateness, giving an acceptable reason
enter rooms sensibly, lining up if required to do so
ensure only necessary equipment is brought to lessons; everything else should be put in student lockers
be prepared to work—have the necessary equipment ready at the beginning of the lesson
co-operate with the teachers in helping everyone to learn, listen attentively and take their turn to speak
not, normally, eat or drink in a classroom, nor chew gum
leave a lesson only with a teacher’s permission
put work away quietly, leaving a room in a tidy condition when the teacher asks them to
The following are always unacceptable: -
use of foul, abusive, racist and offensive language
the possession or use on school premises of matches, lighters, cigarettes, alcoholic drinks, penknives, aerosol sprays and chewing gum.
The Dress Code The Governors have an agreed policy about dress.
Our Dress Code and requirements for PE and Dance kit are published separately. We ask parents to support us in following the Governors’ Policy on this and ensuring that students are appropriately dressed when they arrive at school. Health
Medicines must be handed in at Students’ Reception.
Students who need to take medicines must leave these at Students’ Reception together with full written instructions for their use. It is not permitted for them to carry medicines of any kind in school. Inhalers should, however, be carried at all times, clearly marked with the student’s name. In the case of a child feeling unwell, or of an accident, we can provide initial care, including that of qualified First-Aiders on the staff. It is essential that we have an emergency contact telephone number, so that we can make direct contact if it is necessary for a child to have medical attention or to be sent home. Occasionally, the Health Authorities will carry out immunisation, medical or dental checks. You will be fully informed of such activities.
Care of Property Students are encouraged to take care and to show responsibility towards property - both their own and that of others.
The school cannot accept responsibility for students’ money or valuables, unless these are lodged with a member of staff or with the school office. Students are advised not to bring any substantial sums of money to school. Students must sign an Acceptable Use Policy in their Planner in order to have a mobile phone at school. All outer clothing and kits should be named. Lost property is held for collection at Students’ Reception, and any loss should be reported immediately to Students’ Reception.
Students have lockers and a key. We collect a key deposit from students which is returnable at the end of the school year. Arrangements for break and lunch-times 1. At break, the downstairs area of the school is available to students and is patrolled by teachers. Snacks are available in the Dining Room. Students are encouraged to be outside except in particularly poor weather, when additional supervised areas are available for them. 2. At lunchtimes, children may only leave the school premises to go home or to an approved house for lunch. Children who normally stay at school for lunch may be allowed to leave the school premises only at the discretion of the senior staff member on duty. 3. Our Dining provision is excellent and students normally eat school meals or packed lunches together. We offer a “Pack and Go” service for students who have been invited into one of our special lunch clubs. Our Lunchtime Supervisors create a safe and happy environment for the students during the mid-day break, supported by senior staff. 4. We have a special area of the school which is set aside for more vulnerable students and those with special needs. We recognise that some of our students need a more sheltered environment in which to thrive.
Transport Students living in Belton travel to Shepshed by school bus. Students wishing to use school buses to travel from other villages should contact the Assistant Headteacher. Bus passes are issued when the children join the school. We expect all students to behave calmly and sensibly during their journeys. Our School Travel Plan helps us to encourage students to come to school using sustainable modes of transport.
We aim to do all we can to encourage students to walk or cycle to school. This is one more way to help develop studentsâ€™ health and fitness. It is also a contribution to improving the environment by cutting down car journeys. Staff, Governors and students got together to write a School Travel Plan, and this is helping us to find more ways to reach these goals. Local children may cycle to school, provided that their bicycles are in good order, that their parents agree, and that they abide by the School Cycling Rules. Details of these are given in a permission letter which must be obtained from the Assistant Headteacher. Clubs and Activities
There is a wide range of activities at lunchtimes and after school.
We hope that students will be successful not only in school subjects, but in developing as individualsâ€” gaining self-confidence, self-discipline and understanding of others, for example. There are many opportunities for getting involved in leisure activities at lunchtimes or after school, including sports clubs, Drama, Dance and Music productions. Details are published on the Daily Bulletin, which is sent to each Tutor Group.