Upper Prep handbook for parents

“Curiosity is the engine of achievement”

UPPER PREP PARENT HANDBOOK

TERRINGTON HALL SCHOOL VISION AND VALUES

OUR VALUES: Kindness

We act with kindness always. It is at the heart of everything we do. We show children the power of kindness, encouraging them to act with empathy for each other, their community

and our planet.

Confidence As we take our children on a journey of discovery, we make learning fun and light a spark in hearts and minds. We show how with every small step, we learn and build confidence in our own unique abilities.

Courage

It takes courage to do the right thing. We act with integrity, showing the value of honesty and good character. We show how with courage, we can take calculated risks and are willing to have a go without fear of failure.

OUR MISSION STATEMENT: As the world around us evolves, so do we. We encourage children to expand their minds, life ex-

periences and skills, to build

confidence

change, and for the future.

and

effect

2

CONTENTS PAGE PRACTICAL INFORMATION Welcome

5

Term Dates

6

Upper Prep Form Tutors

8

Communication and Raising Concerns

9

Useful Contacts and Site Map

10

Daily Routine, Parking, Sign Out and Exeats

12

Wrap-Around Care

14

Buses

15

Absence, Illness and Health Matters, Policies, Winter Weather and Lost Property

16

Mental Health and Wellbeing

18

Boarding

21

ACADEMIC INFORMATION Assessment and Reporting

22

Examinations and Future Schools

23

Positive Behaviour

24

A Guide to the Upper Prep Curriculum

25

Learning Support

40

SPORT, PERFORMING ARTS AND CO-CURRICULUM PE and Games in Upper Prep

42

Music and Drama

44

House System

46

TALL Programme

47

ad astra

48

Activity Weeks and Residential Weeks

49

3

4

Dear Parents, I would like to extend a very warm welcome to the Upper Prep at Terrington Hall. The Upper Prep consists of Years 6 to 8, and is the beginning of the Common Entrance journey.

Upper Prep is very much a link between Lower Prep and your child’s senior school. The children are taught by subject specialists and move around school more independently, however we all recognise that the children are still children. Likewise, personal responsibility is a key skill, and in Upper Prep, greater emphasis is placed on the children taking care of their belongings and owning their actions. To that end, the relationship with their form tutor and other staff remains a caring and nurturing one.

This handbook gives full details about every aspect of life in Upper Prep. It is a useful first point of reference to marry alongside any other information provided via the school website, calendar and your child’s form tutor. Each term, a calendar of school events is published and sent out to parents. The Terrington Trumpet, our weekly newsletter, is also sent to parents highlighting details about the fortnight ahead and including information regarding any main school events. However, if you have any unanswered questions please do not hesitate to contact your child’s tutor in the first instance.

I strongly believe that the Upper Prep years at Terrington Hall are potentially the best years of your child’s education. I am passionate about a traditional prep school education; Common Entrance is rigorous, but accessible; the co curriculum offer adds so much, and the opportunity as young people to collaborate, connect and lead is invaluable I look forward to meeting you all in the many events we hold at Terrington Hall this year.

Best wishes

Mr Nick Hyde Head of Upper Prep

5

TERM DATES 2024—2025 Term dates for 2024 - 2025 are as follows: Michaelmas term 2024 Term Begins

Monday 2nd September

Exeat

Friday 20th - Sunday 22nd September

Half Term

Friday 18th October – Sunday 3rd November

Exeat

Friday 22nd November – Sunday 24th November

Term Ends

Thursday 12th December

Lent term 2025 Term Begins

Tuesday 7th January

Exeat

Friday 24th – Sunday 26th January

Half Term

Friday 14th – Sunday 23rd February

Exeat

Friday 14th – Sunday 16th March

Term Ends

Friday 28th March

Summer term 2025 Term Begins

Wednesday 23rd April

Bank Holiday

Friday 2nd—Monday 5th May

Half Term

Friday 23rd—Sunday 31st May

Exeat

Friday 13th – Sunday 15th June

Term Ends

Wednesday 2nd July

6

7

UPPER PREP FORM TUTORS Whilst children in Upper Prep have specialist teachers for all of their lessons, they still have a tutor who is the main teacher who looks after their day-to-day well being, organisation and academic progress.

Year 6 Mr S Pickering

spickering@terringotnhall.com

Miss H Duree

hduree@terringotnhall.com

Year 7 Mrs N Dance

ndance@terringotnhall.com

Mr J Neill

jneill@terringtonhall.com

Year 8 Mr N Witteveen

nwitteveen@terringtonhall.com

Miss K Hardy

khardy@terringotnhall.com

8

COMMUNICATIONS We have a genuine Open Door policy at Terrington Hall School and parents are welcome to talk informally to their teacher as and when needed. If a more formal discussion is required with the form tutor, or another member of staff, a convenient appointment time may be made directly, via email. We do our best to accommodate any requests as soon as possible.

CONCERNS In the event that a parent has a concern or complaint, the first line of contact is the child’s form tutor. If the form tutor cannot resolve the matter, the Head of Upper Prep may be consulted. In the event that the problem cannot be resolved after speaking to the Head of Upper Prep, he will then arrange an appointment for you to speak with the Deputy Head Pastoral or Academic.

WHO TO APPROACH Form Tutor – In the first instance this should be a parent’s first port of call for all academic and pastoral concerns.

Deputy Head Academic – Mr Keens should be contacted for all academic matters unresolved by the form tutor. For Senior School entry queries please contact Mr Keens.

Deputy Head Pastoral – Miss I’Anson should be contacted for all pastoral or safeguarding matters that cannot be resolved by the form tutor.

9

USEFUL CONTACTS AND SITE MAP Mr Huw Thomas Headmaster

hthomas@terringtonhall.com

Miss Rachel I’Anson rianson@terringtonhall.com Deputy Head Pastoral, Designated Safeguarding Lead, Teacher of Spanish Mr Stuart Keens skeens@terringtonhall.com Deputy Head Academic, Teacher of Maths Mrs Katie Cole kcole@terringtonhall.com Assistant Head Co-curricular, Teacher of Latin, Greek, French, History Mr Nick Hyde nhyde@terringtonhall.com Head of Upper Prep, Head of Boys’ Games, Teacher of Humanities

Mr Oliver & Mrs Tori Sigsworth Boarding Houseparents

boarding@terringtonhall.com

Miss Claire Wainwright Head’s PA and School Office

office@terringtonhall.com

Mrs Alison Mitson Finance Officer

accounts@terringtonhall.com

10

11

DAILY ROUTINE Children may arrive in school between 8:15-8:30am. If arriving before 8:15am, children should join the boarders at breakfast in the dining room.

Parents are reminded to park at the front of the school or along the church wall when dropping off and collecting their children. Should you be running late, please contact the Office on 01653 684227 or email your child’s class teacher.

Monday to Friday 8.15am – 8.30am Children may enter their classrooms.

8.30am Registration. All children should be in their classrooms.

8.40am Assembly, church or form period Children are registered late if they arrive after 8.40am 9.00am Lessons 1-2 and first Prep 10.45am Break 11.10am Lessons 3-4 12.30pm Break, then lunch 1:35pm Afternoon registration and extended reading session 2:00pm Afternoon lessons 6-8 4:00pm Snack 4:20pm Second Prep and first sign out time 4:30pm Enrichment activities, First collection 5.30pm Second collection, including buses 5.40pm Supper, followed by evening activities 7.00pm Final collection time / boarders to the boarding house Main fixture afternoons are Wednesday and Saturday for Years 7 and 8, and

Friday for Year 6. Parents wishing to take their child home immediately following a fixture should speak with the form tutor or team coach (this is usually not a problem).

Saturday As above until 9am, then: 9:00am Lessons 1-2 10:30am Break 10:50am Lessons 3-4 12:20pm Home time (note, no buses) 12

COLLECTION TIMES Children will advise their form tutor of their sign out time at morning registration. If there is a need for this to change, for instance parent plans change within the day, please contact the office, 01653 648227 or office@terringtonhall.com.

Parents are advised to inform the school if someone other than the parents is to collect the child. The child must know the person collecting. The same applies if an agreement is made with another parent. If dropping or collecting your child early/late please report to the main office where we will bring your child or return them to class.

PARKING Parents of pupils in years 3—8 are kindly requested to park on the front drive at drop off or collection times. Please ensure that the disabled bays next to the swimming pool are strictly reserved for Blue Badge holders only.

SIGNING OUT It is very important that all children sign out when they are collected or leave for the bus in the evening. The Upper Prep signing out register is done by a member of staff from the double doors.

EXEAT WEEKENDS Please note an EXEAT is when the school day finishes at 5.30pm on a Friday

and remains closed until the Monday morning. The May EXEAT also includes the Bank Holiday Monday.

13

WRAP-AROUND CARE MEALS All children have a cooked meal at lunchtime, served as a family style dining experience. If your child has dietary requirements, please discuss these with the Head of Upper Prep who will liaise with the Catering Manager.

For those occasions where we are out of school for lunch such as trips and occasional matches, the school will provide your child with a packed lunch.

The children are provided with a snack at morning break and also in the afternoon.

BREAKFAST Breakfast is available to all children. Your child may arrive from 7:30am and will have breakfast before the start of the school day. For catering purposes, breakfast should be booked in with office@terringtonhall.com with 24 hours notice. Breakfast is charged at £5.00 TEA Parents requiring childcare beyond the school day can make use of the tea service where pupils are welcome to have a freshly prepared tea at 5:30pm to 6:00pm. For catering purposes, tea should be booked in with office@terringtonhall.com with 24 hours notice. Tea is charged at £5.00

NUT FREE Although we recognise that this cannot be guaranteed, Terrington Hall aims to be a Nut-Free school. Measures in place are to reduce the risk to those children and adults who may suffer an anaphylactic reaction if exposed to nuts to which they are sensitive. The school aims to protect children who have allergies to nuts yet also help them, as they grow up, to take responsibility as to what foods they can eat and to be aware of where they may be put at risk. We do not allow nuts or nut products in school.

14

BIRTHDAY CAKE If you wish to provide cake to celebrate your child’s birthday, please pass on details to the form tutor to be checked for allergens. For pupils who do have an allergy, we will provide them with an alternative option when a celebration cake is brought in. We are a nut free school and do not allow nuts or nut products in school.

MINIBUSES The school minibus service is a popular option for busy families. All of the transport routes use the school’s own minibus fleet and drivers, who are fully DBS checked and employed by the school.

Pupils using the buses are dropped off in front of the Main School building on arrival and are signed out by staff to the relevant driver before being escorted to their bus at the end of the day.

Buses arrive in School at approximately 8.15am and depart at 5.30pm Monday to Friday, plus Saturday morning. Transport is charged on a per trip basis. Full details of the bus service, times and costs are available on request from the school office.

15

ABSENCES At Terrington Hall, we appreciate there will be special occasions and personal events during the year which clash with school dates. Therefore, we ask you to write to the Head to gain permission for the absence, copying in the form tutor. Emails should be sent to office@terringtonhall.com.

ILLNESS If your child is unwell and unable to attend school, we ask that you contact

the school office before 8.30am.

Should your child be taken ill at school, he/she will be cared for and we will make every effort to contact you.

Should your child suffer from sickness or diarrhoea, it is school policy that they do not return to school for at least 48 hours after the last incident.

It is very important for you to let us know if you have given your child Calpol or any other medication before coming into school.

If your child bumps their head, they will be checked over by a first aider and you will be notified of treatment given.

Accidents can happen. Small cuts and bruises will be dealt with directly at school by staff who all hold a current paediatric first aid qualification. In the event of a more serious accident which is likely to require advanced medical

care, we shall endeavour to contact parents at work or home. If a parent or family friend (named contact) cannot be contacted, we shall arrange to have your child taken to a local doctor or hospital. In such cases, the child will be accompanied by a member of staff. In an emergency an ambulance will be called.

16

MEDICINES Medicines should be administered at home unless there is a special reason why your child may need to take it through the school day. If this is the case, the medicine must be given into the office where Miss Wainwright will administer it as required. Prescription medicine should be in the original packaging with the dispensary label attached and the relevant paperwork completed by the parent.

SUN CREAM APPLICATION During the summer months, we ask that all children have a bottle of sun cream to be kept in school, that it is a suitable SPF, clearly labelled and in-date.

POLICIES There is statutory duty on schools to provide certain information to parents of current and prospective pupils. Terrington Hall does so willingly and encourages any parent to contact the school with requests for information or guidance. School documentation, including policies and guidance are a valuable source of information and we are pleased to make them available, either through the School office or on the School’s website.

WINTER WEATHER During periods of extreme winter weather, such as snow and ice, the school will endeavour to remain open with any changes to the school day being communicated to parents via email or text message.

LOST PROPERTY All clothing & stationery should be clearly labelled.

Children are taught to take care and responsibility for their items in school and we ask that they are all clearly named. Unfortunately, they can go astray as children move around the school. Therefore, we ask if any items are lost, a note or email is sent to your child’s form tutor who will help to locate the item, looking in the lost property bins in the changing rooms and retracing their footsteps if it is an item of stationery.

17

MENTAL HEALTH AND WELLBEING At Terrington Hall School, we place positive mental health and wellbeing at the centre of school life. Our values, Kindness, Confidence and Courage, highlight the importance we place on supporting on every child’s wellbeing.

We show the power of kindness in everything that we do, build confidence on our unique abilities and show how with courage, we can have a go without the fear of failure.

We aim to ensure positive mental health and well-being for every pupil, parent/carer and staff member. Our positive ethos is based on the understanding that all children need the foundations of positive mental health. As a result of this, we hope children will fulfil their potential academically, socially, emotionally and healthy, helping them to grow in confidence and participate in everything that goes on in the wider community.

Our buddy system helps to promote friendships, better support of learning, behavioural and social needs, and can foster a greater sense of belonging and a more inclusive school community.

The Terrington Hall ambition is to equip young people so they can better deal with difficult circumstances in their lives, preventing them experiencing common emotional and mental health problems.

Wellbeing days are a good opportunity to bring awareness of the importance of mental wellbeing into schools. Classes are encouraged to plan wellbeing days, termly. The Assistant Head of Mental Health and Wellbeing oversees this.

Our peer mentoring has been evidenced as having a positive impact on the emotional health and well-being of children and young people. Peer mentoring can support children and young people by: • enhancing social competence • building security within the setting and the wider community by realising their worth as social beings • improving attendance and educational attainment whilst developing friendship skills in a positive environment

18

19

20

BOARDING Resident Boarding Staff: Mr Oliver Sigsworth

Houseparent

Mrs Tori Sigsworth

Houseparent

Miss Sophie Whitehead

Gap Student

Mr Alex Burton

Gap Student

Miss Eleri Davies

Gap Student

Boarding is often the part of the school that children look forward to the most.

We offer an exciting and varied evening activity programme and offer blocks of activities across each half term that encourages your child to progress and strengthen their skills in their chosen activity. We also offer special year group boarding nights once a term and occasional special boarding Weekends, which give children the opportunity to take part in numerous

activities and trips over both the Saturday and Sunday.

Boarding for the first time can be a little daunting so tours of the boarding house, along with the boarding handbook, are available from Mr and Mrs Sigsworth or the school office.

Our boarding provision is flexible, and children may board for any number of nights during the term.

We offer -

•

Full weekly boarding (Monday—Friday).

•

Recurring boarding; one or more regular nights every week.

•

Flexi-boarding; one-off nights across the term.

If you are intending for your child to board then they must be booked into the Boarding House via the following email; boarding@terringtonhall.com 21

ACADEMIC INFORMATION ASSESSMENT AND REPORTING We know your child’s education and progress is important and over the year you will receive reports indicating their attainment, effort and progress.

There will also be two opportunities to meet with your child’s teacher to review how they are doing.

CAT4 Assessments are taken in late September and Early summer GL assessments are also carried out, giving a detailed picture of attainment and progress. Form Tutors may feed back to parents with relevant information.

Year 8 trial exams take place early in the Lent term, and mocks in April.

These exams are conducted under full examination conditions and pupils are fully informed of the expectations regarding conduct and behaviour. For example, we expect children to bring a clear pencil case and not to communicate in any way with others.

End of year assessment week for Years 6 to 8 is in the week immediately following the May half term. These culminate in the Common Entrance exams for Year 8.

22

Pupils are examined as follows: Year 8: Common Entrance Exams run from Tuesday to Friday and are in all academic subject areas. These are formal, externally marked exams and are taken in the Sports Hall. Year 8 results are usually received in the weeks following the exams. They are shared with the pupils by the Headmaster.

Year 7: Exams run concurrently with the Year 8 exams but using different papers. These are internally marked. Exams are taken in the Sports Hall.

Year 7 results are shared with pupils by individual teachers when they have finished all their exams.

Year 6: Pupils sit formal exams in English, maths, science, history, geography, Latin and Spanish. These exams are set by the subject teachers and are marked internally. They are usually held on the first Monday back after half term and throughout the week, depending on when they can be scheduled. They are taken during class time, so no separate timetable is produced. Year 6 results are shared with pupils by individual teachers when they return from their activity week.

FUTURE SCHOOLS As your child moves up through the school, the focus will change from being based on the National Curriculum to Common Entrance at 13+. Pupils of exceptional academic ability may also be given scholarship tasks. If your child is attempting a scholarship for a particular first choice school, individual guidance will be provided. We strongly recommend that you start thinking about your choice of senior school during Year 6 and that you visit as many schools as possible to ensure that you find the correct establishment for your individual child. The Headmaster and Deputy Heads are always happy to discuss this and share their extensive knowledge of schools around the UK. 23

POSITIVE BEHAVIOUR Ready, Respectful and Safe are the three rules that underpin the behaviour we expect to see in school from all staff and children.

We ask our students to embrace our school rules, Ready, Respectful & Safe, at all times Be kind, polite and respectful Be responsible, organised and make good decisions Work hard and try your best Make the most of opportunities on offer at school Encourage others and be helpful Have fun!

We encourage our parent body to Reinforce and support their child in adhering to the principles of Ready, Respectful, Safe Inform the school of any changes in circumstances that may affect their child’s behaviour Discuss any behavioural concerns with the class teacher promptly Ensure that their child has good attendance and punctuality Inform staff of any medical or other needs that may hinder their child’s behaviour Ensure that their child attends school in full uniform Good behaviour requires close collaboration between parents, teachers and children. Parents should discuss the school rules with their child, emphasising that they support the rules. Attending parents’ evenings, parent workshops and developing positive relationships with school, helps to reinforce good behaviour. Teaching and learning cannot take place without sound discipline and parents should recognise that staff will deal with behaviour problems patiently and positively.

At Terrington, we use a system called ‘Class Dojo’ to award your child with good marks and praise. At the start of the school year, each child’s form tutor will email you with a link to the new Class Dojo ‘class’. It is important that you respond to the link so you can be a part of your child’s class.

Managing Behaviour Engagement with learning is always our primary aim at Terrington Hall School.

For the vast majority of our learners a gentle reminder is all that is needed. Staff will deal with behaviour without delegating. Staff will use the steps in behaviour for dealing with poor conduct following the Positive Behaviour Policy.

24

The following Key Skills are embedded within all aspects of our Upper Prep curriculum: • • • • • • • • • •

Communication Teamwork Negotiation and persuasion Problem Solving Leadership Organisation Perseverance and self-motivation Ability to work under pressure Confidence Resilience

The following pages have been written by our Upper Prep subject specialist teachers, outlining what you can expect to experience within our curriculum.

Every subject teacher has taken the time to consider how the above skills can be embedded within their area to enable the best possible preparation for every single pupil as they move towards senior school.

A GUIDE TO THE UPPER PREP CURRICULUM: ENGLISH English underpins the entire curriculum and as such has a key role in ensuring each pupil is able to access reading material in every lesson and write in appropriate styles when prompted to. English offers the opportunity to explore other worlds and times, experience the ideas, thoughts and feelings of others and to express ideas and opinions through the written word or spoken language.

Key Skills: * Ability to read fluently, with understanding and insight. * Analytical, independent, critical reading and thinking skills. * Ability to write accurately in terms of spelling and grammar. * Ability to communicate clearly, subtly and with the audience in mind both in written and verbal work. * Ability to take on different roles in group work.

* Presentation skills.

25

In Years 6 to 8, we focus on a range of skills through literature based study.

Our aim is to give our pupils the opportunity to be able to write in a variety of styles, articulate their ideas and opinions in different formats and be able to read, understand and formulate opinions on a range of different texts from fiction and poetry to non-fiction.

The Accelerated Reader programme is a key focus for the department, as we aim to produce widely-read and passionate readers. The programme

allows us to track the frequency of each pupil’s reading, their breadth of vocabulary and their understanding of what they have read.

Lessons are often divided into separate parts with starters, a main focus and a plenary. Teaching focuses on easily identifiable objectives, modelling successful examples of writing, shared reading of texts and approaches to answering questions. There are lots of opportunities for collaborative learning and discussion, as well as independent thought. Lessons are not tests, but opportunities for assessment are built into the curriculum. As the pupils develop their skills, they are expected to display these with an increasing level of independence to prepare them thoroughly for the next stage of their education.

Texts studied range from the novels of Michelle Magorian in Year 6, Rebecca by Daphne Du Maurier and Roald Dahl’s short stories in Years 7 or

8. Poetry comes from a wide range of poets, cultures and traditions.

26

A GUIDE TO THE UPPER PREP CURRICULUM: MATHS We believe that mathematics is an essential part of the curriculum. It provides a set of vital, transferrable skills for life. Mathematics helps children to make sense of the world, and to be responsible in the places they live and work. We believe that students should develop the mathematical skills necessary for the real world, and be able to critically examine and justify the methods they choose to tackle problems. Numeracy should become just another ‘sense’, that is, instant and automatic.

At Terrington Hall, we see the nature of mathematics as a subject that is exciting and enjoyable, full of enrichment, fostering qualities of perseverance, imagination, self-management and working skills and, perhaps above all, a confident attitude to life’s many challenges.

Our syllabus follows the National Curriculum to Year 5 although more opportunities to develop sharper mental skills are given. From Year 6, our syllabus is based on the 11+ and 13+ Common Entrance and CASE (scholarship) skill set, which is more rigorous than the KS3 National Curriculum.

Algebraic skills are developed more deeply, as is learning around fractions.

Mathematical application is considered essential, thus many opportunities are given to tackle maths related problems. As students work in the final months before the Common Entrance exams, any gaps in understanding are closed, increasing personal confidence levels noticeably. They also become much more focused and self-directed learners just in time for senior school.

Throughout their time in school, we aim: •

To help students develop number skills, underpinned by an understanding and appreciation of why mathematics works in particular ways.

•

To help each pupil, so far as is possible, to develop his or her abilities to apply maths to real life and abstract situations.

27

•

To enable children to reach or surpass their perceived numerical abilities.

•

Above all, to develop the pupils’ awareness that maths provides him or her with a powerful means of communication.

Specifically in Upper Prep, we go further. Here, we aim to give students the opportunity to: •

do their best, irrespective of their level of skill set.

•

become independent and critical learners, able to justify their decisions with brevity.

•

understand and appreciate the mathematics likely to be encountered in daily life.

•

reason clearly and logically, and set out a rational argument.

•

identify patterns encountered in diverse situations and to extrapolate from these.

•

approach problems systematically, choosing appropriate techniques for their solution.

•

follow logical instructions clearly expressed.

•

To enable children to reach or surpass their expectations in senior school

A GUIDE TO THE UPPER PREP CURRICULUM: SCIENCE Science stimulates and excites pupils’ curiosity about phenomena and events

in the world around them. It also satisfies this curiosity with knowledge.

Because science links direct practical experience with ideas, it can engage learners at many levels. Scientific method is about developing and evaluating explanations through experimental evidence and modelling. This is to spur critical and creative thought and for pupils to learn to question and discuss science-based issues that may affect their own lives and the society in which they live in.

28

Key Skills: •

Make observations and discuss what they have found out;

•

Ask questions and decide how to answer them eg. through investigation and research;

•

Problem solving;

•

Apply knowledge from other subjects, especially Mathematics, English and Geography;

•

Report findings and carry out research in a variety of ways, including the use of ICT;

•

Use scientific language with accuracy;

•

Develop a respect for the environment and all living things;

•

Work with regard to their own and others safety;

•

Work as part of a team, share ideas, listen to others and make informed decisions.

In the Upper Prep, pupils continue to learn and improve the skills they have been developing in previous years. Science lessons take place in a dedicated

Science Lab under the guidance of a specialist science teacher. Science teaching at Terrington Hall School aims to develop children’s natural curiosity about the world around them through the study of Science and provide a sound foundation of scientific ideas and skills upon which future progress in Science can be achieved.

Science in the Upper Prep is taught by the topic, with pupils being made aware into which strand of science a topic fits: Biology: Structure and function of living organisms, material cycles and energy, interactions and interdependences, genetics and evolution.

Chemistry: The particulate nature of matter, atoms, elements and compounds, pure and impure substances; physical changes, chemical reactions.

Physics: Energy, motion and forces, waves, electricity and electromagnetism, space physics. Each week, a topic-related prep is set to reinforce learning that has taken place. Each topic usually finishes with a short end of topic test to

assess learning, understanding and progress.

29

A GUIDE TO THE UPPER PREP CURRICULUM: MODERN FOREIGN LANGUAGES In this ever-changing world, competency in other languages is an essential skill that gives the pupils the opportunity to engage with the world in a more immediate and meaningful way. At Terrington Hall School, Spanish is taught from Reception and French from Year 6. The increase of Spanish speakers in the world and the popularity of the language means that there are so many interesting and relevant activities that can be accessed. This enables the pupils to have an early understanding and awareness of the cultures of other

countries.

Key Skills: The pupils are taught to develop the skills which will enable them to understand the written and spoken language and use the language effectively for purposes of practical communication.

The skills of listening, reading and writing are developed through authentic materials so that pupils learn everyday language.

These key skills are transferable across all subjects. More able pupils are encouraged to sit scholarship papers and MFL papers which require pupils to stretch themselves through independent research and proficient oral communication skills. The course provides a basis for continuing study of the language and encourage independent learning, including the use of dictionaries, glossaries and ICT. The topics covered in Common Entrance are in accordance with the requirements of the National Curriculum (Levels 1-6). The topics covered include house and home, life at school, families, food, friends,

pets, free time activities, holidays, weather, shopping and the environment.

The many cognitive benefits of learning languages are indisputable. People who speak more than one language have improved memory, problem-solving and critical-thinking skills, enhanced concentration, the ability to multitask and enhanced listening skills. Through the learning of MFL, the pupils are required to stick to deadlines and to write and learn their orals (in their final term).

These key skills enable them to prioritise for not only Years 6, 7 and 8 study, but also for GCSE and beyond.

30

A GUIDE TO THE UPPER PREP CURRICULUM: LATIN Latin is taught to all pupils from Year 5-8, whilst Classical Greek is an option for those wanting to try something new and exciting in Years 7 and 8.

Key Skills: •

To develop enjoyment & progress in reading, writing and understanding Latin and Classical Greek.

•

To encourage an interest in the legacy of Roman culture and the heritage that the language of the Roman Empire has given to English.

•

To recognise and understand the similarities between the vocabulary and grammar of Latin, English and other modern languages.

•

To use the language as a means of developing intellectual rigour, accuracy and interpretative skills.

•

To strive to achieve the very best outcomes for pupils taking the Common Entrance and Scholarship examinations.

There are many good reasons to study Latin; just a few are listed below: Learning Languages: All Romance languages (French, Spanish, Italian, Portuguese, Romanian) are derived from Latin so learning Latin gives you many languages for the price of one!

English Vocabulary and Grammar: Studying Latin helps students to master English. This is no surprise since 60 percent of English is derived from Latin with over 80 percent of our polysyllabic words derived from Latin. The regular grammar of Latin is also perfect for helping us understand the way all

languages, including English, work.

Future Careers: Latin prepares students for several important professions that are steeped in Latin or English words derived from Latin. These include law, medicine, science, music, theology, philosophy, art and literature.

Writing and Reading: An increased vocabulary and understanding of grammar enable students to write and read with greater ease and clarity.

31

History: Latin enables students to more fully understand and appreciate the Roman Empire, which has had profound and continuing effects on Western civilization. In addition, the history of art and architecture is filled with Latin, while monuments and art all over the world are frequently graced with Latin.

Great Literature: Latin enables students to enjoy some of the most influential literature the world - in the original language. Learning Latin well enough to read original Latin works is an attainable skill and imparts great satisfaction and enjoyment.

Educational Value: The study of Latin is an ongoing practice in linguistic puzzle solving that helps students to become close and careful readers and writers. Many believe it also generally hones the mental faculties, cultivating careful analysis and attention.

Pleasure: Deciphering the “secret code” of Latin, seeing the words behind words, learning to puzzle-solve, and reading great authors in their own tongue are all pleasures that will last students a lifetime.

Cross Curricular Learning: For all of the reasons aforementioned, studying Latin is a way of combining advanced study skills in several subject areas simultaneously. It is therefore an extremely useful learning tool - it helps one with other skills and other subjects.

And most of all... it is great fun!

32

PREP Our school day is busy and exciting and prep is set to reinforce and extend what has already been learnt in the classroom. We believe small amounts of prep instil good practice for later life.

Prep allocations are 2 x 20 minutes per day, although pupils may expect more around revision time.

The work may include learning vocabulary for a language or a written task.

The work may not necessarily be required for the very next lesson; indeed, the teacher may give a week for completion of a given task.

Prep sessions take place within the school timetabled day. There are also ‘supported’ preps offered. These are for children who need extra support with their preps.

33

A GUIDE TO THE UPPER PREP CURRICULUM: THEOLOGY, PHILOSOPHY AND RELIGION (TPR) The new TPR curriculum is intended to inspire and provoke depth of thought and understanding of the world around us. The curriculum ‘spirals’ up from Year 6, with each skill and piece of knowledge building upon the last.

Key Skills & Opportunities: •

study the foundational biblical texts of the Judeo-Christian tradition;

•

develop philosophical skills to reason, argue and evaluate claims made by religious and non-religious belief systems;

•

acquire knowledge and develop understanding of the beliefs, values and traditions of a number of world religions, considering the influence of the beliefs, values and traditions associated these religions;

•

consider the theological, philosophical and religious responses to moral issues;

•

identify, investigate and respond to fundamental questions of life raised by religion, philosophy and human experience, including questions about the meaning and purpose of life.

Further, the skills of debate, public speaking and presentation, constructing both discursive and explanatory essays and responding to the opinions of others will also be taught and practiced. Prep is set weekly, with a week to complete tasks. However, in the Spring term, each year group will complete an extended presentation project, which will take four weeks to prepare and present.

The syllabus comprises three elements: the study of theology through key biblical texts; philosophy through some significant philosophers and basic human questions about value and meaning; the study of religion in one or more world religion(s). It reflects the fact that the religious traditions of the United Kingdom are, in the main, Christian, while taking into account other 34

A GUIDE TO THE UPPER PREP CURRICULUM : GEOGRAPHY

Pupils in Upper Prep are introduced to the Common Entrance geography curriculum. The geography curriculum gives the children the opportunity to develop an understanding of the world we live in.

Key Skills: •

To use geographical enquiry skills when developing knowledge and understanding

of

places,

people,

patterns

and

processes,

environmental awareness and sustainable development.

•

To ask geographical questions and undertake enquiries inside and outside the classroom about places, people and environments.

•

To analyse evidence, make decisions and evaluate information, ideas and opinions.

•

To use skills specific to geography, including those of fieldwork, map reading and introductory Geographic Information Systems (GIS).

•

To draw on many different sources and resources, such as maps,

atlases, photographs graphs.

Year 6: What is geography and why we study it?, Introduction to map reading and Ordnance Survey Maps, Tectonics, Metrology and Locational Knowledge (explicit and via case study) Year 7: Geomorphology, Demography, Introduction to Fieldwork and Locational Knowledge (mainly via case study) Year 8: Economy and Trade, Environment, Fieldwork Investigation (during the first term and comprises 20% of the final CE grade) and Locational Knowledge (mainly via case study) 35

A GUIDE TO THE UPPER PREP CURRICULUM: HISTORY

In Year 6 pupils embark on the Common Entrance History Course and children begin to develop their skills of working with sources and exploring the past through their use. They develop skills of empathy and writing extended answers as well as bringing history to life through drama and ICT based activities. Research skills are also developed using various means.

Key Skills: •

Analytical and independent thought

•

Collaboration and teamwork

•

Independent research

•

Reading comprehension

•

Essay construction

•

Ability to meet deadlines and write under timed conditions

•

Presentation skills

•

Consideration of the motivation of a speaker/writer/artist and the limitations of sources

The range of topics studied each year, but we focus on British history between 1066 and 1914 and aim to get a breadth of study across Wars and Rebellions, Leadership and Life and Change. Common topics studied under ‘Medieval Realms’ include, the Norman Conquest, the Development of Castles, Thomas Becket and King John and the Magna Carta. Typical topics under ‘The Making of the United Kingdom’ include Henry VIII, Plague and Great Fire of London, Elizabeth I and the Spanish Armada. Finally, under ‘Britain and Empire’ pupils have learnt about the Suffragettes and the Anti-Slave Trade Movement.

By following the history course, the children develop their skills of analysis, considering the motivation of a writer and questioning why they may be trying to influence our opinions. Comprehension skills are also developed and honed as is the ability to write extended answers, either discursively or in an explanatory style. Independent research around the topics covered is

promoted and encouraged.

36

A GUIDE TO THE UPPER PREP CURRICULUM: PSHE

Personal, Social, Health and Economic PSHE education helps pupils to develop the knowledge, skills and attributes they need to manage many of the critical opportunities, challenges and responsibilities they will face as they grow older. By teaching pupils to stay safe and healthy, and by building self-esteem, resilience and empathy, an effective PSHE programme can tackle barriers to learning, raise aspirations, and improve the life chances of pupils. PSHE education helps pupils to develop the knowledge, skills and attributes they need to thrive as individuals, family members and members of society. From making responsible decisions about healthy eating to online safety, PSHE education helps pupils to manage many of the most critical opportunities, challenges and responsibilities they will face growing up.

Our programme of study for PSHE (KS 1-3) aims to develop skills and attributes such as resilience, self-esteem, risk-management, team-working and critical thinking in the context of learning grouped into three core

themes: health and wellbeing, relationships and living in the wider world (including economic wellbeing and aspects of careers education).

A GUIDE TO THE UPPER PREP CURRICULUM: RSE Safeguarding our children is of paramount importance to us at Terrington Hall. We also believe it is essential that children are provided with accurate age-appropriate information to assist them in making sensible choices and developing respect for themselves and others as they progress through the school.

Relationships and Sex Education, RSE, is learning about the emotional, social and physical aspects of growing up, relationships, sex, human sexuality and sexual health. Some aspects are taught through science and others are taught as part of Personal, Social, Health and Economic education (PSHE).

A comprehensive programme of RSE provides accurate information about the body, reproduction, sex and sexual health. It also gives children and young

and offline.

people essential skills for building positive, enjoyable, respectful

non-exploitative relationships and staying safe both on and 37

A GUIDE TO THE UPPER PREP CURRICULUM: ART Art is taught as a specific subject in the Art Room, for either a double period or in two single periods each week to children from Year 6 to Year 8.

Ordinarily, two projects are undertaken each term, one every half term.

Key Skills & Opportunities: •

It is important that pupils are encouraged to appreciate how art is an inherent part of so many areas of our lives. It is not merely visual decoration, but exists as a building block in the design and

manufacture of all that is man-made in our world.

•

Pupils should be aware of art’s role in the representation of history and culture, while progressing their critical thinking skills.

•

We aim to teach children to observe, understand and to develop aesthetically. Pupils learn how to express themselves, objectify their feelings and begin to be able to relate to the expressions of others.

•

Physically, fine motor skills are employed and developed during artistic pursuits by way of utilising a variety of tools and mediums.

How art at Terrington Hall is taught: Typically, a brief is provided for pupils to consider their own individual approach to a project. Images of a theme or the interpretation of subject matter by great artists are shown and discussed.

Initial design work and planning takes place wherein advice and instruction is offered. Children are encouraged to think creatively and be as original as they

are able in their ideas. Practicalities are considered and a scheme is decided upon through which the pupil will execute their intentions.

Pupils are presented with as great a variety of subject matter and methods as is possible. They will undertake briefs in drawing, painting, printmaking, collage, 3d construction, sculpture and photography (including digital manipulation) while employing many different materials.

38

Attainment and Evaluation: While it is hoped that children improve their skills to as high a level as possible, not only in technique but also imaginatively, there is no particular level they must reach or examination to pass.

An annual house art competition takes place during Summer Term, judged by an artist from outside school, with prizes awarded.

As in other curriculum areas, pupils are graded on their attainment in art, being judged on their technical skill and creative thinking, and on the effort they have made.

There is ongoing discussion, one-to-one as well as whole class peer critique on progress being made by individuals during each project.

The syllabus is delivered with the intention of expanding children’s aesthetic values, improving and learning new skills, developing practical strategies through considered planning, and most of all, inspiring the children to rise to challenges through informal and enjoyable lessons.

39

LEARNING SUPPORT All pupils at Terrington Hall are taught a wide-ranging curriculum within smaller than average, mainstream classes. Staff deliver high quality teaching with classwork and prep appropriately differentiated. Children are regularly monitored to ensure they are making progress to the best of their ability, and challenged according to their own level to ensure success is within reach.

It is sometimes appropriate for children to receive additional support to achieve their full potential. Our learning support resources are centred around “The Hub”. As a base for Learning Support and Wellbeing, The Hub is a bright, warm and welcoming classroom resourced with access to online intervention programmes, classroom support, and small group work. The SENCO and a part-time assistant work together across the academic departments to provide and plan support for all children. Individual Lessons are by arrangement and in agreement with parents, SENCO and Form Teacher.

Learning support is integrated through the school from Nursery to Year 8 with a focus on the child as an individual. We believe in inclusion and seek to provide a broad, balanced and differentiated curriculum that provides equal opportunities for all.

For those children who receive learning support, close communication between school and home is encouraged and parents are invited to a termly meeting to discuss their child’s Individual Learning Plan (ILP) alongside any specific targets.

If parents have a concern regarding their child’s learning, they are encouraged to contact their child’s form teacher in the first instance.

40

41

A GUIDE TO PE & GAMES IN THE UPPER PREP Head of Boys’ Games: Mr N Hyde— nhyde@terringtonhall.com Head of Girls’ Games:

Mrs C Rieder— crieder@terringtonhall.com

For children in the Upper Prep, sport continues to be an important part of their week. In Games lessons, the children play traditional or modified versions of team sports. PE is multi disciplinary, aspects of GCSE and BTEC PE will be introduced. Likewise key life skills are developed using sport, physical

activity and health as the context. Finally the children will explore their own physical performance, and will begin to apply concepts including Long Term Athlete Development and the development of physical and mental robustness. It must be stressed that that the child comes first, to that end all PE and games should be child centred, development driven and competition supported.

All boys and girls are given the opportunity to represent the school in matches every term, and they also participate in strongly contested House Competitions at the end of every term.

PE & Swimming sessions are either taught in class groups or in single sex groups (depending on the timetable). Games sessions are taught in multiyear groups, usually single sex.

The Upper Prep PE and Games programme: Physical Education Invasion games, racket and net sports Performance & Health Related Fitness Aquatics, including lifesaving Athletics (cross country, track & field) Coaching and officiating 42

Games: Hockey Netball Cricket Tennis Rugby

The school’s enrichment programme also gives the children an opportunity to take part in a wide range of sports and physical activities. These sessions are opt in, usually on a termly or half termly basis.

Physical activity, sport, health and wellbeing are critical to the development of young people. Terrington Hall encourage all children to lead healthy and active lifestyles. The true success of Terrington Hall PE and Games teaching is very much in the future. We hope that Terringtonians are active and still enjoying sport in one shape or another well into adulthood.

PE & Games Kit The school has a designated PE and Games kit, which is high quality and fit for purpose, likewise it is smart and helps promote values of belonging and teamship. To that end all children are expected to wear the correct kit for each lesson: PE: Royal blue T shirt, navy skort or shorts, white socks and the appropriate training shoes (indoor or outdoor) Games: Terrington Hall games jersey, navy skort or shorts, royal blue games socks or white socks (netball), appropriate footwear (studs, astro etc) and any protective items (mouth guard, shin guards etc) Swimming: Terrington Hall swimming costume/ jammers, swimming hat, goggles and towel Cricket: Terrington cream cricket shirt, then as above. Terrington Hall cricket sweater (optional), Terrington Hall white trousers (boys) will only be worn for Under 11 A and School 1st XI fixtures School tracksuit bottom, 1/4 zips, rain jackets can be worn at any time, weather depending.

All kit is available from Home - Terrington Hall (hardgear.co.uk) ALL SPORTS KIT MUST BE CLEARLY NAMED 43

A GUIDE TO MUSIC AND DRAMA IN THE UPPER PREP Music and Drama plays an important role in education at Terrington Hall.

Music is taught right from Nursery up to Year 8 and the children are encouraged to view it as a language which can be accessed not just aurally but also decoded visually. Important areas are the development of rhythmic and pitch skills through movement, percussion-work and singing. Pupils are also taught to read and play from musical notation which helps to unlock a

whole new world available to only a small proportion of society. Many of the children go on to learn to play a variety of instruments and develop their musicianship via our pool of peripatetic instrumental teachers. There are termly recitals and concerts at which pupils get used to performing for an audience and external music exams are held throughout the school year.

Children at Terrington Hall also take part in numerous plays and musicals. In the Lent Term, all the children will take part in the Upper Prep musical production with two performances. These plays are always a highlight of the year, with many of the main speaking parts primarily going to Year 8, and Year 6 and 7 in supporting roles and the chorus. Year 8 pupils also put on a play after Common Entrance which is traditionally performed on the front lawn to parents and staff.

Children in Years 6, 7 and 8 also form Senior Choir. This is a weekly

enrichment activity leading to performances at the end of the Michaelmas Term at the Carol Service and the Geoffrey Marshall Concert in the Lent Term. There are also opportunities for pupils to perform in ensembles and chamber music. Weekly chapel services provide a regular opportunity for children to perform.

44

At Terrington Hall we pride ourselves with the range of musical instruments on offer for our children to learn and as a result we are unable to give your child a regular, specific time for their lesson. Therefore, lessons are put on a rotating timetable to ensure children do not miss the same academic lessons each week. Peripatetic speech and drama lessons are also available.

Many of the “soft skills” which are acquired from the array of musical and dramatic performances here at school are an essential part of success in later life. They help to increase self-confidence and creativity and make public-speaking much less daunting. Music and drama fosters imagination and empathy, and regular live performances focus the ability to concentrate, communicate and work as part of a team. Most importantly, here at Terrington, we aim to provide the building blocks for a lifelong enjoyment of the Arts.

45

HOUSE SYSTEM All pupils from Reception to Year 8 are welcomed into one of our three Houses - Castle, Forest and Moor. Siblings are always in the same House as each other. The names and crests were chosen to encapsulate our enviable geographical position but also our values of courage, kindness, confidence and consequently, growth. We elect three Heads of School, each year, one from each House Castle represents the historical significance of the area, with beautiful monuments such as Castle Howard, Sheriff Hutton Castle and York Minster. It also signifies the courageous spirit and resilience which we foster in our pupils.

Forest represents the natural beauty of the area, with lush expansive forests such as Dalby Forest, and of

course our hugely popular forest school. It also signifies the nurture and growth of the pupils while they are in our care at Terrington Hall.

Moor represents the breath-taking landscapes, first and foremost from our very own playing fields, but also those of the North Yorkshire Moors. It also signifies expanding of horizons, a mantra firmly at the heart of everything we do, which helps to build our pupils’ confidence.

The House system is a way for us to unite children in different year groups, helping them to have positive relationships with pupils across the school. It is also allows us to encourage friendly competition for all range of events, everything from House sports, bake off, quizzes, debating, essay writing and much more. The House system is celebrated at the start of each academic year with our House Festival and again at the end with Sports Day. House

assemblies are held every Friday morning, and celebrate achievement across all areas of school life.

46

CO-CURRICULAR PROGRAMME TALL At Terrington Hall, we believe in providing our pupils with a wide range of educational experiences. Our TALL (Terrington Adventure Leadership and Life-skills) award allows us to produce forward thinking, innovative, curious pupils who are not risk averse. It is a way to broaden their horizons, giving them opportunities beyond the curriculum to learn, grow and develop in the key areas of: teamwork, leadership, critical thinking, empathy and kindness and communication skills. It allows them opportunities to reflect and assess themselves and their progress.

The ‘adventure’ strand of the award encompasses a set of outdoor skills.

From Year 3 upwards, we learn skills involving, but not limited to, knot tying and increasingly challenging map reading and route finding skills. Our forest school provides an excellent opportunity to learn a range of skills, appreciate our local habitats or safely build campfires. We plant trees and

hedgerows, fruit trees and vegetables.

We aim to produce pupils who are leaders and who can take leadership roles on at school and beyond. Year 6 and 7 build a relationship with the younger pupils in Pre-Prep, visiting them once a week and organising events for them. Year 8 train to become ‘Peer Mentors’ and a support for the younger pupils. Pupils plan and organise stalls for school fairs, give assemblies to raise awareness for charities or carry out fundraising through cake stalls and other initiatives. Year 8 deliver assemblies, lead in-house events and may take the Trinity College Communication Skills Grade 3 Examination to strengthen their communication skills.

All of these allow us to give our pupils a developing ability to cope with anything life throws at them. We give them a range of life-skills from basic mechanical ones to life saving and first aid, to interpersonal skills. We aim to prepare them for adult life through giving them responsibility for, and ownership of, activities and tasks. They leave us with a growing awareness

of the world around them and their place in it.

47

AD ASTRA—ACADEMIC STRETCH AND CHALLENGE PROGRAMME All pupils are entitled to a curriculum and environment which meets their needs and enables them to flourish both academically and in terms of developing their character. Quality, differentiated, small class teaching across school facilitates this much of the time. Pupils with particular learning needs are catered for through our Learning Support programme.

Stretching and challenging all pupils, including those who are particularly gifted and/or talented is the purpose of Terrington Hall’s ‘ad astra’ programme.

What is 'ad astra'? ‘ad astra’, meaning ‘to the stars’ is Terrington Hall’s programme to promote and celebrate endeavour and achievement in academics. It is designed to stretch and challenge all pupils in a wide range of academic

areas and to broaden the range of activities and subjects on offer to them.

It draws together academic enrichments, competitions (both in school and external) and whole-school and House events.

Our ’ad astra’ enrichment offering is ever changing but has recently included activities such as chess, debating, coding, origami, French conversation and art history. We are always keen to add activities to the programme in which the pupils have an interest. ‘ad astra’ competitions are extremely popular and we look to put something on at least termly. Annual events include the House debating competition, Spelling Bee,/ Latin Vocabulary Challenge, a Big House Quiz and a Memory Challenge.

At the end of each term, pupils are also awarded bronze, silver and gold star pin badges for their blazers for exceptional effort and achievement in the ‘ad astra’ programme.

48

ACTIVITY WEEKS AND RESIDENTIAL WEEKS Following assessment week in the Summer Term, Years 6 to 8 embark on a residential activity week. The details are as follows: Year 8: Six days residential in the UK or overseas involving educational activities designed to experience new challenges and push your limits! This trip incurs an additional cost.

Year 7: Six days residential in the UK or overseas involving educational activities designed to experience new challenges and push your limits! This trip incurs an additional cost.

Year 6: Three-four days off the school site and two days based in school. The activities change from year to year and are specifically tailored for each individual year group. This trip incurs an extra cost.

During ‘Activity Week’ school buses do not run.

49

50

51

52