compendium
/kəm ˈ pɛndiəm/
Acompendiumisaconciseyetcomprehensivecollectionof information,analysis,oranalysispertainingtoaspecificbodyof knowledge.Itsummarisesessentialdetailsorbringstogethervarious relateditems,typicallypresentedinasinglebook,setofdocuments, ororganisedresource.
“Letuspickupourbooksandourpens, theyareourmostpowerfulweapons. Onechild,oneteacher,onebookand onepencanchangetheworld”
–
MalalaYousafzai
As
adultswhoworkatKingswinfordAcademy,we areallresponsibleforthefuturesuccessofallthe studentswhohavechosentobeeducatedhere.
Thelearningenvironmentwecreateandmaintainwillensuretheyleadsuccessfuland happylives.Theywillacquiretheknowledgetheyneedtoprogressthroughthekey milestonesinoureducationsystemandembarkoncareersoftheirchoosing.
Aswellasknowledge,wemustalsoeducatethemwiththe‘culturalcapital’thattheyneed tobecomethefuturecitizensoftheircommunitiessothattheydevelopintoadultswho willchampionchangeinsociety,guidedbyastrongsenseofdisciplineandmoralpurpose.
ThecultureinwhichstudentswillbeimmersedatKingswinfordAcademyisdeterminedby theadultswhoworkhere.Itiseveryone’sresponsibilitytoworkconsistentlytoimplement thesharedcultureoftheacademy.
Thisdocument,our‘StaffCompendium’,setsouttheprinciples,rolesandresponsibilities foralladultsthatworkhereandwillestablishthepositive,learningcultureinwhich studentswillbeimmersed.Weneedtoproviderichopportunitiesensuringstudents becometheiracademicandpersonalbestandareambitious,aspirational,courageousand respectfulintheirdailyroutines.
Itiseveryone’sresponsibilitytoworkconsistentlyto implementthecompendium,creatingashared cultureoftheacademy.
IanMoreton Headteacher
ASPIRE
KingswinfordAcademyisproudtobepartoftheWindsorAcademy Trust(WAT).Acrossourfamilyofschools,wewantallstudentsto ASPIRE-tounlockacademicandpersonalpotentialofourstudentsby promotinganddevelopingarangeof‘Character’and‘Learnerskills’.
Thisimageshouldbevisibleineveryclassroom,oncorridorsand referencedregularlyduringlessons,FormTimeandassemblies.
“Everyyoungpersondeservesasafespacetolearn,grow,and thrive.Safeguardingisnotwhatwedoinadditiontoourjobs;itis thefoundationofeverythingwedo.Itiseveryone’sresponsibility, everysingleday.”
- JamieSmith(DeputyHeadteacher &DesignatedSafeguardingLead) CoreCommitment&Statutory Duty:
AtKingswinfordAcademy,thesafety, protection,andwelfareofourstudentsare ourabsolutepriorities.
Wefirmlybelievethateveryyoungperson hasafundamentalrighttolearnina supportive,caring,andsecureenvironment. Infullalignmentwithourstatutoryduties, allstaffmuststrictlyadheretothenational guidancesetoutinKeepingChildrenSafein Education(KCSIE)andWorkingTogetherto SafeguardChildren,alongsidethelocal proceduresestablishedbytheDudley SafeguardingPeoplePartnership.
OurSafeguardingApproach:A CultureofVigilance:
Safeguardingisthecollectiveresponsibility ofalladultsonsite.
Everymemberofstaffisrequiredto maintainacontinuouscultureofvigilance andreceiveregular,mandatorytrainingto effectivelyidentify,record,andescalateany signsofconcern,abuse,neglect,or vulnerability.
Weworktransparentlyandcollaboratively withfamilies,externalmulti-agency partners,andourinternalsupportnetworks toensuretimelyintervention.
TheSafeguardingTeam& ReferralProcess:
Ifyouobserve,suspect,orreceivea disclosureregardingastudent’ssafety orwellbeing,youmustreportit immediately.
Donotattempttoinvestigate independently.Allconcernsmustbe loggedformallyviatheschool's designatedreportingsoftwarewhichis CPOMSonthesameday,nolaterthan 4pmandcommunicateddirectlytothe safeguardingteam.
SafeguardingTeam:
● DesignatedSafeguardingLead (DSL):
MrJSmith(DeputyHeadteacherfor StudentServices)
Email: jsmith@kingswinford.windsoracademyt rust.org.uk
● DeputyDesignatedSafeguarding Leads(DDSLs):
● MrsMCastells
● MissCHall
● MrsEWilkinson
● AnyPastoralLead
ManagingStudentBehaviour
“Allbehaviourwhichdistractslearningwithintheclassroomor damagestheculturewithintheacademymusthaveclear,fair andtransparentconsequencesforstudents.”
AlladultsatKingswinford Academyareresponsiblefor managingstudentbehaviour.
Childrenarestilllearninghowtobehaveand asadultsweareresponsibleforteaching themhowtodothis. Wewill‘notlet studentsoff’,becauseweknowthatdoing sowouldmean‘lettingthemdown’ .
Ourapproachtoschoolcultureisrootedin theprincipleofbeingwarm:strict.We combineunwaveringstandardsforconduct andeffortwithrelentlesswarmth, predictability,andemotionalcarestudents needtoflourish.
Theexpectationsofbehaviourareclearlyset outinour‘PreparedforExcellence’policy andwhenstudentsdonotfollowthese expectationsitiseveryone’sresponsibility toaddressthis.
WeexpectallstudentstobeReady, RespectfulandSafebothinlessonand outsideoftheclassroom.
Ifyouaskastudenttofollowaninstruction, theexpectationisstudentswillrespectfully comply.Ifstudentsdonot,anybehavioural issuesmustbeloggedonClassChartsand thesewillbetriaged byourStudent AchievementTeam(SAT). Inaccordance withour‘PreparedforExcellence’policy, furthersanctionsmaybegiven.Formtutor, subjectandSLTreportcardsareusedto monitorindividualstudentbehaviour.
-
IanMoreton(Headteacher)
Acentraliseddetentionsystemisused andarotaproducedhalf-termlyto supportthis.SLTdetentionsareissued onaFridayforseriousincidentsorif detentionshavebeenupscaled.
PleasespeakwithamemberofSLTor PastoralLeadifyouareunsureon managingstudentbehaviourorwishto discussorfollow-uponaparticular incidentthathasoccurredastobest supportyouinthefuture.
ManagingStudentBehaviour
“There’saclearneedforschooltohaveconsistentandclear
behaviourpoliciesthatpromotepositivebehaviourinlessons.”
- EducationEndowmentFoundation
Inlesson:
● QualityFirstTeachingtodrive engagement(seepages14-16).
● Usepositivenarrationto acknowledgelearningbehaviours e.g.“Thankyoux,you’repenis moving”.
● Issuewhole-classremindersto tacklelow-leveldisruption.
● Useprivateremindersto individualstudentswhoare disruptinglearning,avoiding learningornotfollowing instructionsfirsttime.
● Ifbehaviourisnotcorrectedand persists,issueacorrectionand logonClasscharts.
● Giveafinalreminderbefore referringthestudenttoSATand logonClasscharts.
● Ifthereisseriousbreachof behaviourexpectations,areferral toSATcanbeissuedimmediately viaClasscharts.
● Iffurthersupportisrequired,an urgenton-calmcanbeissuedvia Classchartswherebyamemberof SLTwillvisitthelessonandhelp managetheissue.
Outsidetheclassroom:
● Greetstudentswarmlyaround schoolandactivelyseekpositive interactions.
● Issuesregardingbehaviourand uniformshouldbechallenged. Studentsshouldbeaskedto “stop”bythememberofstaffand theissuetalkedthroughwith the student.
● Ifbehaviourisnotcorrectedand persistsorescalates, issuea correctionandlogonClasscharts.
● Ifthereisseriousbreachof behaviourexpectations,areferral toSATcanbeissuedimmediately viaClasscharts.
Onceastudenthasbeenreferredto SAT,adetentionwillbeissuedand triagewilltakeplace.Where appropriate,studentswillreturnto lessonstoavoidfurthermissedlearning. Forseriousorrepeatedincidents, studentswillworkinRefocus.
Ifyoureferastudent,youareexpected tofollowthisupwith arestorative conversationandifappropriatefollow upwithparent/carersaswellasHead ofHouse/DirectorofHouse.
“
MobilePhonePolicy
AlladultsatKingswinfordAcademybelievethatdistraction-freelearning inaphone-freeschoolisinthebestinterestsofallstudents.”
TheYondrPouchSystem:
Theuseofpersonalmobilephones, smartwatches,earpods,andanyother internetorBluetooth-enabled communicationdevicesisstrictly prohibitedduringtheschoolday.
KingswinfordAcademyprovidesall studentsinYears7to11withaYondr PhonePouch.Thisremainsschool propertyandmustbecarefullylooked afterbythestudentthroughouttheir academictenure.
DailyRoutine:
ThemainschoolgatesonWaterStreet openat8:15am,servingastheentrance forallstudents.
Uponarrivingattheschoolgates,all mobilephonesandenableddevices mustbeimmediatelyswitchedoffand securelylockedinsidetheYondrpouch. Pouchesremainlockeduntil3:15pm whenunlockingstationsbecome accessible.
EssentialEquipmentRequirements:
TheYondrpouchisformallydesignated asanessentialitemontheschool equipmentlistandformsanintegral partoftheUniformPolicy.
Consequently,allstudentsarerequired tobringtheirpouchtoschoolevery singleday,regardlessofwhetherthey choosetobringamobilephoneto school.
- JamieSmith(DeputyHeadteacher)
SanctionsforMissingPouches:
● Ifastudentforgetstheirpouch buthasaphonewiththem,they musthandthedeviceoverto staffatthegate.Theywillbe issuedasame-dayafter-school detention,andthephonecanbe collectedfromtherefocusroom at3:30pmfollowingthesanction.
● Studentswhodonotbringa phonetoschoolbutstillfailto bringtheirmandatoryYondr pouchwillalsoreceivean automaticsame-dayafter-school detention.
LostorDamagedPouches:
Ifastudentlosestheirpouchor deliberatelydamagesit,theyare requiredtopurchaseabrand-new replacementpouchdirectlyfromthe schoolatamandatorycostof£20.
Ifyoususpectastudenthasusedtheir mobilephoneatanypoint,youmust logthisonClassChartsasa‘Mobile PhoneReferral’.
Relationships
“Connectionprecedescompliance.Whenweinvestthetimetobuild authenticrelationshipswithourstudents,positivebehaviourisn't somethingwehavetodemand—itbecomessomethingtheywantto give.”
- JamieSmith(DeputyHeadteacher)
Gettingtoknowthestudentsat KingswinfordAcademyisavital partofyourjob,buildingstrong relationshipsmeansstudents trustyouwiththeireducation.
Weensureabalancewhereexpectations androutinesarefoundeduponintentional warmth,mutualrespect,andstrong staff-studentrelationships.
Studentsshouldalwaysrefertoyouby yoursurnameor‘Sir/Miss’andensurethey knowwheretheboundariesinthe student/teacherrelationshipare.Learn aboutyourstudentsbutensurethatthey knowtheireducationisyourutmost priority.
Rewardingpositivestudentbehaviouris integraltoallthatwedo.
WeusePrivateIndividualPrecisePraise (PIPP)whereappropriate.
Unlikepublicpraise/narratingthepositive (whichhasitsplaceinmodellingtoothers thedesiredbehaviours),PIPPshouldbe focusedonbuildingtheinterpersonal relationshipsbetweenteacherand student,andallowthestudentto internalisethepraiseratherthanitbeing aboutthevalidationfrompeersfortheir praise.
PIPPshouldbeaquiet,one-to-one conversationwithpraise.
● Deliveredquietlytoanindividual(e.g. crouchingdownattheirdesk).
● Directedspecificallyattheexact persondoingthepraiseworthyaction, ratherthantheentiregroup.
● Beprecise
AtKingswinfordAcademyitisessentialwe reinforcepositivehabitsandrecognise studentswho tryhardanddotheirbestin everylessoneveryday.Foreverysanction youissueyoushouldaimtogiveatleast7 positiverewards.
Emotionalcurrencyisabankweshouldall investin,readyforthedayyouneedto makeawithdrawal.
Aconversationinthecorridor,apostcard home,a“postitnote”witha“welldone” messageinastudentbook,areallstoredup readyforthedayyouneedtotacklethat child’sunderperformance,orfailuretomeet KingswinfordAcademyexpectations.
Somestaffmayhavemoreemotional currencywithsomestudentsthanothers, forexampleaformtutor,headofkeystage orpastorallead.Youmayneedtheirsupport butyoushouldtakethelead.
Consistency
“Consistencyisthetruefoundationoftrust.Eitherkeep yourpromisesordonotmakethem.”
Itdoesn’tmatterwhatwedo, itmattersthatwealldoit.
Ifyouallowstudentstolistentotheir headphones,thenthenextmemberof staffwhochallengesthiswillseem unreasonable.
Studentswillbeconfusedwhytheycan doitinoneclassroomandnotanother.
Theywillchallengetheteacherwho upholdsKingswinfordAcademy’s expectations,andthismaydamage theirrelationshipwiththatstudent.
Beinginconsistentunderminesour cultureandshowsstudentsthatsome adultsdonotcareasmuchasothers.
Thisinturncreatesaperception withstudentsthatsomeadultsare moreimportantthanothers.
KingswinfordAcademy establishesaculturewhereall staffhavethesamehigh expectationsforallstudents.
TeachingMannersandRespect
“Goodmannersareawayofshowingotherpeoplethat wehaverespectforthem.”
-BillKelly
Respectisoneofthekey valuesofKingswinford Academy.
Asadults,webringwithusdifferent experiencesofourownupbringingand justlikethechildrenforwhomweare responsiblewewillhavevaryingideas ofwhat“goodmanners”are.
Itisthereforevitalthatweareclear aboutwhatourexpectationsofgood mannersare,andthatweconsistently re-enforcethesewithstudents.
Wemustteachchildrenhowto respondtoadultsandtoeachother. Thisstartswhenyoumeetstudentsat thedooraspartofour‘SmartStart’ routine,studentsshouldrespondwhen yousay“goodmorning/afternoon”with asimilarresponseora“thankyou”.
Theonlyresponseachildshould maketoanadultwhentheir behaviourischallengedis“sorry Sir/Miss”.
Youmayormaynotfeelthat“sorry”is enoughofaresponse,andfurther sanctionsmayberequired.Weexpect studentstoacknowledgeandaccept responsibilityfortheirownbehaviour.
Beingtheadultmeanssteppingupto takeresponsibility,demonstrating emotionalmaturity,andguiding yourselforothersthroughdifficult situations.Itisaboutmakingconscious choicessupportedbyourbehavior policytorespondratherthanreact,and handlingproblemswithcalmresilience.
CPLand
theWATPlaybook
“Havingawell-planned,well-implemented,andwell-resourced programmeofprofessionaldevelopment(PD)forstaffisoneof themostimportantthingsaschoolcandotoenhancethe learningofitsstudents.”
“Theargumentforthisissimple:teachingqualityisthesingle strongestdeterminantofstudent’slearning;effectivePDcan enhanceteachingqualitysignificantly.”
-ProfRobCoe
Consistencyandshared languageandunderstandingis oneofthedrivingprinciplesof staffdevelopment KingswinfordAcademy.
CPLandSubjectDevelopmentTime takesplaceonWednesdaysat15:25 withT&LandPastoralbriefingsbeing heldat8:30onMondaysand8:30 Wednesdaysrespectively.Abriefingfor updates,noticesand‘feelgoods’isheld onFridaysat8:30.
Leadersmayalsoberequiredtoattend WATCPLsessionsonMondaysafter schoolaswellasbeinginvitedto subjectspecificsessionsthroughoutthe academicyear.
Thesesessionsprovidestaffwiththe opportunityforprofessionallearning linkedtoeducationalpolicysuchas safeguarding,behaviour,culture, curriculumandteachingandlearning.
DuringCPLandSubjectDevelopment time,staffwillcollaborate,co-planand rehearsetechniquesthroughdeliberate practicetocontinuouslyimprovethe qualityofeducationofferedtoour students.
Tosupporteffectiveimplementationof techniquesandstrategies,theWAT Playbookhasbeenintroducedforstaff. TheWATPlaybookactsasanimportant pointofreference,incorporatinga rangeofevidence-basedtechniques andstrategieslinkedto:
● TeachingandLearning
● Standards:CultureandBehaviour
● RaisingAttainment
● Transition
StaffusetheWATPlaybookduringCPL, SubjectDevelopmentTime,briefings andinstructionalcoachingaspartof professionallearninganddevelopment atKingswinfordAcademy.
WATPlaybook
LessonEntryandExitRoutines
Entryroutines -ahighlystructuredandefficientlessonentry andexitisessentialformaximisinglearningtimeandsettinga positiveculture.
Beforethelesson:
● ‘BrilliantBasics’promotedbyall toensurestudentsare‘ready’for learning.
● Teachersshouldtakepridein theirclassroomandmaintaina clearandprofessionalworkspace includingmaintenanceof classroomdisplaysandnotice boards.
● Exercisebooksshouldbeon deskswherepossibleoravailable tocollectbystudentsatthefront oftheclassroom.
Startofthelesson-‘Smart starts’:
● Teachermeetatthedoorto warmlywelcomestudentsinto theclassroom.
● Studentsarenottowaitoutside classroomsunlessinstructedto.
● A‘SmartStart’shouldbeevident (displayedonwhiteboards, sharedonGoogleClassroom and/orphysicalresource) allowingstudentstoself-start.
● Studentstositasperseatingplan onClasscharts.Bagsaretobe placedunderdeskorin designatedspacewithiPadsout andpencilcaseondesk.
● Whenexercisebooksarebeing used,studentsmustwritethe dateandcompletethe‘Smart Start’.
● Teachertotakeregisterusing Arborasstudentsenterorwhilst circulatingasstudentscomplete their‘SmartStart’.Anystudent arriving3minsafterthebell withoutastaffnoteonClass Chartswillbemarkedaslate.
● Teachersuseconciseinstruction toguideandpromptstudents duringthe ‘SmartStart’.
● ‘Positivenarration’isused acknowledgepositivestudent behaviours.
Endofthelesson-‘Exit routine’:
● Studentscompletea3-5minute ‘Exitticket’orreviewlearningin silence.
● Studentsdirectedbyteacherto remainseatedandpackaway silently.
● Teachersstaggerdismissal immediatelybeforethebell.This providestheopportunityto checkuniform,workspacesand helpreducecorridorcongestion.
DuringLessons
“Ourmainpurposeistoputstudentsonthepathto learning.”
-MattPorter(AssistantHeadteacher)
Usingconsistentlanguage acrossKingswinfordAcademy willensurestudentsknow explicitlywhatthe expectationsareregarding behaviourandengagementin lessons.
Ourmodelforlessondeliveryat KingswinfordAcademyisbuiltaround thefollowingprinciples:
● Lessonpreparationandplanning forengagement-routines, disciplinaryliteracyandoracy
● Smartstarts-retrievalpractice
● Teacherexplanation-instruction and‘WhatToDoCycle’
● Modellingandscaffolding-‘IDo, WeDo’
● Checkingforunderstandinglearningchecks
● Independentpractice-‘YouDo’
● FeedbackandcontinuousDIRT (DedicatedImprovementand ReflectionTime)
● Exitroutine-exittickets
Withinthisdeliverymodel,teachersuse theWATPlaybooktoeffectively implementspecificteachingand learningtechniquesandstrategies.This QualityFirstTeachingapproach providesstudentswiththeconsistency theyneedtoacquireandapply knowledgeandskillanddevelop understanding.
KeythemesTeachingandLearning themes includedintheWATPlaybook:
● Selectcurriculum
● Createaninclusiveculture
● Secureandmaintainattention
● Prioritiseliteracy
● Optimiseexplanationand modelling
● Drivethought
● Gatherevidenceandgive feedback
● Ensureconsolidation
TheWATPlaybookalsoincludes implementationstrategieslinkedto Standards:CultureandBehaviourand RaisingAttainment,furthersupporting high-leveldeliveryofconsistencyand expectationstoourstudents.
Lessondrop-insandInstructionalCoaching
Lessondrop-insaremainly undertakenbySLT,Faculty Directors,PastoralLeadsand CurriculumLeadshowever WATLeadsandteachersmay alsovisitlessons.
AtKingswinfordAcademy,weoperate an‘opendoor’policywherebywe welcomefellowprofessionalsintoour classroomstosharethelearning experience.
SLTandFDswillconductlesson drop-insaspartofwholeschoolquality assurancewithstaffregularlyreceiving drop-insandfeedbackloggedthrough theSteplabplatform.Drop-insare usuallynolongerthan10minutesand canhappenatanypointduringthe lesson.
Inadditiontothis,aqualityassurance scheduleissharedwithFDshalf-termly tosupporttheimplementationof specificteachingandlearning techniquesandtomeasuretheimpact oftheseacrossthecurriculum.
Membersofstaffwhoconductlesson drop-insadheretohighprofessional standardsandconduct,ensuringlesson drop-insarepurposefulandmeaningful forbothstaffandstudents.
Acrosstheacademicyear,allteaching staffwillundertakeaperiodof InstructionalCoachingthroughthe Steplabplatform.Thisentails approximately4x10-15minutelesson drop-insacrossan8weekperiod,at agreedtimeslots,followedbya feedbackandcoachingsessionwith yourdesignatedinstructionalcoach (approx.20minutes).
Allinstructionalcoacheshavebeenfully trainedthroughtheSteplabplatform withthecoachingprocessbroadly aligningwiththeprinciplesand techniquesoutlinedintheWAT Playbook.
Inclusion
“Usefulforall,essentialforsome.”
-LeanneBridgwood(ExecutiveleadforInclusionatWAT)
Havingaclearandconsistent approachtolessondelivery, behaviourandexpectationsacross KingswinfordAcademyhelps maximisethelearningexperience forallstudents,especiallythose studentswhoselearningis vulnerable.
Factorsthatincreasevulnerabilityto learningincludesthefollowing:
● Attendance
● PP
● SEND
● Behaviour
● Protectedcharacteristics
● Bereavement
● Safeguarding
● Medicalneed
Othersocial,emotional,environmental andcognitivefactorsthatmayalso impactlearningincludes:
● Poorworkingmemory
● Gapsinknowledge/schema
● Fewerwordsinvocabulary
● Lackofconfidence/avoidance
● Discomfortwithchanges
● Unclearonexpectations/social cues
● Sensitivetochallenge
*NOTE: Theselistsdonotinclude incorrectanddamagingassumptions suchas‘lowaspiration’’/lowparental expectations’/’notvaluingeducation’.
KingswinfordAcademyisbroadlyin-line withnationalforPP(23%)andSEND (16%).Inadditiontothis,therewillbe studentsidentifiedwhoselearningis vulnerable.Weusethe‘Inclusive TeachingFramework’ “....andsowe” statementsasthebedrockofour inclusiveculturetoensureevery studentregardlessofcircumstanceis affordedthebestpossibleeducational advantage.Examplesof “...andsowe…” statementsinclude:
● UnderstandQualityFirstTeaching isusefulforallbutessentialfor some.
● Areclearaboutourexpectations ineveryareaofschool.
● Useretrievalpracticeatthestart ofeachlessontosupportworking memoryandretention.
● Ensurethatstaffareconsistent withroutines,expectationsand useofbehaviour/rewardspolicy.
● Useadditionalpastoralsupportto settlechildrenineverydayand supportthemwithselfregulation
● Provideastrongreadingcultureteachersdeliberatelypreteach vocabularyandstudentshave effectivesupportwhenneeded.
● Removebarrierstoaccess throughourempoweredstrategy.
SupportingSENDStudentsandIntervention
“Everyinteractionisanintervention.”
-BethWilkinson(AssistantHeadteacher)
“Usefulforall,essentialfor some.”
Ourinclusivecultureensuresthatall studentsatKingswinfordAcademy receiveQualityFirstTeaching.However, werecogniseforsomeofourSEND students,reasonableadjustmentsmay benecessaryacrossdifferentaspectsof schoollife.
OverviewofSENDprovisionat KingswinfordAcademy:
● QualityFirstTeachingis“useful forallbutessentialforsome”.
● Reasonableadjustmentsthrough teacher,TA,IT/digital. intervention.
● Classchartsiconhelpsidentify SENDstudents.
● Passportsandstudentprofiles.
● Inclusionpass-5minutereset.
● Inclusionbase-MeetandGreet, Breakandlunchtimesupervision
● TAsupport.
● Interventions.
● Targets/datareviewed3xper year.
● ExternalSupportagencies-CIPS, DLSS,EP,CAMHS.
ForfurtherinformationonourSEND provision,pleaseseetheInclusion Drive.
InterventionandTeachPlus: CognitionandLearning:
● Lexonic-Leapandadvance programmes,SparksReader
● Numeracy-SparksMaths
● Precisionteaching
● FunctionalSkills
CommunicationandInteraction:
● ReferraltoCIPs
● TalkaboutforTeenagers
● Socialskills
● SaLT
SEMH:
● Nurture
● Sleephygiene
● Peermentoring
● Daily/Weeklycheckins
● Individualmentoring
● ELSA
● PositiveThinking
● GettingitRightProgramme
● GrowthMindset
● SelfEsteem
● ClassroomSkills
● AngerManagement
● AttendanceWorkshop
● RespectandAcceptance
● Bereavement
● KeepingSafeOnline
PhysicalandSensory:
● ReferraltoOT,VI,HI,PDteam
● Adaptedequipment
● SensoryCircuits
● TouchTyping
CurriculumandAssessment
“Ourcurriculumisthebeatingheartofourschool;itexiststochallenge, inspireandunlocktheacademicandpersonalpotentialofeverystudent.”
- CraigCannings(AssistantHeadteacher)
AtKingswinfordAcademy, curriculumandassessmentwork handinhand.Ourcarefully sequencedcurriculum,combined withaconsistentassessment cycle,ensureseverystudentis challenged,supportedandgiven theopportunitytosucceed.
FacultyStructureandCurriculum Delivery:
Wehaveeightfaculties,withaFaculty Director(FD)overseeingeacharea.The facultiesare:
● English
● Maths
● Science
● ArtandDesign(Art,DT,iMedia, Food,Textiles)
● Communications(Business, ComputerScienceandMFL)
● Humanities(History,Geography,RE, HealthandSocialCare)
● Performance(MusicandDrama)
● PE
Facultiesdesignanddelivertheir curriculumtomeettheschoolandWAT coreintent,ensuringconsistent expectationsandstandards.Teachers adheretofeedback,markingand homeworkpoliciesoutlinedintheir curriculumtosupportcurriculumdelivery andstudentprogress.
TeachingandAssessmentCycle:
Teachingisorganisedintothreecurriculum cyclesacrosstheacademicyear.
Eachcyclefollowsaconsistentstructure:
● 10weeksofteachingandlearning, duringwhichnewknowledgeistaught, practisedandassessedthroughKey LearningTasks(KLTs)
● 1assessmentweek,wherestudents completetheirKeyAssessmentTasks (KAT).
● 2weeksof‘ReviewandRe-Do’ throughDedicatedImprovementand ReflectionTime(DIRT),allowing studentstorevisitmisconceptions, improveareasofweaknessand strengthenlong-termlearning.
DataDeadlinesandDataDrops:
FollowingKATs,teachersenterapercentage scorealongwithagradeforengagementand behaviourforeachstudent(aswellasreview SENDstudents’targets). Dataisthen publishedthroughSISRAanalytics.
● Classteacher-analysisofclasslevel performanceinordertoidentifytrends andplanandprepare‘Reviewand Re-Do’.ReportstoCL/FD.
● CurriculumLeader(CL)-analysisof subjectlevelperformance.Reportsto FDorSLT.
● Facultydirector(FD)-analysisoffaculty levelperformance.ReportstoSLT
● AssistantHeadteacherforAcademic Potential -analysisofschoollevel performancetosharewithSLT.
Enrichment
“Whenstudentsfindtheirpassions,theyfindtheirpurpose.”
- NatAbel(Assistantheadteacher)
AtKingswinfordAcademy,education extendsfarbeyondtheclassroom.Our PersonalPotentialandEnrichment programmehelpsstudentsdiscover passions,developnewinterests,and buildtheconfidencetothriveglobally.
Wearecommittedtoensuringevery studentfindsasenseofbelongingand purposebyexploringtheirtalentsand challengingthemselves.Ourdiverse enrichmentofferallowsstudentsto engagein:
● Sportandthearts
● STEMactivitiesandacademic societies
● Communityprojectsandstudent leadership
Participationhelpsstudentsbuild friendships,strengthenexisting interests,anduncoverhiddentalents.
Toensuresafetyandequalaccess, everyactivityisregisteredthrough Arbor.Thisallowsustomonitor participation,maintainaccurate attendance,communicateeffectively withfamilies,andcelebratestudent achievements.
Wealsohostarangeofacareers opportunitiesandadheretotheGatsby Benchmarks,includingafullweekof workexperienceduringYear10.
StudentLeadership&theASPIRE Framework
Studentleadershipisacornerstoneof PersonalPotentialatKingswinford Academy.Ourleadershipgroupsempower studentstoinfluenceschoolimprovement, representtheirpeers,andstrengthencivic partnerships.Workingwithlocalcharities, primaryschools,andcommunitygroups, studentsdevelopactivecitizenship,and socialresponsibility.Underpinnedbyour ASPIREskills,theseexperiencesensure studentsdevelopthepersonalqualities neededtoflourishinlife.
EducationalVisits&Trips Protocol
1. InitialApproval:Obtainapproval fromthePersonalPotentialLead beforeanyplanningbegins.
2. Documentation:UsetheEV documentationontheschool landingpage.
3. EvisitsSubmission:Completeand secureapprovalfromtheEVCLead priortodeparture.
*OverseasTrips:Minimumoftwoweeks priortodeparture.AllOtherVisits: Minimumof48hourspriortodeparture.
PastoralResponsibility
“Everychilddeservesachampion–anadultwhowill neverevergiveuponthem,whounderstandsthe connectionandinsiststhattheybecomethebestthey canpossiblybe”
–RitaPierson(Educator)
TheRoleoftheFormTutor
Asteachersyouaretheexpertinyour subject,yourjobistopassonyour exceptionalsubjectknowledgetothe nextgenerationsotheytoocan becomeexperts.AtKingswinford Academy,teachersalsoholdakey pastoralroleasaformtutor.
Tostudentsinyourtutorgroup,youare theirchampion.Youwillhavemore emotionalcurrencywithstudentsin yourtutorgroupthanalmostanyother memberofstaff.Thisisbecauseofthe relationshipthatyouwillbuildupwith themandtheirfamilies.Thismeansthat itisveryimportantthatyour expectationsofthemarethehighest possible.
Youwillhavealotofinfluenceoverthe studentswithinyourgroupandthisis whyyouaretheidealmemberofstaff toenforcehighexpectationsof uniform,behaviourandattendance. Yourgrouprepresentyou,theyshould notwanttodisappointyouinanyway, (astheyshouldbecertainthatthis wouldbefollowedup!).
Beorganised–haveaccesstodata whichshowsyouwhohaspoor attendance,tackleitimmediately. Ensurethatyougiveoutthemessages whichcomefromSeniorLeadership TeamoryourHeadofKeyStage–they keepeveryoneonthesamepage.
Nochildinyourtutorgroupshouldbe lettingyoudownwithpoorstandards, makesuretheylineuporderlyfor assemblyandarerespectfultothose presenting.Makeityourbusinessto knowtheirfamilysituationandtheir responsibilitiesoutofschool,sothat youcanfighttheircornerifneedbe. Youshouldunderstandtheneedsofthe studentsinyourtutorgroupverywell, removinganybarrierstolearningfor them.
Makecontactwithparentsregularly. SpeaktotheSpecialEducationalNeeds Co-ordinatoraboutanyadditional needsyourgroupmayhave.Theyare yourstonourishandgrowandweare relyingonyoutoknowthemwell.
DirectorsofHouses
Yousetthetonewithyour expectationsofstudents.
Youdevelopasenseofbelongingand ensurethatyourethosisunderstood andfollowedbyallstudentsinyour house.
Youmeetregularlywithtutorswithin yourhousetoshareinformation,and monitordataregularlytoensurethat dipsinattendanceorprogressare tackled,andtutorsaregiventhe supporttheyneedtobeeffective.
Youwillspendtimeeverytutorperiod withthetutorgroupsinyourhouseand followinguponanyissues.Itisvital thatyouliaiseregularlywithparents/ carersaboutstudents’progress.
Youhavejurisdictiontovisitstudentsin theirclassesatanytimeduringtheday, butpleasefollowthe‘LessonVisit’ protocol.
PastoralSupportTeam
ThePastoralSupportTeamhavean importantroleinsupportingstudents whosecircumstancescreateasignificant barriertostudents’progress.Students willoftenseekyououtwhentheyhave issueswithotherstudents,orproblems athomeandyouwillbethepersonto ensuretheyaresanctionedappropriately shouldtheyneedit.
Theroleischallengingduetothe investmentyouhavemadeinthese students,andthatbalanceofsupport andconsequenceisoneyouwillneedto getright.Ifyouarerequiredtosupporta teacher/tutorwithachallenging conversation,youwillstandnextto themwhilsttheyhavethatconversation.
Youshouldnotintervene,orovertake anyadultinthedealingofbehaviourin theirclassroomortutorroom,butyou willalwayssupport.
Yournon-teachingrolemeansyouhave thetimetodothingsthatteachersdo not,youwilloftenbetheappropriate persontomakeacallhomeorspeaktoa studentduringlessontime,butyoumust ensurethatyourstudentsdonotseeyou asmoreimportantthanotherstaff.
Studentsshouldnotseeahierarchyin ourbehaviourmanagementsystem,all adultsareequallyimportant.
Youhavejurisdictiontovisitstudentsin theirclassesatanytimeduringtheday, butpleasefollowthe‘LessonVisit’ protocol.
OnCalm
TheOnCalmsystemprovides supportforteachersand students.
Whenastudentisdisruptingthe learningofothers,andwillnotcorrect theirbehaviourthroughthestaged warningsystem,thentheymustbe removedfromthelessontominimise theimpacttheyarehavingonthe educationofothers.
AnyonewhoisdesignatedtobeOn Calmshouldgivethistheirpriority–it takesprecedenceovereverythingelse, exceptasafeguardingissue,inwhich caseyoushouldclearlydelegateon calmtoanothermemberofstaff.
Ifwedonotsupportteachersin implementinghighexpectationsand attendwhenanoncalmisrequested thenthesystemandtheteachersare undermined.
DutyProtocol
Dutiesareanessentialpartof ourroleinkeepingchildren safeandensuringthatpositive relationshipsarefostered.
Therefore,thefollowingguidelines shouldbefollowedtoensurethatwe makethemostofourdutytime:
● Wearyourhighvis–studentsfeel saferwhentheycanseeyou,itis assimpleasthat.
● Beaspromptasyoucanbe.SLT willpluggapswherenecessary(if youhavebeenteachingin Humanitiesandareondutyinthe Refectoryforexample),but pausingtoclearupyour classroom,orfulfilanothertask whichcouldbedoneatalater timeisunwiseifitdelaysyou.Itis importantthatareasarenotleft unsupervised.
● Taketheopportunitytotalkto thestudents,thisistime well-spentandoftenmeansthat youcanbuildrelationshipswith studentswhoyoudon’tordinarily speakto.
● Bevigilant.Makesurethatyouare standingintherightplace–can youseethewholearea?Be proactive.Ensurethatyour presenceisfelt,studentsshould knowthatyouarethere.Know whoisondutyaroundyouand howtogetsupportifyouneedit.
● Dutyisnotsocialtimeforstaff;itis atimewhenyouarekeeping childrensafe.Donot‘congregate’ withotherstaffbutremainvigilant, circulateandpromptstudentsto clearlitter,calmboisterousplay andalwayschallengeanycasual swearingfromstudents.Spreadout toprovidemaximumcoverage.
● Senseanychangeinatmosphere andmovequicklytode-escalate.If youspotanissue,neverruntoit (unlessthereisgravedanger)as youhighlighttheissuetoother students.Youshouldhave gatheredsupportfromnearbystaff andtheywillimmediatelyremove studentsfromtheareawhileyou dealwiththesituation.SLTshould beinformed.Firstaidisapriority,if twochildrenareinvolvedandone isinjured,youshouldstaywiththe injuredstudentandleaveSLTto collecttheotherchild.
● Donottolerateanyplayfighting ofanysort.Studentsareoften keentowrestleandplayata youngage,butthisisnot appropriatebehaviourforschool andoftenleadsininjury.Bevery clearonthis–nomanhandling.
● Ifyouaretobeabsent,ensure thatyourdutyiscoveredalong withyourlessons.Ifitisan unplannedabsence,ensureyou tellthecoverlinethatyourduty needstobecoveredaswell.
LeadingbyExample
“Thestandardsyouwalkpastarethestandardsyou accept.”
Remindothersofourhigh standards,startsentenceswith “AtKingswinfordAcademy we...“
Inourpersonalpresentation,inour oracy,inourmanners,wedemonstrate thebehaviourandlanguagewewantto seefromothers.Therefore,staffdressis formalandbusiness-likeand interactionswithstaff,studentsand parentsalikeiswarmandprofessional inmanner.
Similarly,weexpectallmembersofstaff toleadbyexampleandchallenge studentsappropriately.Weexpectstaff topromoteourschoolculture positivelyandadheretoour‘Prepared forExcellence’policybothinlessons andoutsidetheclassroom.
Leadersinschoolsupporttheirteams throughcoaching,guidanceand professionaldevelopmentandutilise systemseffectivelytomanage workloadandmaximiseefficiencyand outcomes.
AsanSLT,ouraimistoenablelearningmaintaininghighexpectationsand ensuringthatthecultureof KingswinfordAcademyisupheldbyall stakeholders.Wearecommittedtoor schoolandthecommunityweserve andarefocussedoncontinually improvingallareasofschoollifeforall.
-BenRyan
AdditionalInformation
Absence:
ABSENCE/SICKNESSPOLICY
Ifyouareabsentyouareexpectedto setappropriateworkanduploadinto the‘Cover’foldershareddriveon Googleanduploadworkforstudents onGoogleClassroom.
Coverrequests:
Pleasespeakwithyourdirectline managerand/orSLTlinkbefore submittinga‘Coverrequest’through theKingswinfordAcademydashboard.
Phonedirectory:
PHONEDIRECTORY
Parental communication/letters:
Weencourageourstaffto communicateprofessionallywith parentsviaemail. Ifanylettersaresent toparents/groupsofparentsregarding curriculum,pleaseusetheKingswinford Academylettertemplate.
Anyletterstoparentsregarding enrichmentshouldalsousethis template.Pleaseensurethetripsand visitspolicyhasbeenfollowedpriorto parentalcommunication.
Alllettersshouldbequalityassured byRachelWheelerpriortosending
Timingsoftheday:
FormTime:8:45-9:15(*Mon8:45-9:30)
P1:9:15-10:05(*Mon9:30-10:15)
P2:10:05-10:55(*Mon10:15-11:00)
Breaktime:10:55-11:15(*Mon11:0011:20)
P3:11:15-12:05(*Mon11:20-12:05)
P4:12:05-12:55
Lunchtime:12:55-13:35
P5:13:35-14:25
P6:14:25-15:15
Enrichment/Intervention:15:25-16:15
SchoolCalendar:
Allkeydatesarehighlightedonthestaff calendarincluding:
● INSETdays
● CPLandTwilight
● Exam/Mockexamdates
● Assessmentwindowsanddata drops
● OpenEvening,Parents’evenings andcelebrationevents
● WATevents
● Year6transition
● ActivelearningWeek
SCHOOLCALENDAR
Directedtime:
Pleasefindtheschoolscommitmentto directing1265hours.
DIRECTEDTIME
Ofstedreport:
MapofKingswinfordAcademy
