Wollaston School Prospectus 2023/2024

Welcome

We are proud of our learning environment and the high standards of achievement reached by students across the school. We are also extremely proud of our highly talented staff whose commitment and ambition for all students makes a significant difference to their outcomes.

Wollaston School is a positive and happy place to be. Students are incredibly well mannered, look after one another and enjoy being here. We target excellence with the utmost commitment and have high expectations for our students. Alongside this we also recognise that a truly inspiring education is one that is filled with joy and positive experiences.

Central to our ambition is that we are a school led by our values of kindness, community, and ambition. As such we value all students demonstrating positive relationships as individuals and as part of our wider community. We are proud of our community values: we embrace individuality as well as collective responsibility, celebrate diversity and promote equity of opportunity. We are a community that supports individuals to achieve success and foster ambition.

For many students joining us in Year 7, Wollaston School provides an education that spans seven years taking students to Year 13. We believe that every child can achieve success if challenged, inspired, and supported appropriately. We have a strong, balanced academic curriculum that is delivered to the highest standards possible and encourages students to develop their own skills and interests throughout their time with us. The quality of teaching and breadth of curriculum also ensures students consistently achieve the best possible standards in their public examinations.

Our academic curriculum is supported by exceptional personal development and extra-curricular opportunities that allows Wollaston School students to be active participants in society becoming positive, purposeful, ethical, and well qualified individuals. The development and wellbeing of young people is central to our ethos and culture. Examples where this happens include the House System, our student leadership opportunities, our rewards system, our PSHE Programme, and our variety of extracurricular opportunities. All are designed to provide wider opportunities for young people to learn together and develop characteristics that will help them to succeed in adult life.

Welcome to Wollaston School. We are a team of students and professionals who are committed to ensuring that our school is a truly exceptional place of learning that shapes futures.

Should you like to see us at work, please book a visit: we would be proud to welcome you to our school.

Mr Simon Anderson Head of School

Ethos & Values

Wollaston School aims for all its students to achieve their full potential intellectually, physically, spiritually, morally, socially and culturally. To achieve this, we strive to create an atmosphere and school ethos that is caring and well-ordered so that all students can focus on achieving their best. We seek to give students of all abilities a passion for lifelong learning. We value all students equally and actively pursue policies and practices that provide equal opportunities for all. Finally, we recognise the importance of working in partnership with parents, the wider community and the world of work.

Above all, our aim is a simple one: to prepare every student for success through the best education possible. We achieve this by having commitment to the following objectives:

• Consistency around the best practice in all areas of school life

• A culture that reflects the values of kindness, community, and ambition

• An emphasis on citizenship that allows our students to be successful and active participants in local, national, and global communities.

At Wollaston School we value kindness, community and ambition, enabling all students to:

• Feel safe and secure in an attractive, stimulating learning environment.

• Be inspired, challenged and motivated.

• Develop independence, confidence and skills to enable them to make the most of their abilities.

• Develop a sense of justice, fairness and responsibility towards others and recognise the importance of democracy and freedom in our society.

Admissions

Admission Policy

The admissions procedure is supported by the Local Authority. Applications and appeals should be made through the local authority. The Pupil Admission Number(PAN) for the school is 240 students.

As a Secondary school serving both urban and rural areas, places will be allocated to pupils who have a statement of special educational needs/EHC Plan that names the school as appropriate provision. When there are more applications for places than there are places available, priority will be given in the following order:

1. Looked after children and previously looked after children.

2. Children who attend schools of the Nene Valley Partnership, Bozeat Community Primary School, Irchester Community Primary School and Cogenhoe Primary School.

3. Children who live in the designated villages i.e. Bozeat, Brafield-on-the-Green, Castle Ashby, Chadstone, Cogenhoe, Denton, Easton Maudit, Great Houghton, Grendon, Irchester, Little Houghton, Strixton, Whiston, Wollaston, Yardley Hastings.

4. Children who will have a sibling continuing at Wollaston School at the time of admission of the child.

• Develop the ability to make informed decisions that will enhance their future quality of life.

• Support and value each other and celebrate each other’s success.

• Celebrate all cultures in the school and the local and wider community and raise awareness of the part they play in society.

5. Children attending Wollaston School’s designated contributory Primary Schools, i.e. Denton Primary School, Grendon CE Primary School, Little Houghton CEVA Primary School, Wollaston Primary School and Yardley Hastings Primary School in the year of application and continuing in attendance until the formal offer of places is made.

6. Children of staff at the school, in either or both of the following circumstances:

a) where the member of staff has been employed at the school for two or more years at the time which the application for admission to the school is made, and/or

b) the member of staff is recruited to fill a vacant post for which there is a demonstrable skills shortage.

7. Children who live in Wellingborough and its designated surrounding village and contributory parishes, i.e. Earls Barton, Ecton, Finedon Sidings (Furnace Lane), Great Doddington, Great Harrowden, Hardwick, Little Harrowden, Little Irchester, Mears Ashby, Orlingbury, Wilby.

8. Other children.

If the admission number is exceeded within criterion (ii), priority will be given to those who live furthest from the nearest alternative school. If the admission number is exceeded within any other criterion, priority will be given to those who live closet to the school. Distances are measured on a straight line basis using the NCC’s GIS.

Pastoral Care and Inclusion

Student Induction

All new starters benefit from a well structured induction programme. We ask parents to give us as much information as we need to help students to settle smoothly and speedily into Wollaston School. Each student is allocated to a tutor group and a form tutor; all tutor groups are linked into our House System and are allocated into either Austen, Churchill, Drake or Nightingale. Students compete in competitions for their house and collect house points.

Pastoral Care

At Wollaston School, we are proud of our pastoral care and ensure that our pastoral practice has the child at the centre of what we do.

Everyone at Wollaston School has a pastoral role, however, we also have a dedicated Pastoral Support Team who are experienced and skilled and a key point of contact for students when they require academic and pastoral support.

All students are closely supported throughout their time at Wollaston School by a form tutor and a Head of Year. It is the role of the form tutor to monitor the general academic and personal development of all students in their care. We have developed an effective pastoral programme that supports students to improve their all-round academic performance and to foster an understanding of themselves and others as they progress through the school.

Heads of Year take pride in ensuring that all students receive exceptional pastoral care. They support and challenge all students in equal measure to achieve the very best outcomes and develop characteristics that will help them to succeed in adult life. This includes encouraging high standards of behaviour and dress and monitoring of students’ academic and personal progress as they move through the school.

Anti-Bullying Charter

We have a zero tolerance approach to bullying. Bullying in all its forms is totally unacceptable and staff and governors at Wollaston will do all in their power to eliminate it from our school. We would be naive, however, to think that bullying never takes place and so we have effective procedures which help us to remain alert to problems and act quickly when appropriate.

We believe that all young people have the right to attend Wollaston School each day without fear of being bullied. We aim to create a calm, secure and caring atmosphere in which all students may optimise their education. Complaints connected with bullying are always treated seriously, no matter what the circumstances and we always try to deal promptly, sensitively and efficiently with incidents when they do occur.

A Summary of the School’s Inclusion Policy

The school recognises that some students may have additional educational needs. The school aims to address these needs in order to ensure that all students are able to achieve academically and socially.

Students’ individual special educational needs are identified in a number of ways: primary school liaison, screening and diagnostic testing, parental communication, subject staff feedback and dialogue with families and students.

The Learning Support team works closely with parents, students and all school staff to address the needs of individual pupils. The Special Educational Needs Co-ordinator [SENCO] is supported by an able team of dedicated learning support assistants who support students in the classroom or on an individual or small group basis.

School Routines

Term Dates

Term dates vary from year to year and can be located on the Wollaston School website www.wollastonschool.com/about/term-dates/

The School Day

The school day normally runs as follows:

Rewards

We believe strongly in celebrating student success and that it is important to recognise and reward achievements of all kinds. We know that students respond positively to praise and are very motivated by it.

The achievements of individuals are recognised in a number of different ways. Individual subject staff communicate with parents using a variety of formats such as email, telephone calls and postcards. Staff also record positive events and these can be used in discussion with students during tutor time or subject lessons.

Formal certificates are awarded throughout the year by Heads of Year and senior leaders. The school also holds a termly rewards assembly where recognition of success is shared with the year group.

Transport

All students in Years 7 to 11 from “linked” villages in the catchment area of the school (except Wollaston and Strixton) are issued with a bus pass for free travel to and from school.

Lessons are taught as a mixture of single and double lessons, according to subject. Subjects such as maths and English are taught in sessions of 50 minutes; practical subjects such as science and performing arts are taught in blocks of 1 hour and 40 minutes in order to develop skills and deepen learning.

School Meals

Hot meals and snacks are provided by our professional in-house catering service. Parents can pay for meals using Parent Pay, our on-line finance service or call into reception to load credit using an electronic credit/debit card machine. Students can also load cash to their meals accounts using a re-valve machine located in school.

Assemblies

Regular assemblies are held in school. In our view, assemblies do not contain material that is likely to offend particular religious beliefs. However, parents have the right to withdraw their children from assembly. Our assembly programme covers a wide range of social and moral themes and is designed to help students develop into responsible adults.

Other students, e.g. from Rushden and some Wellingborough areas, have to make appropriate travel arrangements and are not assisted financially by the Local Authority.

All Post-16 students (Years 12, 13 and beyond) currently have to pay for transport at a charge determined annually by the Local Authority.

All matters relating to school transport are handled directly by the Schools Transport Section of Northamptonshire County Council.

House System

The House system is an important part of the ethos of the school. We expect that all students will make a contribution to activities that support a positive community within the school.

Austen Churchill Drake Nightingale

The School Curriculum

The academic work of the school is the responsibility of Heads of Faculty, each of whom is responsible to Senior Leadership for a particular curriculum area.

The school meets and exceeds the National Curriculum in accordance with the requirements of the Department for Education.

Key Stage 3 Curriculum (Years 7-9)

The Key Stage 3 curriculum aims to build on the work of our primary schools whilst meeting statutory requirements and introducing new curriculum opportunities. It is a broad and balanced experience, including Mathematics, English, Science, Humanities (History, Ethics & Philosophy, Geography), Design Technology (Food and Nutrition, Textiles and Product Design), Art, Computing, Modern Languages (French, German), PE, Performing Arts (Music, Drama & Dance) and PSHE (Personal, Social, Health and Economic education). All students study personal development and explore social issues in tutor time, attend assemblies and enjoy a wide range of extra-curricular activities.

Key Stage 4 Curriculum (Years 10-11)

In Year 10, students begin GCSE courses and study a curriculum that reflects their particular academic or vocational strengths and interests. Almost all students will complete GCSEs in 9 subjects, including Mathematics, English Language and English Literature, combined science or separate sciences (including biology, chemistry and physics). In addition, students will be given several option choices to develop their academic interests and strengths. A small number of students take on vocational courses related directly to the world of work.

Most courses will lead to examination qualifications in GCSEs, but there are also opportunities to follow BTEC and other vocational options.

Sixth Form (Years 12 and 13)

Wollaston Sixth Form is a supportive and inspiring place to study. For students following both A level and vocational courses, our thriving Sixth Form offers a warm welcome to students who are ready to work hard to achieve their dreams and the majority of our Year 11 students stay on to study in the Sixth Form. It is our aim that all of our Sixth Form students leave school with skills that make them marketable in the global world of work or higher education and approximately 75% of our Year 13 students progress each year to study at university. An experienced mentor guides each student in their studies and is there to reach out a helping hand. Skilled specialist teachers share their enthusiasm and subject knowledge with students, inspiring them to do their best. We provide opportunities for all students to take part in a range of enrichment opportunities and play an active part in the success of the vibrant Wollaston Sixth Form Community. The Sixth Form team also provides specialist careers advice and guidance for all students.

Assessment

Upon arrival at school in Year 7, we assess students’ abilities using data passed on by primary schools. We also use Cognitive Ability Tests. These give an indication of students’ academic strengths and weaknesses through verbal, quantitative and non-verbal tests. During the school year, students’ progress in all years is assessed and reported home to parents regularly using internal assessments. In later years, public examination outcomes at GCSE and A level are the main measures of student progress.

Ethics & Philosophy and Religious Education

Students study a wide range of social issues affecting them and the world around them in order to develop higher order thinking skills, independent learning techniques and the ability to debate and develop an informed point of view. It is anticipated that all students will participate in this course. Parents have the right to withdraw their child from this subject, though we would hope to be able to discuss any issues of concern before such a withdrawal takes place.

Ethics & Philosophy is taught as a discrete subject throughout years 7 to 9. Students in Years 10 and 11 choose the subject as a GCSE option and complete the GCSE qualification at the end of Year 11. Students continue to learn about ethical and moral issues via PSHE.

PSHE

Throughout their time with us at Wollaston School, students study PSHE in a sensitive and age appropriate manner. This curriculum includes statutory teaching of relationships and sex education.

Homework

At Wollaston School we value the role of homework in supporting students to achieve their full potential and stretch their skills and learning beyond the classroom. Homework is an integral part of developing independent, resilient and resourceful learners, all of which we value as key qualities at Wollaston School.

Students and parents are able to access our online platform to see what homework tasks are pending and to access details and any linked resources. Homework is set regularly by teachers and we ask that parents monitor and encourage their children to complete and hand in all work by the set deadlines.

Enrichment Opportunities

The Arts

We believe that all students should have access to the arts and that aesthetic education is an essential part of every child’s development. We promote this through a core curriculum experience for all students.

We enable students to access a broad arts education, including art, dance, drama and music, creating a sense of enjoyment and achievement and encourage selfconfidence in and through the arts.

Teachers from the performing and visual arts subjects offer a diverse range of extra-curricular activities which are accessible to all students. Activities take place in after-school and lunchtime clubs and include vocal groups, instrumental groups catering for all instruments and abilities, musical theatre productions, drama events and scripted plays.

The major resources are:

• Drama rehearsal space

• Five purpose built music practice rooms

• Fully equipped dance studio with sprung floor

• IT suite

• Large flexible performance hall, seating capacity 264 (raked seating)

• Lockable instrument stores

• Sets of African drums and samba drums

• Sibelius software for music composition

• Three art rooms with dedicated IT facilities

• Two fully equipped drama studios with lighting bars and sound

• Two large music teaching rooms, each equipped with 15 computers, electronic keyboards and acoustic pianos

Physical Education & Sport

Through the physical education curriculum, we promote physical fitness, participation in team sports and encourage healthy lifestyles for all. We also recognise how physical education develops inter-personal and problem-solving skills and personal qualities, such as self-esteem, self-confidence, team-building, tolerance and empathy, and helps forge links between the school and the community. The school has excellent links with local clubs and societies.

The major resources are:

• Artificial cricket wicket

• Climbing wall

• Fitness Suite

• Five-a-side pitch, netball courts, hockey pitches and tennis courts

• Fully equipped dance studio

• Grass athletics track

• Gymnasium

• Outdoor basketball court

• Sports hall

• Three football pitches

• Two floodlit astroturf courts

• Two indoor cricket nets

• Two rugby pitches

Other extra-curricular opportunities

Several faculties run residential visits that enhance students’ understanding and enjoyment of academic courses. These have previously included residential visits to Belgium, North Norfolk & Iceland, France and Germany, the USA and the CERN laboratories in Switzerland. The school is a member of the Holocaust Trust and arranges annual student visits to Auschwitz as part of this commitment.

Examination Outcomes, Results and Careers

All students in years 10 and 11 follow courses leading to public examinations for the General Certificate of Secondary Education (GCSE) or in some cases, equivalent qualifications in BTEC subjects. Most students take examinations in nine subjects.

In years 12 and 13, students follow a range of academic and vocational courses leading to General Certificate of Secondary Education (GCSE) qualifications in either 3 or 4 A Level subjects. Where students enter the Sixth Form without at least a grade 4 in English or Maths at GCSE, it is a national requirement that they will continue to study these subjects in the Sixth Form to develop their skills in these areas until they have met this threshold measure.

Examination results can be found on the school website –www.wollastonschool.com/about/examination-results

The school is always pleased to discuss results overall or in any specific areas. Enquiries should be addressed in the first instance to the Headteacher.

At Wollaston School, we have a strong careers programme that allows our students to develop their own key skills so that they are able to access all opportunities that they seek. As well as being a key component of the PSHE programme and the pastoral curriculum, personal development days are used to enrich student’s experience of careers education. In house careers advice is also available to all students, particularly at key transition points, offering students impartial information, advice and guidance.

IRCHESTER COMMUNITY PRIMARY SCHOOL

BOZEAT COMMUNITY PRIMARY SCHOOL & NURSERY

COGENHOE PRIMARY SCHOOL

The Nene Valley Partnership is a new and ambitious Multi-Academy Trust established in April 2019. The founding schools are Bozeat Community Primary School and Nursery, Irchester Community Primary

Our mission is to ensure excellent outcomes for every single child who attends one of our schools. We believe in local, community education which focuses on personal development, academic success

Our Framework for Excellence in Education

We expect the best from every individual in our

All students will benefit from a broad, enriching

Our teaching, learning and assessment will be driven

We will work collaboratively with staff, parents, students and the wider community to ensure

We provide an education with individuality