2021 2022 PROSPECTUS
Welcome We are a school that takes great pride in our central mission – to prepare every student for success. Success in academic qualifications, success in the wide range of extra-curricular and leadership opportunities on offer, and success in every individual’s personal and social development. We work towards our mission through a focus on exceptional levels of pastoral support and an academic and enrichment programme designed to ensure that every individual reaches their true potential. At Wollaston, we believe in aiming high. We target excellence with the utmost commitment, but we also remember that a truly inspiring education is one that is filled with joy and laughter. We are also a school that is led by our values. We value honesty, kindness and tolerance. We embrace individuality as well as collective responsibility, we celebrate diversity and promote equality of opportunity, and we are a community which supports every individual to achieve all that they are capable of. For most students, Wollaston School provides an education which lasts for seven years, from age 11 to age 18. Our ambition is to ensure that at the end of that journey, every student is ready to take their place in society as positive, purposeful, ethical and well qualified individuals. Life at Wollaston School is characterised by an ethos of warmth, respect and ambition. We value effective working relationships with parents and we believe in delivering a high quality professional service in every aspect of our work. We offer a broad and exciting curriculum, expert teaching and high standards of academic achievement. We promote impeccable standards of behaviour and we expect the very best of every individual who walks through our doors. We are a team of students and professionals who are committed to ensuring that our school is a truly exceptional place of learning. Welcome to Wollaston School, if you would like to see us at work, please book a visit, we would be proud to welcome you to our school. Mr James Birkett Headteacher & CEO of Nene Valley Partnership
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 in order 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. Our aim is for everyone at Wollaston School to: • F eel safe and secure in an attractive, stimulating learning environment.
• D evelop the ability to make informed decisions that will enhance their future quality of life.
• Be inspired, challenged and motivated.
• S upport and value each other and celebrate each other’s success.
• D evelop independence, confidence and skills to enable them to make the most of their abilities. • D evelop a sense of justice, fairness and responsibility towards others and recognise the importance of democracy and freedom in our society.
• C elebrate all cultures in the school and the local and wider community and raise awareness of the part they play in 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. L ooked after children and previously looked after children. 2. C hildren who attend Bozeat Community Primary School and Irchester Community Primary School (schools of the Nene Valley Partnership). 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. C hildren who will have a sibling continuing at Wollaston School at the time of admission of the child. 5. C hildren attending Wollaston School’s designated contributory Primary Schools, i.e. Cogenhoe Primary School, 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. C hildren 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. C hildren 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.
Distance tiebreaker If the admission number is exceeded within any criterion, priority will be given to children who live closest to the school. Distances are measured on a straight line basis using Northamptonshire's County Council's Geographical Information System (GIS).
Student health and well being Student Induction
All students who join us in September 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 their new school. Each student is allocated to a tutor group and a form tutor; this is linked into our House System where the tutor groups are allocated a House. Students compete in competitions for their House and collect House points. It is the role of form tutors to monitor carefully the general academic and personal development of students in their care. We have developed a programme of work in personal, social and health education, which will help students to improve their all-round academic performance and teach students more about themselves and others.
A Head of Year and Student Support Team work with each year group to assist form tutors. The Head of Year has responsibility for the overall academic progress and social development of each child in that year. He/she co-ordinates the work of form tutors and is an important source of information and point of contact for parents.
Student Illness or Accident If a student feels unwell, they will be directed to the medical room and assessed by a First Aid trained member of staff. Parents will be contacted and in the rare event of serious ill-health an ambulance will be called.
Medicines Medicines, prescribed by a doctor, can only be administered during school hours by prior arrangement with the school, and only if no alternative arrangement can be made. Staff are expressly forbidden to administer non-prescribed medicines. We have several qualified first-aiders who are able to respond to low-level medical problems and we have a fully staffed medical room.
The Head of Year will encourage high standards of behaviour and dress and will maintain a clear record of students’ academic and personal progress as students move through the school. All records maintained on students by the school are open to the individuals concerned and their parents/guardians.
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 Additional Needs Team works closely with parents, students and all school staff to address the needs of individual pupils. The Special 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.
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 this school. We would be naive, however, to think that bullying never takes place and so we have 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.
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/.
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 School Day
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 using Go4Schools and these can be used in discussion with students during tutor time or subject lessons.
The school day normally runs as follows: Assembly / Tutorial
08.50 - 09:10
09:10 - 10:00
10:00 - 10:50
10:50 - 11:10
11:10 - 12:00
12:00 - 12.45
12.45 - 13.25
13.25 - 14.15
14.15 - 15.00
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 an hour and 40 minutes in order to develop skills and deepen learning.
School Meals Hot meals and snacks are provided before and after school, at break times and lunch by our professional in-house catering service. Parents can pay for meals using Parent Pay, our on-line finance service or call in to main 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.
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. 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.
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, citizenship), design technology (food and nutrition, textiles and product design), art, computing, modern languages (French, German), PE, and performing arts (music, drama & dance). All students study personal development and explore social issues in tutor time, attend assemblies and enjoy a wide range of extra-curricular activities.
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.
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, such as motor vehicle maintenance. Most courses will lead to examination qualifications in the General Certificate of Secondary Education (GCSE), 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 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 rapidly globalising 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.
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.
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, access details and any linked resources through their smartphone or the internet. 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
Physical Education & Sport
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.
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.
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 • L arge flexible performance hall, seating capacity 264 (raked seating)
The major resources are: • Artificial cricket wicket • Climbing wall • Fitness Suite • F ive-a-side pitch, netball courts, hockey pitches and tennis courts • Fully equipped dance studio • Grass athletics track • Gymnasium • Outdoor basketball court • Outdoor table tennis tables • Sports hall
• Lockable instrument stores
• Three football pitches
• Sets of African drums and samba drums
• Two floodlit astroturf courts
• Sibelius software for music composition
• Two indoor cricket nets
• Three art rooms with dedicated IT facilities
• Two rugby pitches
• T wo fully equipped drama studios with lighting bars and sound • T wo large music teaching rooms, each equipped with 15 computers, electronic keyboards and acoustic pianos
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 Education (GCE) 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 Mr Birkett, Headteacher. Examination results have been historically good and our school has enjoyed some record breaking results in 2018 and 2019. Due to the covid-19 exams crisis in 2020 and 2021, there are no benchmarks for this examinations series, but students achievements can be found on the school website www.wollastonschool.com/about/examination-results/.
WOLLASTON SCHOOL IRCHESTER COMMUNITY PRIMARY SCHOOL BOZEAT COMMUNITY PRIMARY SCHOOL & NURSERY
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 School and Wollaston School. 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 and a lifelong love of learning. Nene Valley Partnership: Our Framework for Excellence in Education • W e expect the best from every individual in our school community; • A ll students will benefit from a broad, enriching and inspiring curriculum; • O ur teaching, learning and assessment will be driven by best practice; • W e will work collaboratively with staff, parents, students and the wider community to ensure excellence for all; • W e are committed to a culture of continuous improvement; • W e provide an education with individuality and character.
01933 663501 email@example.com Wollaston School, Irchester Road, Wollaston, Wellingborough, Northamptonshire NN29 7PH www.wollastonschool.com