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Dear Parent/Guardian On behalf of the staff, Governors and pupils I should like to welcome you to The Snaith School at the beginning of what I hope will be a long and happy association. This booklet is designed to focus on key issues which will be of concern to you and your son/daughter throughout their time at the school and beyond. Each year a newsletter will be issued which will contain specific information pertaining to that year group. The school is a Specialist School in Business and Enterprise and this brings a wealth of opportunities to our pupils. The staff are highly committed and work extremely hard to promote an excellent education for all our pupils. The school has a strong emphasis on the education and development of the whole person. With the school working in partnership with parents, our pupils develop self-confidence, self-esteem and respect for others – qualities that will be of benefit all their lives. We provide quality education, outstanding pastoral care, excellent examination results, high standards of behaviour and care for others and for the school environment. We aim to provide a clean, orderly atmosphere in which pupils can be happy, successful and safe. If you require any further information, please do not hesitate to contact us. Thank you for choosing The Snaith School. Yours sincerely
J D Pickerill
J D Pickerill Headteacher
Telephone : 01405 860327 Email : email@example.com
Contact with the School Change of Address Pupil Discipline Code of Conduct for Pupils Damage to School Property School Dress How Parents can Help their child Settle into School Parents’ Evening School Health Advisors Anti-Bullying Policy Sex and Health Education Policy Drugs Related Incidents – School Policy Exclusion: Policy and Procedures Curriculum – Key Stage 3 Curriculum – Key Stage 4 Options Homework Key Dates PSHCEE Progress File Examination Entries School Leaving Date Text Books, Equipment, Library Books etc Prefects Work Experience Attendance 100% Attendance Policy Child Protection Procedures Employment of School Children Home to School Transport (Mainstream pupils) Failure of a Bus to Arrive Detention Use of School Premises Bicycles and Motorcycles Sport The School Day School Term Dates Page no 3 3 3 4 6 6 10 12 12 13 13 14 15 16 28 29 30 31 33 34 34 35 35 35 35 36 38 39 40 40 41 41 41 42 42 43 44
Contact with the School
The staff most immediately concerned with the welfare of your child are: a. The Form Tutor b. The Head of Year c. The Deputy Headteacher In cases of concern, please contact the Head of Year, either by telephone or make an appointment to visit. In everybody’s interest, it is necessary that there are strong home/school links, that both school and home mutually support each other in providing the best possible education and that there is complete inter-change of important information that could affect your child’s schooling.
Change of Address
The school should be notified immediately if a pupil changes address during the school year. A form is available from the Medical Room for this purpose.
Governors’ Statement of General Principles (Education Act 1997) The aims of the Discipline Policy at Snaith School are: 1. To create an orderly and educationally stimulating environment both inside and outside the classroom. 2. To encourage positive attitudes in pupils towards fellow pupils and staff. 3. To develop in all pupils a sense of self discipline and responsibility for their actions. 4. To develop in pupils respect for the environment of the school and property within it. 5. To ensure that pupils understand that it is bad behaviour, and not the individual, which is not acceptable.
1.Policy Statement The means: We will seek to achieve these aims by: 1. delivering a motivating and stimulating curriculum using a range of teaching methods which encourage appropriate behaviour from pupils. 2. encouraging dialogue when problems emerge between pupils and staff and parents and staff and having clear lines of communication between the school and outside agencies. 3. having a clearly defined route of referral understood by both pupils and staff in the event of the need for action with any individual pupil. 4. emphasising the rewards for good behaviour rather than sanctions for bad behaviour. 5. providing pupils with the opportunity to give of their best in both curricular and extra curricular activities. 6. giving pupils free movement within school and ready access to their form rooms subject to the necessary respect being shown for the environment of the school. 7. ensuring that pupils acknowledge, understand and comply with a basic set of rules (code of conduct) which will ensure good behaviour both inside and outside the classroom. 8. having an effective pastoral system with clearly defined responsibilities. 9. applying the discipline policy fairly and consistently. 10. giving pupils responsibility under the prefect system. A copy of the full policy is available from the school on request
Code of Conduct for Pupils
School is a community in which you spend the greater part of the active week day, mixing with other pupils.
Take a pride in your work; that which is below standard is not acceptable and will have to be repeated. Homework is set to complete the work given in the classroom, it is organised on a timetable basis and is to be handed in when required. Make every effort to catch up on work missed through absence.
2. The school and its facilities are provided by taxes paid for by the community. Regard the school, grounds and furniture with respect, it is yours. Keep the school tidy, litter is an eye sore, pick it up. 3. Pupils must be dressed smartly in school uniform. - All personal property must be named. - Jewellery and adornments (apart from a watch [boys and girls] or one pair of earrings [one in each ear] in the form of gold/silver studs), must NOT be worn in school. No other form of body piercing is allowed. - Hair must be neat, tidy and clean. Extremes of hairstyles/ tramlines are not acceptable. - Make up must NOT be worn. 4. Food and drink which is bought in the Hall from the Breakfast Bar or Canteen must be consumed in the Hall. Packed lunches must be eaten in the Dining Room. - Chewing gum is forbidden in school and on buses to and from school. 5. Any accident or injury must be reported immediately to the Medical Room or General Office. 6. Any absence must be covered by a note or telephone call. 7. Be courteous to everyone. 8. Pupils must show respect to members of staff.
- Addressing them by names - Sir or Miss. - Giving way in congested areas and opening doors etc. - Hands are not to be in pockets when talking.
Smoking is strictly forbidden on school premises, to and from school and on school transport. Cigarettes, lighters, matches, knives or any other dangerous article or substance, plus radios, mobile phones, pagers and personal audio equipment, MP3/ipods ARE FORBIDDEN on the school site. Pupils are not normally expected in school before 8.30 am unless by prior arrangement with the Headteacher. Pupils who stay on the school site for the midday meal are not allowed to leave the premises except after a specific parental request or under the instructions of a member of staff (with the exception of Prefects). Form rooms are available at lunchtime, but pupils must use only their own form room. Each form is responsible for the care of its own room.
Damage to School Property
From time to time pupils cause damage to school property. Sometimes the damage is purely accidental and could not have been avoided. At other times, damage is caused by silly, inappropriate behaviour. Damage, regrettably, can also occur due to vandalism and the wilful destruction of property. All matters of damage are investigated thoroughly. It is then school policy to charge pupils who have caused damage by inappropriate behaviour or vandalism. Pupils are expected to make a monetary contribution towards the costs of repair or replacement. The amount depends on the nature of the damage caused, the pupil’s involvement and the actual costs of repair or replacement.
All pupils are expected to be clean, well groomed and tidily dressed for school. Snaith School has a UNIFORM which ALL pupils are expected to wear. Extremes of hairstyles designed to draw unnecessary attention to the individual are not regarded as appropriate or acceptable. The uniform was designed in consultation with parents in the light of the following considerations: a. By achieving a satisfactory standard of dress we shall be aided in our task of maintaining a working atmosphere in the school. b. Uniform will reduce obvious external signs that some pupils come from affluent homes and others from homes where there is hardship. c. Uniform is less expensive than fashion clothes, as well as being more serviceable.
School Clothing / Equipment List
All clothes and equipment should be marked clearly with the owner’s name. School Colours - NAVY BLUE and GOLD. Items supplied through school: Tie, School Jumper/ Cardigan, Sports items. School Uniform GIRLS: Tie – to be worn in good condition, with top button of shirt/blouse fastened, with at least 9 stripes showing - can be bought from school at all times – cost £3.00. Skirt - plain navy blue, medium weight material, smart, uniform type of a practical/appropriate/decent length for moving around school/school type activities. (Not too short, too long or with splits). Trousers – smart, plain navy blue, uniform type - not cotton/jean/ cord type.
Shirt/Blouse - plain white, not fitted, no darts, no trim, motifs or coloured buttons, must have normal shirt type collar. Must be worn tucked in, must be long enough to tuck in. If a tee-shirt is worn underneath for warmth, it must be plain white with no writing/logos on it. Socks - plain navy blue, black, grey or white - no decoration. Tights – plain navy blue, black, beige or grey. Shoes - black or brown flat heeled shoes (no kitten heels), with laces tied, not trainers or boots (footwear that covers the ankle and above). V-necked Cardigan or Jumper - plain navy blue, waist length, no trim or motifs, no zips. BOYS: Tie – to be worn in good condition, with top button of shirt fastened, with at least 9 stripes showing - can be bought from school at all times - cost £3.00. Trousers - plain dark grey/black, flannel type, not cotton/ jean/ cord type. Shirt - plain white, no trim, motifs or coloured buttons, must have normal shirt type collar. Must be worn tucked in, must be long enough to tuck in. If a tee-shirt is worn underneath for warmth, it must be plain white with no writing/logos on it. Socks - plain navy blue, black, grey or white - no decorations. Shoes - black or brown flat heeled shoes, with laces tied, not trainers or boots (footwear that covers the ankle and above). V-necked Jumper - plain navy blue - no trim/motifs, no zips. PE KIT It is very important for both safety and hygiene that the correct school kit is purchased. PE kit can be bought via the Snaith School Parents Association, the Trutex website using password SNAITH SECONDARY SCHOOL DTS0214190 and from Clothes for Little People, Pasture Road, Goole or Tots ‘n’ Teens, New Lane, Selby. The standard of PE kit is comparable with the school uniform itself. GIRLS: Royal Blue games shirt (reversible with Gold bands).
Navy Blue shorts Navy Blue PE skirt (optional) Royal Blue socks with Gold tops. White PE blouse (short sleeves). Plain White ankle socks. Trainers/Hockey boots. Towel. BOYS: Royal Blue games shirt (reversible with Gold bands). White shorts. Royal Blue socks with Gold tops. Trainers/Football boots. Royal Blue indoor gym/athletics vest. Towel.
The PE Department recommends that for certain invasive games, eg rugby and hockey, mouthguards, or ‘gum shields’ be worn. These are readily available through sports shops and do reduce the possibility of dental gum damage in the event of a collision. Responsibility cannot be accepted for unmarked clothing and parents are advised NOT to send their children to school with items of expensive clothing.
All non-essential valuables and money should be kept out of school. Money which is unavoidably brought into school must NOT be left unattended in cloakrooms or bags, but should be given to a member of staff for safe keeping. Mobile Phones, iPods and other electronic equipment are not allowed in school. Jewellery or adornments (apart from a watch (boys/girls) or one pair of earrings [one in each ear] in the form of gold/silver studs) must NOT be worn in school; it may be lost or can be a
health hazard in PE, practical lessons and general movement about the school. Parents must accept responsibility if watches are lost or broken in school. Badges other than responsibility badges, eg Prefect or badges denoting personal accomplishments, eg colours or swimming badges, must NOT be worn. Make up and nail varnish are not appropriate for school and therefore they must NOT be worn.
All pupils will follow courses in Technology and Art which require protective clothing. Pupils will have the use of aprons for their Technology lessons. We rely on the co-operation of parents in maintaining good standards of dress in accordance with the uniform requirement. The Education Department is willing to consider applications for the provision of certain items of school clothing for children on transfer to secondary schools. Application forms are available from: ERYC pupils: Education Welfare Officer, County Hall, Beverley; NY pupils: Educational Social Worker, 2 Abbey Yard, Selby. HOW PARENTS CAN HELP SETTLE THEIR CHILD INTO THE SECONDARY SCHOOL At primary school your child will tend to have only one teacher. At Snaith School your child will be taught by a specialist teacher in each curriculum area. Your child will be expected to take more responsibility for their own learning including bringing the correct books and homework for that day. The school operates a two week timetable. Most lessons are the same one week to the next but there are usually two or three lessons which change.
If your child is anxious about not finding their way round the school reassure them that all new starters are in the “same boat” and staff will give allowance for this for the first couple of weeks.
• Get a photocopy of your child’s timetable and leave it in a prominent place at home • Use coloured stickers to help your child prepare the books and other equipment they will need for the next day. For example their English book could have a blue sticker in the top right hand corner, Science yellow and so on to avoid mixing up and bringing the wrong book. • Get into the habit of checking and signing your child’s planner
This is probably the biggest challenge your child will face at The Snaith School.
Establish a routine for homework. This is vital as homework will become more of an issue as your child progresses through school. This should be as soon as they get in from school after allowing time for a short break. Starting homework at 9 o’clock is not a good idea, listening to music or watching the television might also cause problems Try to ensure that homework is done on the night it is set to avoid pieces piling up Monitor how long they spend on homework. Each subject should take no longer than thirty minutes in Year 7, increasing each year. (You can write a note saying they have spent the required amount of time) Remind them to write the homework down correctly and neatly. If your child uses shorthand notes eg “finish off” – this will not help as they will have forgotten exactly what the task was by the time they sit down to complete the homework
If your child appears not to be getting homework check against the homework timetable and contact the school
OTHER AREAS OF CHALLENGE YOUR CHILD MAY FACE
Falling out with friends
This is a very common problem. A friendship from primary school might alter as the children are mixing with new people. The school has twenty different feeder primary schools and children are encouraged to make new friendships. Most friendship patterns will sort themselves out in a couple of weeks; try not to overreact. However, if the upset continues after this time, contact the school. If you suspect that your child is being bullied, please contact the school immediately, we take any incident of bullying very seriously.
Another common problem: to try and avoid this please ensure that all of your child’s property is named including PE kit. Your child might come home and say that something has been stolen (this is very rare) but most belongings are left around school as indicated by the pile of lost property left at the end of term. Pupils are offered a locker for a £2 deposit and should get into the habit of using this as well as their designated peg, NOT any peg in any cloakroom, as again this causes confusion.
Mobile phones and iPods etc
These are not allowed in school. If your child brings something of value into school tell them to hand it into the office for safe keeping until the end of the day.
As there are between 160 and 175 pupils in each year group, Parents’ Evenings are organised differently to primary school. About a week before the Parents’ Evening your child will bring home a form for you to write down the teachers you would
like to see. Your child will go and make an appointment for you to see that teacher according to their availability. If your child is unlikely to remember to give you this form do check with the school that the form has been issued. It would be difficult to turn up on the night and see the teachers you would like to see. Appointments are about five minutes long. In the first few years at Snaith it is a good idea to see your child’s Form Tutor and Head of Year. If you would like more time then you may be able to book a double appointment or you can book a separate appointment at a later time.
Contacting the School
If you have a concern and it is troubling you or your child please tell the school. The main people to contact are your child’s Form Tutor and Head of Year.
School Health Advisors
The Goole School Nursing Service lies within the East Riding of Yorkshire Wolds and Coast Primary Care Trust. The Goole team, which is based at Goole and Howden Health Centres, consists of 3 part-time school nurses and 1 assistant who cover 23 primary and 3 secondary schools. The role of the School Nurse Service includes assessing the health needs of children and school communities, agreeing individual and school health plans and delivering these through multi-agency partnerships. They also advise and coordinate the health care of children with medical needs. The service plays a key role in immunisation and vaccination programmes and works with parents to promote positive parenting. The School Health Advisor is involved in helping to deliver aspects of our school’s Personal, Social, Health, Sex and Relationship programmes. She also offers support and counselling, helping to promote positive mental health in young people. The latter is provided via a Pop-In service that
is offered on a weekly basis. The Pop-In is run at lunch time – pupils can go and chat about anything confidentially. Some examples of the topics discussed include smoking, bullying, relationships, healthy eating, alcohol and growing up. The School Health Advisor is also there to help parents/carers should they wish to contact her. Our current School Health Advisor is Jo-Ann Bamford.
The school operates an anti-bullying policy, the aims of which are to: • Raise general awareness as to what constitutes bullying. • Employ strategies to prevent bullying. • Employ whole school strategies to deal with bullying if it occurs. This is done through the school’s Personal and Social Development programme and via the school’s discipline policy. Any report of bullying is taken seriously, investigated thoroughly and dealt with appropriately as an extremely serious occurrence in terms of the school’s disciplinary code. A full copy of the policy can be obtained from the school on request.
Sex and Health Education Policy
The aim of our programme is to provide all pupils with a basic knowledge and understanding of health matters affecting themselves and others. To meet this all pupils experience a 5 year co-ordinated cross curricular programme that follows the National Curriculum Guidance for Health Education. The 9 components of Health Education are: sex education, substance use and misuse, family life education, safety, health related exercise, food and nutrition, personal hygiene, environmental and psychological aspects of health education. These are delivered within many subject areas throughout Key Stages 3 and 4 and further specific concepts are covered during active tutorial work.
Drugs Related Incidents – School Policy
The policy statement which has been agreed by the Governors according to LEA/national guidelines should be considered in conjunction with the school’s established Drugs Education Policy, which has a key rôle in the prevention of drug misuse.
1. The Headteacher has a duty of care for the pupils in the school and must comply with legislation relating to drugs and other substances. 2. When entrusted with the responsibility of pupils, the Headteacher has an established legal duty to act as a careful and prudent parent. 3. What might be in the interests of the individual must be balanced against that of the whole school community. 4. The Headteacher and staff have obligations to sustain the law and to co-operate with the police.
1. The school will make full use of its pastoral support system to respond to any pupil who admits to having taken drugs or is felt to be at risk of doing so. The number of telephone helplines will be displayed so that any pupils who wish to seek confidential advice may do so. 2. Circular 4/95 is cautious about how teachers should respond to pupils who approach them for advice on drug misuse – the view is expressed that, because of the seriousness of the matter, a teacher should not promise confidentiality. 3. Parents will be informed immediately if the school has grounds to suspect their child’s involvement with the misuse of drugs and other substances.
The Code of Conduct for all pupils states that ‘cigarettes, lighters, matches, knives, or any other dangerous article or substance . . . are forbidden on the school site’.
2. The introduction of an illegal substance (and/or dangerous substance) and/or its use on the school site will be treated as an offence of the utmost seriousness under the school’s disciplinary code. 3. Any substance found to be in the possession of a pupil which is suspected to be illegal will be confiscated and advice sought from the police. 4. Any pupil found to be in possession or to have been in possession of an illegal substance (and/or using an illegal substance) in school will be excluded. The exclusion may be fixed term or permanent, depending on the circumstances. In determining the length of the exclusion, the Headteacher will take into account: - the age of the pupil - the pupil’s previous school record - his or her particular circumstances - the influence of peer group pressure - the effect on the school community as a whole. If a pupil is given a fixed term exclusion, he/she will be expected to undergo counselling with an appropriate agency before returning to school. 5. Any pupil who introduces drugs or any other illegal substance into the school with the intention of supplying it to other pupils will be permanently excluded from the school and the police informed.
Exclusion: Policy and Procedures
1. Exclusion from Snaith School will only be used after other avenues have been explored to help secure pupils’ self discipline, proper regard for authority and respect for others. 2. No pupil will be excluded unless there has been a serious incident such as: •physical or verbal abuse against another pupil • physical or verbal abuse against a member of staff or a series of incidents which affect the education of other pupils at the school.
3. Fixed term exclusions will normally be for 1, 3, 5 or 10 days. 4. Only the Headteacher can exclude a pupil. 5. If a child is to be excluded, parents will receive a full explanation of the incident(s) leading to the exclusion and will be informed of their rights to make representations to the Governors’ Disciplinary Committee. The exclusion letter will be accompanied by a full explanatory note to this effect. 6. The Chair of Governors (via the Headteacher) and the LEA will be informed of all exclusions.
Curriculum - Key Stage 3
In Years 7 most subjects are taught in mixed ability form groups. Two exceptions are Mathematics and Science where pupils are placed in groups according to ability, based on Key Stage 2 Test results and Teacher Assessment. Technology groups contain a mixture of pupils from 3 or 4 form groups. Pupils experiencing learning difficulties are given extra support within their normal lessons and through carefully planned withdrawal. Parents are consulted at an early stage and withdrawal will not result in modification or disapplication of the National Curriculum except where every avenue for progress has been explored. Year 8 and 9 pupils continue to follow a common course of general education. Pupils are grouped by ability into bands and sets in the following subjects: English, Mathematics, History, Geography, Modern Foreign Language and Science. These bands and sets are constantly under review and changes may be made during the year where appropriate to allow movement to take place between the groups. Other subjects are taught in mixed ability groups, usually the form group.
ENGLISH In accordance with the National Curriculum, English will attempt to develop pupils’ abilities to communicate effectively in speech and writing, to listen with understanding and to read responsively and with enthusiasm. When speaking and listening, pupils will be taught to use the vocabulary and grammar of Standard English; formulate, clarify and express their ideas; adapt
their speech to a widening range of circumstances and demands; and listen, understand and respond appropriately to others. In order to develop as effective readers, pupils will be encouraged to read accurately, fluently and with understanding; understand and respond to the texts they read and analyse; and evaluate a wide range of texts including literature from the English Literacy heritage and from other cultures and traditions. In their writing, pupils will be taught to use compositional skills - developing ideas and communicating meaning to a reader using a wide-ranging vocabulary and an effective style while organising and structuring sentences grammatically and whole texts coherently; presentational skills - accurate punctuation, correct spelling and legible handwriting; and a widening variety of forms of writing for different purposes. Pupils will be encouraged to word process material as regularly as access to the school’s computer rooms permits, and to incorporate presentational devices such as PowerPoint to help with their speaking and listening activities. MATHEMATICS Pupils will work on aspects of number including fractions, decimals and percentages, and will be expected to work both with and without a calculator. Pupils cover topics on algebra, shape and handling data at an appropriate level, using correct mathematical language. Pupils will learn to communicate effectively through written and oral work. They are expected to find ways to solve problems, to explain their thinking and to explain results. Pupils are expected to bring their own equipment to each and every lesson, including a scientific calculator. Pupils will also begin to study functional mathematics through a series of activities spread throughout the year. Performance is assessed throughout the year and pupils are moved between groups if and when this is appropriate. MODERN FOREIGN LANGUAGES In Year 7 the following topics are covered: Name; Age; Alphabet; Family; School; Time; Clothes; Hobbies; The House; Holidays. In Year 8 the following topics are covered: Weather; Travel; Health and Illness; Food and Shopping; Going Out. In Year 9 the following topics are covered: Towns and Attractions; Helping at Home; Keeping Fit; Pocket Money; The News; Interviews. Some Year 9 pupils will be given a taster course in the Spring term. HUMANITIES
In Year 7 pupils study a combined course that includes Geography, History and Citizenship. In the first unit of study pupils address the question “Who are you and where do you live?” It asks pupils to focus on themselves, the nature of the local environment and its history. They explore questions of identity, the measurement of time, the nature of historical and geographical evidence, the links with a Roman past and the regional weather. In the second unit the focus is on the question “Why is there a castle at Helmsley?” Pupils develop their map-reading skills, explore the links with the Norman Conquest and develop their understanding of castle development. The course culminates in fieldwork at Helmsley using a variety of investigative techniques. HISTORY Pupils spend the first half of Year 8 considering Tudor, Stuart and Georgian Britain between 1500 and 1750. They begin by looking at how the United Kingdom was created. They then continue with an investigation into the religious and political changes that happened in the 250 year period. It includes consideration of the Reformation, the Gunpowder Plot and the English Civil War. Pupils are asked to assess the importance of the different changes and the ways in which they have been interpreted by historians. Research skills, using a wide variety of evidence, are developed by investigating life in Tudor England for different social groups. In the second half of the year pupils look at the changes in building styles over the last 500 years, and apply their findings to an investigation of the town of Snaith. In the Summer term they will look at Britain between 1750 and 1900. They are asked to identify changes in people’s lives and to decide whether they benefited from these. They look at the agricultural and industrial revolutions, working and living conditions in the growing towns, the standard of living and the changes to the political system. Pupils will be asked to draw their own conclusions using the available evidence. Slave Trade – in this unit pupils learn about black history. Pupils are encouraged to learn about different forms of slavery, both past and present. Pupils are made aware of the diversity of Africa, opportunities to examine different aspects of slavery, including auctions and middle passage through to abolition and understanding the role of William Wilberforce The first course in Year 9 is on the Native People of North America. Pupils investigate the lifestyle, attitudes and beliefs of different groups in the 19th Century. They focus particularly on the Plains Indians and their struggle against white settlers.
They then spend the majority of Year 9 looking at the 20th Century world. They begin by investigating the causes of the First World War, and then move on to considering what it must have been like to be involved in such a conflict. The wide ranging consequences of the war are also studied. Life in the 1930’s forms the focus for the next area of study. Pupils are asked to consider different interpretations of the period and to draw their own conclusions from the evidence. Pupils develop their research skills when investigating an area of change in the 20th Century. They can decide what they would like to look into. This is followed by an examination of the rise of Hitler in Germany and the causes of the Second World War. Selected features of the war are considered, including the Holocaust and a debate into the dropping of the atomic bombs. The course is completed by a review of events post 1945. The Assassination of Kennedy – pupils are introduced to the topic and given a basic story of the assassination. Students should be aware of the context of the Cold War and some of the difficulties Kennedy faced. By the end of this unit, pupils should begin to focus on who could have been involved in a possible conspiracy and main points from the Warren Commission. GEOGRAPHY All topics provide opportunities to develop literacy, numeracy, thinking and ICT skills. Year 8: 1. Settlement includes identifying types, sites, functions and patterns of settlement; the main types of land use and changes within settlement. Much of this work involves the use of OS maps and fieldwork in Snaith. 2. The Restless Earth includes the causes and effects of earthquakes and volcanoes and their links with other physical features. 3. Economic Activities and the Environment includes a study of selected economic activities in the UK and how the exploitation of the earth for these activities can have unintended effects on the environment. Includes global warming and flooding. 4. Antarctica – investigates the main features, threats and the need to protect this unspoilt continent. Year 9: 1. Developing Countries – pupils investigate the indicators of development, why the quality of life is better in some countries than in others and how it can be improved in developing countries, focusing on Ghana. 2. Fantastic Landscapes – includes the physical formation and characteristics of several places. 3. Threatened Environments – includes the destruction of the rainforests. 4. Going Global - includes fashion and football as global industries.
RELIGIOUS EDUCATION & CITIZENSHIP Citizenship Year 7 Citizenship in Year 7 is taught in mixed ability sets. Students cover topics of Rights and Responsibilities, Government and Democracy and Participation. Students are expected to learning by being “active citizens” taking parting society. Religious Education Year 7 students are taught in mixed ability sets. The first few lessons are an introduction exploring the nature of belief. The remainder will focus on the 3 world religions – Christianity, Judaism and Islam. Students develop both their knowledge and understanding of these faiths and will be given an opportunity to reflect and respond to religious life. The aim of the course is to make students aware of our multicultural society and the different beliefs and practices that people hold. In Year 8 pupils build on their Year 7 knowledge and understanding by enforcing an awareness of our multi-cultural society and the different practices that people hold. Furthermore, it allows pupils to reflect upon religious beliefs and their own beliefs. It is centred around how religion affects daily living. Pupils further extend their knowledge and understanding of Christianity and Judaism and are introduced to Hinduism. Religious Education in Year 8 not only builds on the work in Year 7, but also prepared them to start their GCSE course in Year 9. In Years 9 & 10 pupils will cover their GCSE Religious Studies Course. Students follow the OCR syllabus “Philosophy and Ethics”. This is 100% examination and no Coursework. Students will extend on their knowledge and understanding of Christianity and have the opportunity to make comparisons with other religions. They will be actively encouraged to formulate their own opinions and ideas. Topics covered in the Philosophy section include “The Nature of God”, “Religion and Science” and “The Afterlife”. Topics covered in the Ethics section include “Human Relationships”, “Medical Ethics”, “War and Peace”, “Poverty and Wealth”. In Year 9 pupils cover – Good and Evil The Nature of God Religion and Equality Science and Religion
Between Years 9 and 10 pupils cover – Introduction to Morality Death and the Afterlife In Year 10 pupils cover Religion and The Media Religion Peace and Justice Religion and Medical Ethics ART AND DESIGN Year 7 In Year 7 pupils are taught in mixed ability form groups. Art education at primary levels varies considerably and the course therefore seeks to establish as quickly as possible the strengths and weaknesses of each individual. The department do this using a series of assessment activities designed to gauge basic skills in drawing and mixed media. During the year all pupils will experience a wide range of activities, both practical and research/historical. Practical activities will include the following: establishing basic drawing skills through the art visual elements; 2D and 3D work exploring identity through portraiture and learning about art from other cultures such as Mexican art and Aboriginal art. A recent addition to Year 7 has been cross curricular work with the English department looking at the Gothic genre from an art and literature perspective. This work involves drawing, mixed media and ICT image manipulation. Year 8 The Year 8 course provides opportunities for pupils to build on, explore and develop skills established in Year 7. Pupils begin by looking at the Pop Art movement and produce a range of work which involves research, painting, ICT, image manipulation, collage and 3D sculpture in conjunction with work produced in their textiles lessons. The second half of the year consists of pupils looking at Landscape Art and exploring the important elements and techniques used by influential artists such as mood, composition, recession, perspective and colour. Work is produced using a range of media which includes: watercolour paints; pencil crayons; felt tip pens; pastels and collage. Year 9 The Year 9 course provides a platform for further GCSE study. Pupils are expected to push their boundaries both practically and conceptually working in both 2D and 3D. Initially, pupils are introduced to the challenging concept of abstraction. Pupils are encouraged to develop and research their own ideas and create representational, through to non representational artwork. This project concentrates on drawing from observation, creativity of ideas and painting skills.
Surrealism is the second main project of the year and pupils are once again exposed to unusual concepts. They are asked to question their views and acceptance of art beyond the realms of reality, producing a body of personal work that takes the unconscious mind, dreams and emotions as their starting point. Pupils produce a body of work that develops skills in drawing, painting, and image manipulation using ICT. SCIENCE Textbooks are issued to all pupils in Years 8 and 9. We expect the pupils to look after them and return them at the end of the year in a good condition. Year 7 pupils are taught in setted groups. During the year they will meet these topics: Cells, Tissues & Organs Energy Transfers Reproduction Forces and Speed Working in a Laboratory Classification and Food Webs Particles and Reactions Weathering and Fossils Homework will be set on a weekly basis and it would be a help to us if you would check your child's book on a regular basis and reinforce any of the comments we make. Year 8 pupils are taught in setted groups which are common between Science, Languages, History and Geography. During the year they will meet these topics: Keeping Healthy Life and Death Studying Disease Space Separating Mixtures Magnetism Atoms, Elements & Compounds Sound and Heat Homework will be set on a weekly basis and it would be a help to us if you would check your child's book on a regular basis and reinforce any of the comments we make. Year 9 pupils are taught in setted groups which are common between Science, Languages, History and Geography. Unlike Years 7 and 8, they will be taught by 2 or 3 members of the department who will be splitting the topics into the more traditional Biology, Chemistry and Physics. During the year they will meet these topics: Inheritance and selection Plants and photosynthesis Patterns of reactivity Environmental chemistry Energy and electricity System and Beyond Pressure and moments Fit and healthy Plants for food Reactions of metals and metal compounds Using chemistry Gravity and space incorporating the Solar Speeding up
For most groups homework will be set after every lesson and it would be a help to us if you would check your child's book on a regular basis and reinforce any of the comments we make. PHYSICAL EDUCATION Year 7 pupils begin their KS3 work in PE with a very broad base of activities being studied. The basics studied in games and gymnastics are built upon, with the addition of a greater range of games than previously encountered. Swimming is taught on a 6 week rotation at Askern Swimming Baths. The popular opportunity of a long outdoor and adventurous residential allows children to experience outdoor pursuits as well as valuable team building activities. All pupils Athletics Cross Country Running Badminton Dance Swimming Soccer Tennis Gymnastics Boys Rugby Cricket Girls Hockey Netball
Pupils in Year 8 continue in PE with a broad range of activities, concentrating on the development of physical skills, together with the improvement of performance within each activity. Pupils are actively encouraged to further develop their skills and prowess by participating in clubs and school teams. All Pupils Athletics Cross country Tennis Badminton Gymnastics Boys Rugby Soccer Hockey Basketball Cricket Girls Netball Hockey Rounders Dance
Pupils in Year 9 experience the broad range of activities as required by the National Curriculum in PE. The year allows for further development of the skills, knowledge and attitudes needed within each individual activity. Pupils will have reached a greater level of self-analysis, and are actively encouraged to plan and evaluate their performances continually. As ever, the subject attempts to draw out the vital personal characteristics evident in sport but equally transferable to other aspects of life. All pupils Boys Girls Athletics Rugby Netball Cross Country Soccer Hockey Tennis Hockey Rounders Badminton Basketball Dance Gymnastics Cricket Volleyball Weight Training
DESIGN AND TECHNOLOGY The aim of the Design and Technology Department is to develop pupils’ ability to solve problems, communicate ideas graphically and evaluate products through design work and to provide a working knowledge of tools, techniques, processes and safe working practices in a range of materials. In Year 7 pupils will follow courses using fabrics, food, plastics, wood as well as work in graphics. Much of the work is aimed at developing skills in using a range of basic tools and equipment, a foundation course for what will follow in Years 8 to 11. The work with wood is intended to develop practical skills and instil an understanding of the need for accuracy in using tools and materials. Pupils will make a wooden box which is quite demanding in the application of new skills in order to achieve a high standard; they will learn about wood as a construction material and how it is worked. In the work in graphics pupils will design a room in a house. They will be required to work accurately and use CAD to assist their model making. In food technology pupils will learn basic skills and use of the cooker. There is emphasis on food hygiene and safety, and the importance of accurate weighing of ingredients. Pupils will work towards the Licence to Cook. In textiles pupils are introduced to a variety of new pieces of equipment. They look at health and safety within the textiles area, focusing mainly on sewing machines. Pupils learn to control the sewing machine along with threading and trouble shooting. They also learn the basics of using a sewing machine and later produce a hand puppet. In Year 8 pupils will follow courses in food, CAD, metal and textiles. The work in these courses builds on that done in Year 7, but is more demanding and we would expect pupils to produce a higher standard of work. The work in CAD (Computer Aided Design) will be based on product design. Pupils will be taught how to use a specialist CAD package and will use this to design a new MP3 player. They will evaluate their design and make improvements, after which they will market their product. In food technology pupils will build on skills learnt in Year 7 and investigate recipes. Food hygiene and safety is explained throughout. Pupils will further consider sensible shopping, value for money and nutrition. They will make further progress towards Licence to Cook. Pupils will also be asked to design and make a product in metal which uses the principle of balance; this is usually an ornament or small toy. The main components should be made from metal but other materials may also be used.
They will learn about a range of metals and their uses and will develop skills and knowledge used for working this material. In their work with textiles, pupils will design and make a fabric doorstop based on pop art. They will complete practical tasks on surface decoration, which include tie-dying, stencilling and appliqué. These techniques will then be used to decorate their door stop. The course further develops skills in the design process, through carrying out research by analysing existing products, producing a specification, designing and developing their door stop and by evaluating the product and project. In Year 9 pupils will follow courses in food, electronics, product design and textiles. The work is more demanding than that done in Year 8 and we expect pupils to produce a much higher standard; this is particularly important in Year 9 as at the end of the year an overall assessment is made on what level they have achieved by the end of Key Stage 3 and their performance may well influence which courses are available to them in Year 10. In textiles pupils continue to develop their design skills by evaluating existing products more thoroughly and identifying individual themes to inspire their products. They are set the task to design, plan and make a crazy chick which is decorated. They work as textile designers, draughting and adapting their patterns independently, using CAD/CAM to aid the designing and making of their chick and they also make further use of the sewing machine. The product design course gives pupils an opportunity to demonstrate their ability to apply and develop the skills and knowledge learned in Years 7 and 8. They will be required to design and make a mechanical toy in a similar style to one that is commercially produced. This will extend their designing skills and their knowledge and understanding of the mechanisms work done in Year 8 and will develop their ability to use tools and materials in a practical situation. In the electronics course pupils will make a timer circuit to be used by a young child. This will involve pupils soldering components to a circuit board and making a case. Pupils will learn about electronic components and health and safety. In Year 9 the food technology course is intended to develop and build on the practical skills learnt in the previous years, to reinforce the importance of hygiene and safety in the food preparation area and to learn about the function of ingredients. They will consider sensible shopping and food choices. They will make a variety of more complex products. MUSIC Music has one attainment target: Knowledge, Skills and Understanding which combines: - Controlling sounds through singing and playing (performing skills) - Creating and developing musical ideas (composing skills)
Responding and reviewing (appraising skills) Listening, and applying knowledge and understanding
Throughout KS3 several ‘strands’ of study are followed, such as the Elements of Music, Music History, Notation and Form, Singing and Keyboard Skills. During KS3 skills in these topics are constantly reinforced and built upon year by year. Topics covered in Year 7: Rhythm and Beat; Creating a Jingle; National Anthems; Pitch; Graphic Scores Topics covered in Year 8: Samba; Music and War; Minimalism; The Human Voice; Folk Music; Blues Topics covered in Year 9: Blues; Early Rock and Roll up to the Beatles; Reggae; Song Composition; Film Music DRAMA Year 7 Drama is a one hour practical lesson per week and is an introduction to basic skills as well as a development of general confidence and learning to co-operate independently in a variety of types and sizes of groups. The units begin with non-verbal acting skills and develop into creation of character and basic improvisation skills, moving onto an understanding of scripts. The play ‘The Terrible Fate of Humpty Dumpty’ is studied to explore the theme of bullying. Homework includes written evaluation, creation of character preparation of props and costume and line learning. Need to Know In Year 7 in common with all schools across the country we are placing an increased emphasis throughout the curriculum on the development of Personal Learning and Thinking Skills. To enable us to teach these skills we have combined RE, Drama and Citizenship at certain times in the year to explore cross curricular themes in a way which will enable these skills to develop. Our first theme, Diversity, which will last about 4 weeks, helps develop pupils as Team Members. At other times pupils will be following the subjects separately. Year 8 Drama is a one hour practical lesson per week. Pupils will build on basic skills developed in Year 7 and challenge themselves in variety and complexity of practical and written tasks. The units begin with solo script and improvisation performances. In term 2 pupils create their own piece of Devised Drama, which is a presentation based around the theme of homelessness. It involves research on the Internet and employs various performance formats. The play “Stone Cold” is read and studied.
Lastly, pupils will learn about dramatic criticism by watching and analysing professional acting. Thorough written evaluations are completed at the end of each unit for homework. Homework also involves line learning and preparation of costume and props. Year 9 further expands skills developed in Year 8 and prepares pupils for GCSE Drama beginning with a solo performance of a Shakespearean soliloquy. The play ‘Macbeth’ is studied in terms of performance skills. In term 2 pupils study television scripts and write and perform their own programme. Lastly, pupils complete a film studies unit analysing genre and narrative. Homework involves line learning, evaluation of their own and others’ performances as well as organising costume and props.
Curriculum – Key Stage 4
As you will be aware most GCSE courses now contain a component of assessment work that is completed as course work. It is important that, for your child to obtain their best possible qualifications, this work must be of the highest possible level. Every encouragement should therefore be given towards meeting the highest standards, both as regards content and presentation. It is obviously vital that such work should be completed and handed in on time. If specified course work is not done then, in most instances, this will automatically mean that NO qualification can be gained. It is important therefore that the work is well planned and organised, and not done at the last minute. Should you feel that there are any difficulties in this area, it is vital that you contact school immediately.
CAREERS EDUCATION The Careers component lasts for some 6 weeks in Year 10. The introduction to the core course identifies the importance of qualifications, the range of opportunities at 16 years, the important role of the Careers Officer and the reasons for Work Experience in Year 11. Pupils are taught how to find information in the Careers Resource Centre on any career in which they might be interested and there will be video sessions which will provide more specific information on particular careers. Particular emphasis is placed on understanding the full range of options available at 16 years of age including:
'A' levels, ‘AS ‘ levels and vocational ‘A’ levels NVQ (vocational qualifications), Apprenticeships and Work Based Learning Employment.
It is most important that pupils understand the different levels within vocational qualifications and the requirements for entry to each course - this is achieved through discussion, videos and information booklets. Pupils will be able to research information about individual jobs and careers by using programmes such as Odyssey, as well as the Internet. They will also have the opportunity to study prospectuses from all the local colleges. The course finishes with a discussion on preparation for Work Experience in Year 11. Careers Education in Year 11 continues in the Autumn Term for all pupils. The course lasts for 11 weeks and seeks to build upon and reinforce the Careers Education in Year 10. The first 5 sessions concentrate on preparation for work experience which takes place during the autumn term. Particular emphasis is again placed on the completion of letters of application, application form and a Curriculum Vitae. The development of interview skills will include role play, use of videos and formal interviews in school (for practice and observation) by a range of industrialists. Pupils have the opportunity to make use of a very well resourced Careers Library which is available during lunchtimes, whilst local colleges give verbal presentations in Tutorial time on course/job opportunities. Visits to local colleges may take place during planned school time or Open Evenings. The Connexions Service provide a supporting role to both pupils and staff throughout Years 9, 10 and 11.
Although now limited, a great deal of care and thought has gone into your child’s choice of courses for Years 10 and 11. There should usually be no need to consider changing them. Should however, serious difficulties occur in an area, it is vital that school be informed as soon as possible. Any change of options can only realistically occur in the first term as after that, the problems of catching up with missed work become acute.
Your child will receive an Academic Report in the Spring term in Year 10 and an end of year review in July. A final report is issued in the Spring term of Year 11. There will be Parents Evenings in the Spring term of Year 10 and in the Autumn term of Year 11. It is important that you attend these; members of staff who teach your child will be present and we would ask you to make every effort to attend. Internal assessment information is collected from Subject Teachers in the Autumn terms of both Years 10 and 11. Should there be cause for concern at this time you will be contacted.
Homework is an integral part of the work in the school. As pupils progress through the school they will be increasingly expected to learn effectively on their own. Each pupil has a Homework Timetable which should consist of 2 - 3 subjects per night on average. Time is obviously variable but should be approximately 25 minutes per subject, rising to approximately 35 minutes in Key Stage 4. Homework will be set regularly, though in some subjects and at some times, it may not be feasible to set homework. All pupils have been given a Pupil Planner in which to record their homework each day and which will be checked periodically in school. Parents are also asked to check that diaries are being used correctly. In case of repeated difficulty with homework, school will contact you and, if necessary, a daily homework check will be carried out. Should you feel concern about the amount of homework, please do not hesitate to contact school.
Key Dates Autumn Term Spring Term Year 7 Cognitive Ability Parents’ Tests Evening Residential Internal Information Assessment Evening (Form within school – Tutors (Parents available) contacted in Residential cases of Interim Report difficulties) Christmas Activity Year 8 Interim Report Christmas Activity Parents’ Evening Internal Assessment within school – (Parents contacted in cases of difficulties)
Summer Term Examinations Full Report Lower School Presentation Evening Summer Rewards Trip
Examinations Full Report Lower School Presentation Evening Summer Rewards Trip
Year 9 Internal Full Report Assessment Careers Christmas Convention/KS Activity 4 Evening GCSE courses in Parents’ certain subjects Evening (subject teachers) Options forms returned
School Examinations Lower School Presentation Evening National Curriculum Report End of Year Review Summer Rewards Trip
Year 10 GCSE courses begin, on-going assessment throughout nd 2 half term Internal assessment (Parents contacted in case of difficulties) Christmas Activity Year 11 Careers Interviews Internal Assessment – (Parents will be contacted if there is cause for concern) Study Skills Day Further Education talks Work Experience Placement Applications to Further Education courses Parents Evening Upper School Presentation Evening Mock
Full Report Parents Evening Careers Convention
First batch of Prefects chosen School examinations begin nd 2 half term: Internal Assessment/End of Year Review Summer Rewards trip
External Examination Entries Final School Report Year 11 Dinner Option of Year 10 Parents Evening
External Examinations * Progress File issued
Examinations * *Holidays during term time should be avoided and it is important not to book any holidays around or during either mock or final GCSE examinations
Personal, Social, Health, Citizenship and Enterprise Education (PSHCEE)
PSHCEE is delivered across the curriculum and in a timetabled PSHCEE lesson each week. It is directed by the Heads of Year/Co-ordinators of Health/Citizenship, Careers and Work Related Learning, and are delivered largely by the Form Tutors. The aim is to help pupils develop their personal, social and decision making skills via a range of different topics and experiences so that they can deal confidently with school, their leisure time and the transition to life beyond school. High standards of attitude and behaviour are encouraged, also the development of the ability to recognise potential, set targets and raise achievement. Each year group follow a different programme that is designed to meet their needs in relation to age, development and transition from KS2 to 3, KS3 to 4 and KS4 to Post 16 opportunities. The programme is designed to be flexible so that it can be adapted to address different needs as and when they arise. Year 7 PSHCEE units include:- Induction into the new school; Preparation for the residential visit; Relationships – me, myself and I; Managing personal money; Target setting and raising achievement; Health – smoking and alcohol, healthy eating; Careers – looking forward; Citizenship – Human/Animal Rights. Year 8 PSHCEE units include:- Careers – The Real Game; Target setting and raising achievement; Citizenship – Britain, a diverse society; Health – smoking, Alcohol and Self Esteem.
Year 9 PSHCEE units include:- Tower building activity; Target setting and raising achievement; Health – smoking, alcohol; Careers – Making choices; Preparation for Options; Citizenship – Government – local/national; Sexual Health and Relationships; Drug awareness; Healthy Eating. Year 10 PSHCEE units include:- Year 10 Charter; Presentation of issues; Target setting and raising achievement; Careers – The Real Game; Employment: Health – Healthy Lifestyles; Citizenship – Crime and young people; How and why laws are made; Sex and Relationships Education; Cancer. Year 11 PSHCEE units include:- Target setting and raising achievement; Revision; Preparation of the Progress File; Careers – Work Experience, College presentations and applications; Health – diet and nutrition; Citizenship – Rights and Responsibilities; Sex and Relationship education.
Pupils in Year 11 leave school with a summary document that records their achievements during Key Stage 4. The document includes details of courses followed, examination entries, achievements in relation to basic skills like communication, numeracy and ICT, a personal statement, the final school report, school reference and attendance details.
Recent changes to many of the courses that we offer at the Snaith School mean that examinations now take place at various times throughout the year. This involves examination entries being made throughout the year too. The majority of these are done just after Christmas for the summer examination series. It is important that the details that are submitted to the examination boards are accurate, notably the pupil’s LEGAL surname and date of birth. Many of the qualifications are made up of a number of units and centre assessed work which must be completed before a
candidate can receive a qualification. Should the work be incomplete or the candidate have a poor attendance record, there is a possibility that no entry will be made. It is therefore crucial that all of the work involved in any qualification is completed. The school also retains the right to decide which, if any, entries are made for individual pupils. The school would be happy to discuss any questions concerning entries at the appropriate time. ALL entries are made on the condition that the pupil attends the corresponding examinations. If a pupil fails to attend an examination for which they have been entered, a charge may be levied for the cost of entry for which the pupil will then be responsible. The average cost is approximately £27 per qualification. The exception to this is when absence is due to a medical condition. In this case, a letter from the doctor is required. This may also enable the school to apply for ‘special consideration’ from the examination board whereby the board may award a qualification based on examinations already done in conjunction with information on the pupil’s attainment from the school.
School Leaving Date
Under regulations introduced for the first time in 1998, all Year 11 students remain on roll until the single leaving date decided upon by the Secretary of State for Education, ie the last Friday in June. GCSE examinations take place in May/June. Details of the relevant dates will be given to parents/students once the examination timetable has been published.
Text Books, Equipment, Library Books etc.
These represent a substantial amount of money. It is vital that they are returned to school in good condition. Returned books should be checked off on a Clearance Certificate issued before leaving. Any books etc. not returned or damaged will have to be paid for.
Many of the pupils in Year 11 are Prefects. They all are expected to carry out duties before, during and after school, to act on behalf of members of staff in the daily running of the school, and to be totally trustworthy, dependable and reliable members of the Upper School. These duties will continue until the end of Year 11 with the exception of examination periods. There is no limit on the number of Prefects and it is hoped that all pupils may at some stage experience the responsibility of being one.
All pupils have the opportunity to participate in 2 weeks of work experience depending upon the company which they join - the majority of local employers encourage 2 weeks of work experience which normally commences two weeks before the October half-term of Year 11. Please bear this date in mind when planning holidays. The task of placing some 150+ pupils in local work experience has become more difficult over recent years as Government legislation continues to restrict tasks which can be carried out by pupils. All work experience placements have to be approved by the Careers Office: 'in county' placements normally by the Goole Connexions Office, whilst 'out of county' placements by external Careers Offices or Project Trident (a private company operating in the York, Selby, Doncaster and other areas). Legislation from Government and the Local Education Authority prevent pupils from staying overnight for their Work Experience placement, whilst pupils are also discouraged from working with immediate relatives or travelling great distances - the greater the distance away, the less likely the Careers Officers are able to do their routine checks in terms of safety, Public Liability and Employer Liability Insurance policies.
The allocation of work experience placements commences towards the end of Year 10 and is usually completed towards the end of September. Pupils identify their preferred companies after which they are allocated a placement following discussions with the individual, Head of Year, Head of Careers and other members of staff. Most pupils get their first choice of placement, and certainly the vast majority secure the 'type' of work experience they desire. Both pupils and employers complete a Record of Achievement which is used as an important starting point for pupil references. Further advice on Work Experience can be obtained from the Head of Careers.
Pupils should come to school every day; they should only be absent if the reason is 'unavoidable'. Every half day absence from school has to be classified by the school (not by the parents), as either authorised or unauthorised. This is why information about the cause of absence is always required. Authorised absences are mornings and/or afternoons away from school for a good reason: illness or other unavoidable causes. Unauthorised absences are those which the school does not consider reasonable and for which no 'leave' has been given. This includes keeping pupils off school for trivial reasons, truancy, absences which have not been properly explained and pupils who arrive at school too late to get a mark for that session or who miss 50% or more of that session.
If a child is unfit for school, parents should contact the school on the first day, in person or by telephone. When the child returns, they must bring a written note signed by a parent for each period of absence, although under exceptional circumstances a telephone call or personal contact may be acceptable at the school's discretion upon the child's return. Absences will not be authorised without this procedure.
Contact about absence from School
"The Local Authority is concerned to ensure good attendance and well-being of all children and encourages schools to make contact on the first day of absence. The school will try and make its best effort to notify you if a child does not attend when the absence has not been notified by the parent in advance or on the day." Our main difficulty arises when a telephone number is not up to date or there is no response when we call. It is therefore essential for parents to keep the school informed about any changed telephone numbers and to make arrangements for easy contact, including an answer phone or call-minder. There will be some children where there is a particular parental concern and parents may request a specific arrangement to be contacted as quickly as possible each session - for example if a child has medical needs. Similarly if a child establishes a pattern of poor attendance, the school may seek a specific monitoring agreement with parents to follow up absences immediately. It is the parents' responsibility to keep us informed; together we can work to ensure good attendance. Make sure changes of telephone number are notified to school immediately. Make sure that there is a reliable contact number where we can leave a message during the day. Use a note or telephone call to give us advance notice of a planned absence/appointment. Let us know if you have special concerns and want urgent contact about any absence. Check, amend where appropriate and return the school’s annual Data Collection form.
All holiday leave in term time is at the discretion of the Headteacher. Provided the request is made in advance in writing by the parents looking after the child, leave for up to 10 days per school year may be granted, provided the child's
attendance record is otherwise satisfactory. Leave may be refused where children have already missed a lot of work or at crucial times of the year (eg during examinations). Requests for leave beyond 10 days a year will only be granted in exceptional circumstances on a case by case basis.
Children must attend on time to be given a mark for a session, unless the lateness is unavoidable. Parents are expected to ensure that children are present at registration. Arriving later than morning break without good reason is counted as unauthorised absence and will reflect against a pupil’s overall percentage of attendance over the school year.
100% Attendance Policy
Certificates are awarded for pupils’ who achieve 100% attendance for the whole school year. At the end of the school year the registers are checked to ensure that all pupils being awarded such certificates have been marked present for both school sessions on every day. An 'V' (Educational visit or trip) ‘W’ (Work Experience), ‘B’ (Educated off site) or ‘S’ (Study Leave) in the register will not be counted as an absence. A pupil is deemed as being absent if they have missed a whole morning or afternoon’s session for medical/dental treatment or similar. To maintain the spirit of this award, pupils identified by the register as having 100% attendance will be checked against the 'Authorised absence register' and ‘late sheet’. These are used to identify pupils who have left or arrived at school after the register has been taken. It is important that all pupils who arrive late at school for any reason sign the late sheet and equally vital that pupils who
are leaving the site are issued an ‘authorised absence pass’ or have been signed out in the ‘Medical Room’. Pupils who get a mark and then leave school for more than 50% of the session (morning or afternoon) will not be awarded a 100% certificate.
Child Protection Procedures
Snaith School aims to provide a safe and secure environment where the children are protected. The curriculum is used to build confidence in pupils to ensure their own protection and understand the importance of protecting others. The school has developed a Child Protection Policy. This follows the Area Child Protection Committee Guidelines and Procedures for any action which has to be taken to safeguard or promote the welfare of our children. The school aims to promote good effective communications with other agencies. All members of staff receive regular training to improve awareness and understanding of Child Protection procedures. The school’s named Child Protection Co-ordinator is Miss G Hill. Any major concerns are referred to the Headteacher who makes decisions on referral to other investigating agencies. ChildLine (24 hr) - 0800 11 11 NSPCC Child Protection Helpline (24 hr) - 0800 800 500
Employment of School Children
The employment of school children is strictly regulated. The following is a simplified list of the major restrictions. For further information please contact the Educational Welfare Officer at school, or the Education Office, County Hall, Beverley (01482 887700).
A child should not be employed: - For more than 2 hours per school day, and not before 7.00 am or after 7.00 pm. - For more than 2 hours per Sunday, between 7.00 am and 11.00 am only. - For more than 5 hours per Saturday or holiday, maximum 25 hours per week (if under 15 years of age). - For more than 8 hours per Saturday or holiday, maximum 35 hours per week (if 15 or over). - In certain prohibited employment, ie sale of intoxicating liquors, a kitchen or involving the use of dangerous machinery. Written notification of any employment must be given to the Local Education Authority. Forms are available in school and can be returned to school on completion.
Home to School Transport (Mainstream Pupils)
During inclement weather conditions there may be occasions when school buses or taxis are unable to operate. Please make sure that you make proper arrangements to ensure your child’s safety in such circumstances. If parents chose to make their own arrangements to get their children to school, they must ensure that they are able to get them home as it may not be possible for normal transport to operate in the afternoon. Parents should also be aware that schools may call transport in early in severe weather conditions. Parents are expected to ensure that children are given proper instructions to ensure their safety in these circumstances through the emergency plan – a letter outlining details of this will be sent out early in the Autumn term.
Failure of a Bus to Arrive
Should a bus fail to arrive, then:
If the weather is bad (heavy rain or sleet or strong winds and very cold and no shelter), wait for a minimum of 20 minutes after the specified arrival time. • Otherwise, wait for a minimum of 40 minutes. • If a travel prefect is present then they will make the decision when to go home. • Before any decision is taken, every attempt must be made to contact the school by telephone to see if there are any instructions or information. • Any problems with the bus must be reported to Mrs Yates as soon as possible, normally by the travel prefect.
Detention is used as a sanction when pupils fail to work and/or behave as expected. Normal school detention takes place between 12.35 and 1.10 pm each lunchtime. Pupils placed in detention complete work provided by the member of staff 'detaining' them, and then go into lunch in time for last sitting. The number of detentions given is recorded on the full school report; Heads of Year write home during the course of the year to make parents/guardians aware if their child is frequently in detention. In line with recent Government guidelines, the school has the right to detain a pupil at the end of the school day. Obviously this is a more serious sanction given only where there is major cause for concern. In the event of this sanction being used, parents/ guardians will be given 24 hours' notice.
Use of School Premises
Pupils who stay on the school site for the midday meal are not allowed to leave the premises except with specific reason for a parental request or under the instructions of a member of staff. Pupils may not leave the site at breaks or between arriving at school in the morning and the commencement of lessons, the school accepts total responsibility for each pupil during ALL the time the pupil is in school. Prefects however are, with parental approval, allowed to sign in and out of school as required.
Should any pupil cause persistent or serious problems over the dinner period, the school may exclude them from the premises from 12.30 to 1.30 pm and sole responsibility must then rest with the parents/guardians. Pupils are reminded that they are not allowed on school premises outside of school hours unless involved in authorised activities.
Bicycles may only be brought to school upon completion of a form signed by a parent or guardian. They must NOT be ridden on school grounds at any time and the school cannot accept responsibility for them. They must be secured adequately when left. Any report of misbehaviour involving bicycles on school grounds or elsewhere may result in permission being withdrawn. Safety helmets MUST be worn.
Motorbikes/mopeds are not permitted on school grounds.
It is hoped that pupils in all Years will involve themselves in sport and physical activities that are run within school. Not only do they provide a good balance in the overall education of individuals, but the high standard of performance proves an excellent example to others. Physical Education is part of the curriculum but is also available as an extra curricular activity. Pupils are encouraged to be involved in inter-form activities, lunchtime clubs and in representing the school via school teams.
Approaching the School
If you wish to make a complaint, please note the following. The first step to take is an approach to the school. The Local Education Authority considers this the quickest and most satisfactory way to deal with problems. A letter or telephone call to the Headteacher or one of the Deputies would be appropriate.
The School Day
Registration Period 1 Period 2 Break Period 3 Lunch Registration Period 4 Period 5 From 8.55 9.15 10.15 11.15 11.30 12.30 1.30 1.35 2.35 To 9.15 10.15 11.15 11.30 12.30 1.30 1.35 2.35 3.35 9.25 – Registers close [The timings of lessons on Monday is adjusted to enable a further lesson (PSHCEE) to be taught] 2.00 – Registers close
On four days there is an assembly. Due to the large size of the year group each pupil will have either one or two assemblies per week. Assemblies are an important aspect of pupil’s PSHCEE programme as well as a place of collective worship. Assembly takes place between 8.55 am and 9.10 am. When pupils are not in assembly they spend this time with their Form Tutor studying aspects of PSHCEE and reflecting on their progress
SCHOOL TERM DATES School Year 2009 – 2010
Autumn Term Tuesday 8 September – Thursday 22 October Monday 2 November – Friday 18 December Spring Term Tuesday 5 January – Friday 12 February Monday 22 February – Friday 26 March Summer Term Tuesday 13 April – Friday 28 May Monday 7 June – Friday 23 July May Day – Monday 3 May 2010
Teacher Training Days Monday 7 September 2009 Friday 23 October 2009 Monday 4 January 2010 Monday 12 April 2010
The School profile can be viewed at http:/schoolsfinder.direct.gov.uk and the school website on www.tss.eriding.net. As part of our duty under the Disability Equality Scheme (DES) this booklet will be available on request in different formats including large print and audio – please contact the school office and we will make every effort to respond within 14 days.
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