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The Snaith School
A Specialist School in Business and Enterprise
‘The Snaith School is a good school where pupils achieve well’ OFSTED 2008
Dear Parents/Guardians Thank you for wanting to ﬁnd out more about The Snaith School. I hope that you will ﬁnd this prospectus helpful. In September 2005 we were designated as a Specialist School in Business and Enterprise. Designation has brought signiﬁcant funding into the school which has been used to improve accommodation, resources and provide opportunities for all our pupils. At The Snaith School we recognise the need to prepare children to be able to ﬂourish and prosper throughout their lives by continually striving to be a centre of high quality learning in the community. This means fostering a passion for life-long learning and a positive attitude to acquiring new skills, knowledge and understanding. We believe that we provide a high quality comprehensive education for pupils aged 11-16 in offering a curriculum which allows pupils to develop their talents and abilities to the full. We value each child as an individual where they feel that they matter, know they are making progress and have the support, encouragement, guidance and opportunities to unlock and develop their potential. The staff are highly committed and work extremely hard to provide an excellent education for all our pupils. 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 calm, orderly atmosphere in which pupils can be happy, successful and safe. Jean Pickerill Headteacher
The school’s basic expectation is that all pupils come to school to learn and achieve. We therefore expect high standards of behaviour in class and around the school from all our pupils and they are not expected to undermine these expectations. Pupils have a voice in how the school is run through the Sports, Key Stage and School Councils. The school has a clearly deﬁned Anti-bullying Policy supported by an Anti-Bullying Working Group and we do not tolerate bullying among our pupils. We encourage openness about bullying as we believe that a climate of openness undermines and challenges bullying behaviour. As pupils progress through the school, they are encouraged to accept responsibility and to develop a sense of self-discipline and to understand and help others who may have problems. To foster a sense of responsibility among the pupils, a prefect system operates in Year 11.
The school wishes to encourage the achievement and to recognise effort and success in all areas of school life. The school’s discipline policy motivates and promotes good behaviour on an individual level thereby building a positive atmosphere, which is conducive to learning. Regular recognition of effort, performance and good behaviour is important in developing a pupil’s conﬁdence and self-esteem. In addition to the many opportunities to praise pupils which arise during the course of a school day, we have a system of rewards to support this process. Form Tutors are responsible for keeping an overall view of the welfare of the pupils in their group. Each Year Group has a Head of Year who works with the Form Tutors, to help and counsel pupils and to arrange social events for that Year. The Head of Year should be the ﬁrst point of contact in the school for parents with concerns about a child’s educational progress or social well being, or if a parent wishes to pass on information relevant to their child’s schooling.
‘Pupils that are healthy, safe, happy and achieving well are at the heart of the school’s work’
It is vital to have strong links between parents and school. From the beginning of Year 7, when parents of the new intake are invited into school, through to Year 11, we welcome parental support. It is hoped that parents will take an interest in their child’s work and discuss progress and any problems which arise. Further contact will be made through the progress reports and by Parents’ Evenings. We would ask you to make every effort to attend these meetings. In Year 7 towards the end of the ﬁrst term, an interim report based on effort in the various subject areas will be sent home. The report also contains a Form Tutor comment on how the pupil has settled into school, is making progress etc. This will be followed by a Parents’ Evening early in the Spring Term when parents can discuss progress with the Form Tutor, Head of Year, SENCO and Senior Staff. Towards the end of the summer term parents will receive an academic report and an end of year review completed by the pupil.
Parents should be aware that the East Riding has an Educational Welfare Ofﬁcer who works with the school in matters such as pupil attendance and part time employment of pupils.
Child Protection Procedures
The 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 to 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.
We aim to provide a challenging and varied curriculum for all pupils. The aims of the curriculum are to: • Ensure that all pupils, regardless of ability, reach the highest academic standards of which they are capable and develop their particular talents • Enable pupils to value themselves and their relations with other people without discrimination on grounds of religion, race, gender, class or disability • Help pupils understand moral issues and social problems, including an awareness of the social, political and economic context in which they live • Stimulate and encourage creativity, inventiveness and originality and to appreciate achievements in art, drama, music, literature, science and technology • Develop skills, knowledge and understanding of the world of work • Acquire a range of skills of study, communication, problem solving, practical work, observation, investigations and information handling
KEY STAGE 3 (YEARS 7 - 9)
Pupils in Key Stage 3 follow a broad and balanced curriculum, in line with the National Curriculum requirements. All pupils study English, Mathematics, Science, Languages, Technology, ICT, History, Geography, RE, Art, Drama, Music, PE and Citizenship. They also cover Personal, Social, Health, Citizenship and Enterprise Education (PHSCEE). At the end of Key Stage 3 pupils take their National Curriculum Tests.
KEY STAGE 4 (YEARS 10 – 11)
Pupils at Key Stage 4 continue to follow a broad and balanced curriculum. The compulsory subjects are: English, Mathematics, Science – setted by ability. PE, RE, Careers, Health Education, Citizenship and IT – are also compulsory and are taught in mixed ability groups. Pupils additionally choose options from a variety of subjects including, Art, Business Studies (GCSE and Applied GCSE), Drama, Health and Social Care, History, Geography, Information Technology, Music, PE, Modern Foreign Languages, Technology, BTEC Sport, Engineering, Building and Construction.
‘Pupils are well behaved, mature young people who enjoy school, they get on well with each other and with their teachers so school has a friendly and supportive atmosphere where all individuals are valued and respected’
Pupils also have access to: the ASDAN/Cope Course, focusing on personal development and life skills and a variety of National Vocational Qualiﬁcations in conjunction with Selby and Goole Colleges. It is the policy of the school to enter all Year 11 pupils for the full range of examinations provided they have good attendance and punctuality and good record of coursework completion.
LEARNING DIFFICULTIES AND DISABILITY (LDD)
Pupils experiencing learning difﬁculties are given extra support within their normal lessons and through carefully planned withdrawal, so that pupils with special educational needs are fully integrated into the educational life of the school. We have a team of highly qualiﬁed and experienced Teaching Assistants, led by the Special Educational Needs Co-ordinator (SENCO). Arrangements for the admission of disabled pupils are made in consultation with the school’s SENCO, pupil, parent and the relevant external agencies. Wheelchair access is available to the whole of the ground ﬂoor. Although there is only a lift to parts of the site all specialist lessons are available on the ground ﬂoor. Many classrooms are carpeted thereby improving the provision for hearing impaired pupils. In line with government policy the school has an Accessibility Plan and follow guidance under the Disability Equality Scheme, aimed at improving the facilities for disabled pupils.
WORK RELATED LEARNING AND CAREERS EDUCATION AND GUIDANCE
The school has a co-ordinated programme of Work Related Learning. All pupils undergo a period of 2 weeks work experience in Year 11 as part of a comprehensive Careers Education programme in Years 10/11.
Sex Education is carried out mainly within the PHSCEE curriculum as part of the Health Education programme. The subject is dealt with across the years according to the needs and maturity of pupils in the different year groups. It is taught in the context of family life. Parents/Guardians have the right to withdraw children from this provision.
RELIGIOUS EDUCATION AND ASSEMBLIES
All pupils are taught Religious Education following the guidelines at the Humberside Agreed Syllabus (1999). Parents/Guardians have the right to withdraw their children from these lessons.
The 1998 Education Reform Act requires schools to hold assemblies of ‘a broadly Christian character’. Whilst complying with this, we also seek to ensure that we respect and value other faiths and cultures and provide pupils with a time to reﬂect on matters of concern – to individuals in the school, to the school as a community, to the wider community in which the school is set and to the total human family. These may be expressed through stories; poetry; hymns; songs; prayers, and the celebration of religious festivals.
We are committed to the notion that physical education and ﬁtness are crucial in promoting good, lifelong health. Sport therefore plays a
‘There is a wealth of opportunities for pupils to develop enterprise and teamwork skills, which prepares pupils outstandingly well for future work and education’
major role in the daily life of the vast majority of pupils. As well as timetabled PE lessons, there is a busy programme of lunchtime, after school activities and team clubs. Pupils participate in competitive sports and they have been very successful. The pupils experience a range of sports, including basketball, netball, gymnastics, badminton, tennis, rounders, football, rugby, ﬁtness, aerobics and athletics.
Centre, which has a good range of books and a suite of computers. Visits are positively encouraged throughout the school. The aim of the programme is to encourage pupils to experience new and challenging opportunities, to develop selfreliance and to develop the ability to work as part of a team. The programme includes:- outdoor pursuits activities; study visits, both in this country and abroad; curriculum visits to the theatre, museums and art galleries. Many departments make use of our extensive business links.
EXTRA CURRICULAR ACTIVITIES
There is a wide variety including sports clubs and music and drama practices, as well as lunchtime and after-school study sessions for pupils preparing for GCSE. All pupils have access to the School Resource
The Snaith School is an 11-16 mixed comprehensive school. The current admission arrangements adhere to the criteria operated by the East Riding of Yorkshire Local Education Authority and are handled by the Authority. The published admission limit: 179.
• Residential/Day Visits – Foreign exchanges, skiing holidays, visits out of school time and those which are not directly related to a curriculum activity are classiﬁed as voluntary and the total cost in all ways must be met by the Parent/Guardians Exceptions: • Day visits for Geography, History, Biology, including National Curriculum or GCSE work.
THE SNAITH SCHOOL ASSOCIATION (SSA)
The Snaith School Association, founded in 1978, hopes always to work for the beneﬁt of all pupils and the school. It is an association of staff, parents and any other interest members of the community. It tries to strengthen understanding between teachers and pupils and aims to keep parents involved with the school whilst raising money for a variety of ventures.
No charge is made for pupils who are entered for recognised examinations through the school. The school may charge for exams where the pupil has been prepared for the exam outside school time, or where the pupil is deemed to have unreasonably wasted the fees paid by the school eg. by failing to turn up for the examination. If pupils cause loss or damage to school equipment or buildings, the Headteacher may ask for the cost of replacement or repair.
‘Pupils respond very well to the clear expectations in the Code of Conduct and this is reﬂected in their good behaviour in lessons and around school’
THE CHARGING POLICY
The school has a Charging Policy in line with the LEA’s policy. The school will make charges for: • Instrument tuition delivered by the peripatetic teachers of the Schools’ Music Service. The amount will be determined annually by the Governors in response to the charges levied centrally for the service • Work in practical areas for the ﬁnal product made of wood, metal and plastic • Swimming lessons for Year 7 pupils • Visits to Leisure Centres will be treated as an optional extra which is chargeable
If Parents/Guardians have a complaint, they should put this in writing to the Headteacher, who will take appropriate action and report back to the person concerned. Parents/ Guardians may wish to write to the Chair of Governors, contactable through the school, if they are not satisﬁed that a complaint has been satisfactorily resolved.