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AT TEIGN SCHOOL

By Mike Hicks,2014-05-20 12:52
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AT TEIGN SCHOOL

This note explains the contents of this information pack regarding the application for

    admissions of a child to the school in September 2006.

1. PROSPECTUS

2. ADMISSIONS POLICY

3. G.C.S.E. RESULTS SUMMER 2005

4. AS & A2 RESULTS 2003-2005

    AT TEIGN SCHOOL

    WE AIM TO:-

    ? ACHIEVE OUR PERSONAL BEST

? RECOGNISE AND DEVELOP STRENGTHS

? CARE FOR AND RESPECT PEOPLE AND

    PROPERTY

? CREATE A SECURE AND ENJOYABLE

    LEARNING EXPERIENCE

? PREPARE FOR ADULT LIFE IN A CHANGING

    ENVIRONMENT

? TO INVOLVE OUR STUDENTS AND

    COMMUNITY IN THE EXCITEMENT OF

    LEARNING

    GENERAL ADVICE ON POLICY DOCUMENTS

    All organisations have a multiplicity of policy documents to meet various needs. Rather than provide excessive detail and paperwork, we store these policies to be available upon request. This is especially important in relation to the statutory documents on Sex Education and Curriculum Complaints. These are rarely required but available at any time from the main office.

    At Teign we do not confuse having a policy with real, decisive action on issues. You will find that rather than produce meaningless documents, we will act with common sense in a responsive and fair manner. That has been the pattern of our development to date, and perhaps explains why we are the most popular school in the area. Parents and pupils find that this open attitude is more effective than a fulsome but unused policy in a smart folder.

A Pritchard

    September 2005

    CURRICULUM STATEMENT

We recognise that curriculum offered at Teign encompasses all the activities that take place.

    Students learn through all the experiences we provide. We seek to ensure that individual

    strengths can be nurtured and at the same time we strive to provide a broad and balanced

    curriculum. We promote the spiritual, moral, cultural, mental and physical development of

    our students. Underpinning the curriculum are the school‟s aims which centre on

    preparation for adult life in a changing world.

The activities which comprise Teign School‟s curriculum are available to all. They are

    relevant to all and are aimed at adding value to an individual‟s achievements. Our Specialist Science Status has provided a new impetus and excitement in our curriculum.

    The benefits of our new status are being appreciated by all students across the curriculum.

Academic Curriculum

    We comply with national curriculum orders at KS3 and 4 with a full 25-hour a week of

    taught time. We are proud that no SEN pupils have been disapplied from the national

    curriculum.

? KS3 lessons taught are Science, English, Maths, Technology, History, Geography,

    ICT, Modern Languages, RE, PE, Music, Drama, Art and a tutorial period including

    careers, work-related learning and sex education.

? KS4 a double Science award is taught for six periods a week. English and

    Mathematics received four periods and all other GCSE subjects are taught for three

    periods. From 2005 all students will be taught one period of ICT. The range of GCSE

    subjects offered is broad so students have to make choices. The option subjects

    offered are Graphics, Textiles, PE, ICT, Art, Media Studies, Ceramics, Drama, Music,

    History, Geography, Business Studies, Psychology, Ethics Philosophy and Religion,

    French and Spanish. Further details are available from Martin Griggs, Deputy Head

    Curriculum. A number of students follow a work-related curriculum. In addition to the

    core curriculum they are able to attend Exeter College and have one day a week‟s work

    experience. Further details of this option are available from Mrs Jones.

? Post 16 the school offers over 20 Advanced Level courses, two Vocational „A‟ Levels

    and a number of GCSE courses. The students also participate in a broad range of

    enrichment activities. Further details are available from Mr Dolan, Head of Sixth Form.

Hidden Curriculum

    These are the messages that are given out in school by all members of the community;

    about what is valued, the systems of reward and recognition of fairness and achievement,

    the messages that are given out in assemblies, relationships between pupils and staff, and

    the enforcement of the code of behaviour. This could be described as the ethos of the

    school but is nevertheless an important part of the curriculum, especially as more than 30%

    of school time is out of the classroom.

    Wider Curriculum. This includes a full range of fieldwork, trips, clubs, visits, sport and community involvement.

In summary the curriculum offered at Teign should enable all pupils “to achieve their

    personal best, to recognise and develop strengths, to care for and respect people and

    property and to do this in a secure and enjoyable learning environment. Above all, each

    child will be prepared to adult life in a changing world.”

    Curriculum Complaints The school is committed to working alongside parents in the education of their children.

    Where concerns arise we seek to resolve them as quickly and efficiently as possible.

    Parents may wish to contact the school informally to discuss their concerns. We have

    designed a procedure should parents wish to make a formal complaint about the curriculum.

    A copy of this can be obtained from the School Office.

September 2005

    RELIGIOUS EDUCATION

    The school has no religious affiliation. Assemblies aim to meet, as far as possible, the conditions of the 1988 Act with Religious Education being taught in accordance with the Devon Agreed Syllabus. Adherents to the Christian faith, representing various denominations, and members of other faiths may, from time to time, be involved in Religious Education lessons.

    The following assembly policy reflects the aims of the school as reflected in the ethos of the RE department:-

    - to meet, as far as possible, the conditions of the 1988 Act

    - to reinforce school ethos

    - to encourage reflection

    - to promote community identity

    - to communicate whole school issues

    - to give information.

    The school fully accepts the right of parents to withdraw their child from Assembly and/or from Religious Education. Parents wishing to do so should write to the school and will be invited to discuss suitable alternative provision

September 2005

    SPECIAL EDUCATIONAL NEEDS and INCLUSION Admission Arrangements

    Students are admitted to the school from the age of 11 regardless of ability. We operate an equal opportunities policy towards admission and no student is refused entry on the grounds of disability.

    All Students are educated in mainstream classes alongside peers of their age group, unless a specific intervention or provision has been provided in consultation with parents.

    We liaise with Health and Social Services in order to plan appropriate provision for students with medical or social needs.

Admissions Procedure

    ? For students entering at Year 7:-

    Parents and Students are welcome to meet SEN staff to discuss their students needs at any time prior to transfer.

    During the summer term a member of the SEN team will visit all feeder primary schools. Meetings will be held with teachers to gather data and with students. Students with additional needs are offered an additional visit to Teign School which is usually run by older students and includes tours of the school, meeting staff and taking lunch. SEN staff attend induction events and are available to meet parents.

    In September, Teaching Assistants concentrate on Year 7 classes in order to gather information and plan ongoing support.

    ? For students entering after Year 7:-

    Students' needs are assessed based on information provided by previous schools. Students will be assessed by subject and should concern be expressed further assessment will be carried out by SEN staff. Provision will then be planned to meet needs.

Provision for Students with Additional Needs.

    The school plans additional support according to the needs of the individual students. In line with the school‟s policy of inclusion, students are educated where possible in

    mainstream classes. This is supported by dedicated Teaching Assistant allocation. Where necessary students are offered additional 1:1 or small group work concentrated on literacy and numeracy. The school is developing alternative curriculum for students at KS4 which includes vocational studies and skills development.

    We are working alongside the LEAs Communication and Interaction Disorders specialist teachers to develop support for students using Social Stories and Social Groups. The

    school operates a Peer Mentoring system to offer support and friendship to younger vulnerable students. We employ trained counsellors and a nurse to support students who are in need of additional guidance and counselling. The school works closely with external agencies and support services to ensure that the needs of all students are met. This includes Connexions, Health and Social Services. We also support students with medical and emotional needs, working closely with pastoral staff to support the welfare of all our students. Accessibility Strategy

    The school is fully accessible to all students with disabilities. This includes disabled toilets and lift access to upper floors. Teaching spaces are fully accessible and curriculum materials are adapted as appropriate. Students regularly bring with them additional resources provided by the LEA. The school has an accessibility plan which includes planned attendance at all parents‟ evenings by a senior member of the SEN team.

The Success of the School’s SEN Policy

    Students are fully included at Teign. They are supported and valued whatever their ability or level of attainment. Students feel safe and able to achieve. Staff continue to provide a relevant, challenging and well-differentiated curriculum which allows all students to flourish. They set regular short-term targets and monitor progress at frequent intervals.

    The school operates a staged approach to support with this increasing according to need. Students are identified as School Action, School Action Plus or Statemented and supported appropriately. Students with a Statement and some at School Action Plus will have IEPs, where targets are set and monitored by a named teacher and monitored centrally. Where a student is engaged in a specific intervention strategy they will be subject to a Group Education Plan (GEP) where strategies and targets are shared by a number of individuals.

    Students received the support of teaching assistants in SAT and GCSE examinations. This included reading and scribing for students following assessment by our Educational Psychologist.

    2004 saw the first cohort complete the Work Related Curriculum. Simple evaluation points towards the success of the project. The major indicator in this was progression from the scheme into employment or training. All the students attained this as a result of quality careers advice combined with exposure to relevant work related learning opportunities. One student was fortunate enough to end up with three job offers!

    Although students gained a maximum of three GCSEs they combined this with the Duke of Edinburgh‟s award and other accredited courses. All the students gained accreditation of their ICT skills through the National Skills Profile (OCR), gained Driving Awareness Awards (AQA) and completed all or part of the Duke of Edinburgh‟s Bronze Award. Some of the students also successfully completed a taster course in Motor Vehicle Studies at South Devon College.

    A further indicator is the low level of fixed term exclusions within the group, with no permanent exclusions despite some students having very challenging behaviours.

    We continue to make use of the Chances project to support the needs of our most challenging students and avoid wherever possible permanent exclusions.

    We also introduced a multi-sensory intervention strategy for week readers, PhonoGraphix. This was delivered by three fully trained Teaching assistants on an individual or paired basis for students in years 7, 8 and 9.

    Students were identified from their reading and spelling levels or from recommendation by English teachers. On average students increased their Reading Age by 23 months and their Spelling Age by 15 months over a delivery period of 5 6 months. A number of

    students actually progressed from the scheme to become „fluent‟ readers, others will

    continue with the intervention.

    We have increased the number of trained Teaching Assistants to five and will continue to offer the training to all new recruits.

    In the GCSE examinations all students on the Special Needs Register passed at least one GCSE. Although only three students gained five or more high grade passes, we celebrate the success of all students in who demonstrated their success in other ways.

    At Advanced level students are expected to work more independently. We were however delighted to support a dyslexic students through coursework and exams.

    Success in exams is not the only criteria to measure student achievement by. We are proud that our students have been able to move on from Teign School to gain employment, training or further education. We maintain informal contact with many and follow their continuing developments with pride.

Gifted and Talented

    Students are identified as Gifted and Talented by nominations from teaching staff combined with assessment of Cognitive ability through the MIDYIS test.

    A register is held which is made available to MODs and updated annually.

    Students identified as being in the top 5% by ability nationally are given the opportunity to apply to join the National Academy of Gifted and Talented Youth (NAGTY).

    The needs of Gifted and Talented students are met in the classroom through appropriately challenging lessons with opportunities to think creatively and work on problem solving activities. Students are also offered the opportunity to take part in additional activities out of lessons.

    A Gifted and Talented Policy is available from the school. This document details the identification process and the additional provision made. Alternatively, contact Martin Griggs, Deputy Head Curriculum.

September 2005

    POLICY ON CHARGES AND REMISSIONS

In response to the 1988 Education Reform Act, the school's Governing Body has drawn up

    the following policy on charging for school activities.

A. CHARGES

1. Optional instrumental music tuition:

     Where staff are engaged to provide instrumental tuition whether in group or

    individual sessions in accordance with the 1988 Act or other activities out of school

    hours, a charge per term per pupil will be made for these activities payable in

    advance and this is not refundable if a pupil withdraws from tuition at any time during

    the term. The income generated will be used to cover the costs associated with

    provision of the service.

     Full details of the arrangements for tuition will be circulated prior to the start of each

    academic year.

2. Materials used in school:

     For materials used in school where the parent indicates in advance that the pupil

    wishes to own the finished article incorporating those materials, the school will set a

    charge equal to the cost of materials in such cases, or make a charge 'in kind' by

    requiring parents to provide raw materials. Where a cash charge is made, the

    income generated will be used by the school for the purchase of the raw materials in

    question, or to offset the expense previously incurred in their purchase. Where the

    parent has not indicated in advance that the pupil wishes to own the finished article,

    the finished article will belong to the school.

3. Public examination fees:

     The school will recover the cost of the entry fee for a public examination where the

    pupil fails, without good reason, to meet any examination requirement for that

    syllabus. The school will determine each case where examination requirements

    have not been completed, and make a charge to parents to recover the cost of the

    entry fee, except where there was good reason for the pupil's default. The school

    will determine whether or not there has been a good reason for the pupil to fail to

    complete the examination requirements in the light of individual circumstances. In

    doing so the school will take into consideration whether or not there were

    unavoidable circumstances influencing the behaviour of the individual pupil. Such

    unavoidable circumstances could arise, for instance, as a result of ill health on the

    part of the pupil, or unavoidable family commitment such as that resulting from a

    bereavement.

     If a parent asks for examination results to be re-scrutinised the school will pass on to

    the parent any charge which may be made by the examining body for this service.

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