Non sibi sed omnibus - Not for oneself but for all

PROSPECTUS

Pastoral Care

Students will find themselves in a school where great importance is attached to pastoral care. This is one reason why they do well within the school, whatever their ability.

An Induction day is held in the spring term before Year 7 students enter the school.

Students will be placed in one of four Form Houses and each has a Form Tutor who is responsible for the day-to-day well-being of 30 pupils. In the Sixth Form, students are placed in appropriate tutor groups headed by Sixth Form Tutors, who are similarly responsible for the overall well-being of their students.

Additionally, there is a Year Group Manager for each of the years 7-11 and a KS5 Manager (Sixth Form), who are responsible for further liaison between parents, Form Tutors and Subject Tutors.

Discipline

Discipline is firm but positive. Our aim is to encourage self-discipline and an awareness of the contribution students can make to the school life and to the community in general. The jurisdiction of the school starts at the moment the student leaves home in the morning and extends to the moment the student arrives home.

At the "New" Parents’ Evening each year, each parent or carer is given a copy of the Home/School agreement, for which they will sign to acknowledge acceptance.

Any particular rules concerning conduct in or out of school are brought to the attention of the pupils at morning assembly. In general, however, we believe in encouraging pupils to develop an awareness of what constitutes acceptable and unacceptable behaviour in a community.

Approximately 45 Senior Prefects and Prefects as well as all members of the teaching staff share responsibility for discipline within the school. Students who fail to behave correctly may be punished by means of impositions or detentions. Exclusion is used only very occasionally but will be enforced when warranted.

Policy Statement: Individual Educational Needs (IEN)

Introduction

Meeting the needs of all pupils is the responsibility of all teachers. It is our responsibility to ensure that the curriculum is appropriate for each pupil. This will be led by the Co-ordinator of Individual Educational Needs in consultation with each Department using the guidelines set out in 'The Code of Practice 1994'. These five stages begin with the classroom teacher assessing and meeting individual needs and culminate, if necessary, in formal statementing by the Local Education Authority.

Aims

  1. To provide a broad, balanced and differentiated curriculum for all pupils.
  2. To recognise individual needs and ensure that these are met appropriately.
  3. To provide access, through differentiated teaching and learning styles, to the curriculum for pupils of all abilities.
  4. To ensure that progress is made and potential achieved.

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