KS3 PROSPECTUS AND PASTORAL HANDBOOK

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1 KS3 PROSPECTUS AND PASTORAL HANDBOOK

2 Principal s Welcome Upton Court Grammar School - A World class school Upton Court Grammar School offers its students a world class curriculum which develops internationally minded people who help to create a better and more peaceful world. This is our vision and the reality in this school which is proud of its longevity and traditional values. Our students actively enjoy learning. They explore concepts, ideas and issues acquiring in-depth knowledge and developing understanding across a broad and balanced range of disciplines. We work with young people and encourage them to understand and express ideas and information confidently and creatively in more than one language. Our students are reflective and are able to assess and understand their strengths and limitations in order to support their learning and personal development. As a school we value personal growth and expect our students to act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. From day one we expect them to take responsibility for their own actions and the consequences that accompany them. Our students are caring and show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment. I am proud to say that our students understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others. As a world class school we take our commitment to the wider community very seriously and want our parents to be active participants. Our parents are encouraged to raise issues and are consulted on school policy. It isn't just about parents' relationships with the school it's also about their relationships with other parents, and of course with their child's learning. I know I can count on every single member of the school community s support to fulfil one simple aim Ad Astra (reach for the stars) If you share this vision and want your child to achieve this aim I look forward to working with you.

3 KS3 Joining Upton Court Grammar School is the beginning of an exciting and challenging new school career for your child. We aim to ensure a smooth transition from KS2 to KS3, familiarising students at an early stage with our school ethos. By creating a positive atmosphere and culture in which everyone in the school community can develop and excel, we lay a foundation upon which to build their academic success. Students thrive in a safe, secure and comfortable environment which allows them to explore their talents and achieve their aspirations. The pastoral dimension is an expression of the care for the development, well-being and progress of pupils which is a fundamental concern at UCGS. It offers a means to realise the educational aims of the school and to enable students to gain maximum benefit from their time with us, achieving their personal, social and academic goals. Every member of staff is involved in the pastoral care of students both inside and outside the classroom. Teachers, support staff and parents work in partnership to ensure excellence and promote academic and social success. In order that students may widen their experience and find opportunities for social and personal development, the school provides activities designed to achieve these goals: - The form structure through which each form tutor has oversight of each pupil s progress and well-being - The PSCHE/Tutorial programme - Individual interviews on Target Setting Day - Form activities - The House system - Extra-curricular activities - Careers education and guidance - Posts of responsibility (form captains, School Council, mentoring) - Educational visits (field trips, gallery and theatre visits) - Public performances in music and drama - Sports competitions and Sports Day - Liaison with parents TUTOR GROUPS Pupils are placed in one of six tutor groups and, during Key Stage 3, most subjects are delivered in those tutor groups. Each group has a Form Tutor who monitors and supports the students social and academic progress. Tutors will support and guide new and existing pupils to give them confidence and a sense of security. They will have a detailed knowledge of the needs, emotional development, progress and academic attainment of each student. Tutors are also specifically responsible for:- - Registering pupil attendance - Ensuring uniform is worn correctly

4 - Engaging pupils in meaningful activities during tutor time - Delivering the Tutorial/PSCHE programme - Encouraging positive achievement and recognising talent and achievement in all aspects of school life - Encouraging self-motivation and formulating strategies to reverse lack of motivation - Promoting positive discipline - Fostering a sense of responsibility, initiative and willingness to undertake tasks voluntarily and carrying them out the the best of the student s ability - Promoting a caring and concerned attitude towards other pupils and the community at large - Helping each pupil reach a realistic appreciation of their own strengths and weaknesses THE HOUSE SYSTEM The House system is used for House Points and inter-house competitions, such as Sports Day. Houses compete for five separate awards: Creative, Academic, Fundraising, Sports and Overall House Cup. The aim of the House System is:- - To provide a whole school community and a sense of belonging to a family group so that students can relate more easily to the School. - To provide a sense of continuity throughout the student s school career. - To provide an organisation for competition within the School for games, work, drama etc., and thereby to provide incentive for effort on behalf of the group. - To encourage older students to develop a sense of responsibility and to encourage their organisation and leadership talents. - To provide a focus on achievement recognition and not bad behaviour, a time for students to be made aware of the good things they and their peers have achieved, providing an outlet for achievement to be socially desirable and students wanting to take part in inter-house activities so they can be recognised for their achievements among their peers and gain prestige for it. - To engage and motivate students in an environment where it is socially desirable to achieve and compete and be recognised for it, and where there is a wide range of activities and challenges designed for all students in the school. OUR LEARNERS At UCGS, we believe that our role is to help young people develop themselves as good independent learners, ready for the educational challenges they will encounter in future. We ensure that our students: Can make informed decisions about their learning Are aware of their strengths and weaknesses Connect classroom learning with the real world Take responsibility for their own learning

5 Plan and set SMART targets Are motivated by making progress in learning Reflect on the learning process and their own progress ASSEMBLIES Assemblies take place weekly in Key Stages and provide the opportunity to strengthen the cultural and moral ethos of UCGS. Celebration Assemblies are held at the end of each term when certificates and prizes are distributed for attendance, excellent behaviour, academic achievement and overall contribution to the form or school. HOMEWORK CLUB Students have access to the Homework Club every morning from am and every lunch time, except Wednesday, from 1.20pm. Many subjects run support or revision classes for students during lunch times at least once a week. EXTRA-CURRICULAR ACTIVITIES The extra-curricular activities, clubs and societies on offer are varied and provide many opportunities for education outside the classroom. Students are encouraged to experience new activities including sports, music, drama, classics and technology. At UCGS there are also opportunities to take part in theatrical performances, visiting places of interest and making trips. Various fundraising charitable events take place during the year giving students the opportunity to help those less fortunate. Students have the opportunity to stand for and elect peers to the Student Council where they have the opportunity to represent and put forward the views of the students. CHILDREN S UNIVERSITY Many school clubs are recognized by Children s University, part of a national project which recognizes the achievements of young people who take part in high quality out of hours learning activities. These activities can be run at school or may be offered by other Public Learning Destinations such as a museum, library or community clubs. The aim of the Children s University is to raise the aspirations of young people by introducing them to a wide range or quality learning opportunities and a lifelong love of learning. This links directly with improving attainment, self-confidence and social skills. The students achievements are celebrated and rewarded through certificates which they receive for completing 30, 65 and 100 hours of participation in validated activities. The certificates are awarded at a Graduation ceremony at a local University.

6 GIFTED AND TALENTED The potential of the individual is valued at UCGS. We aim to equip our pupils with skills and qualities that will allow them to achieve their very best in every endeavour and develop a love of learning which stays with them for life. Students who have such abilities, which set them apart from their year group, fall into two categories (although some exceptional students are both Gifted and Talented). A student is Gifted if he or she has the ability to excel academically in one or more subjects such as English, maths, science. A student is Talented if he or she has the ability to excel in practical skills such as sport, leadership, artistic performance, or in an area of vocational skill. Our teaching staff use their professional judgement to identify Gifted and Talented students and then meet their needs within the classroom on a daily basis. The curriculum in each subject is designed to extend pupils thinking skills. Each student is set targets which are regularly reviewed and feedback for progression shared with the pupils to ensure there is a clear understanding by the student on how to progress. UCGS offers an immense number of opportunities out of the classroom for students; clubs, workshops and external visits where students can pursue their own interests. Gifted and Talented pupils are encouraged to make the most of such activities. UCGS offers a wide range of opportunities through its partnership and links with outside bodies such as Royal Holloway, University of London, British Airways, Reading University and many others. The list, which is growing continually, reflects the school s aim to be forward thinking and flexible in striving to advance learning. These partnerships are undertaken with the aim of providing excellent opportunities to extend and broaden the students learning. SPECIAL EDUCATIONAL NEEDS The Special Educational Needs (SEN) Department at UCGS is proud of its proven track record of managing and meeting the special medical and additional educational needs of our students who have a wide range of disabilities and other difficulties. We are committed to provide a broad and balanced curriculum for all of our students including those with SEN. We devote time and energy to ensuring that all of our students have every opportunity to reach their full potential academically, socially and emotionally. All pupils are given access to the prospect of experiencing the depth and breadth of opportunity that our curriculum and wider school life allows. They also have access to a wide range of additional activities, support and educational study visits to enhance the teaching and learning opportunities. On entry to UCGS all Year 7 pupils complete a reading and spelling age assessment and appropriate support is given to encourage all students to reach their full potential in literacy across the curriculum to ensure that they can excel in all areas of school life and

7 personal development. Further assessment and monitoring throughout their years with us ensures that we are able to highlight areas of concern and address issues as they arise with suitable and appropriate strategies of support. We promote the inclusion of all students within the whole life of the school with measurable success. We have experience of, and provide support for, students with a wide range of disabilities. These include students who are wheelchair users and have other physical or sensory impairment. We also have students on the autistic spectrum and a number with social, emotional and behavioural difficulties for whom individualised programmes of support ensure that they are able to benefit from all that the school has to offer. Students with specific learning difficulties also benefit from a multi-sensory and holistic approach to teaching. Special arrangements are made for examinations where this is appropriate throughout their time with us and recommendations are made for additional special considerations for individual students as necessary. Timetable and curriculum adjustments are made where this will benefit a specific student with additional needs and promote their inclusion in the whole life of the school while allowing them to flourish and shine at school. We have a dedicated SEN team who work alongside teaching staff and the senior leadership team to offer invaluable support to individual students and their families as well as to other members of staff as necessary. They work with individual students and with small groups to promote a positive learning environment for all and encourage our students towards success in all areas of life. We are also fortunate to be able to access the support and expertise of a wide variety of external professionals working in specific fields of Special Educational Needs. They provide support to students, their families and school staff as required. We also meet as multi agencies to ensure that we are able to offer the best package of support to every individual student. We have a specialist facility which enables students with physical and medical difficulties to have the privacy and dignity that they require to meet their individual needs adequately for personal hygiene, administration of medication, occupational therapy, speech therapy and physiotherapy. We celebrate the diversity of our school population and encourage all students to develop a deeper understanding and acceptance of difference in whatever form that takes and to enjoy the richness that this brings to participation in our school community. CHILD PROTECTION POLICY The school s responsibility to safeguard and promote the welfare of children is of paramount importance. Our policy and annexes will be reviewed annually, unless an incident or new legislation or guidance suggests the need for an interim review. We recognise our moral and statutory responsibility to safeguard and promote the welfare of all students. We endeavour to provide a safe and welcoming environment

8 where students are respected and valued. We are alert to the signs of abuse and neglect and follow our procedures to ensure that student receive effective support, protection and justice. MONITORING THE PROGRESS OF PUPILS Involving parents and carers in their children s education is key to the success of individual pupils. At UCGS we believe wholeheartedly that parents and carers have an important role to play in supporting the school and ensuring that their child makes significant progress. With this in mind, we aim to communicate with parents and carers conveying timely and relevant information about attainment, objectives, progress and well-being. We also recognise that communication is a two-way process and encourage parents and carers to participate in these discussions. Our aim is to provide parents with personalised and contemporaneous reports on their child s progress. Interim Reports are issued for every pupil once each half term and contain the following information for each subject: End of Key Stage Target Minimum Grade/Leve l End of Year TMG/L Teacher Target Pupil Target Current Attainment Homework Conduct (1-5) Approach (1-5) Generated by FFT or ALIS Generated by school (see section on Data and Target Setting) Generated at the beginning of the year by the individual subject teacher Generated by the pupil and their parents/car ers on Target Setting Day Teacher Assessment grade or level that the pupil is currently working at Grade 1 (excellent) to 5 (Cause for Concern) Grade 1 (excellent) to 5 (Cause for Concern) Grade 1 (excellent) to 5 (Cause for Concern) Parents Evenings are held twice a year for Years 7 and 8. At the parents evenings, parents/carers are presented with a personalised leaflet detailing their child s most recent interim report. This leaflet also provides space for pupils/parents to record specific strengths and areas for development which are discussed with the subject teacher. The aim is to provide a meaningful dialogue through which the pupil and parents can understand precisely what needs to be done for the pupil to make further progress. A Target Setting Day is held for all pupils and their parents after the October half term. Tutors meet with individual pupils and their parents to set targets for the year. During each 15 minute meeting between the tutor, the tutee and their parents/carers, a structured discussion will be held to: Review the child s interim report identifying strengths and any areas of concern; Explain assessment data and the school s target setting arrangements;

9 Set Pupil Targets for the year (see section on Data). BEHAVIOUR POLICY School Aim At UCGS we believe that our role is to help young people develop themselves and their sense of personal responsibility. This includes how they embody the ethos of the school, respect its physical environment and their fellow pupils. We believe that the foundations of excellent behaviour are underpinned by good relationships developed between students, staff, teachers and parents. Like any relationship this relies on mutual trust, respect, and positivity. Students and staff should all have a clear understanding of how we all contribute to creating a better, safer, fairer, more productive learning environment. Parents are guided to develop and implement strategies that support their children and the school. Our behaviour policy is focused as much on encouraging and developing positive behaviour as sanctioning transgressions. Students should feel valued and their successes celebrated. Equally, students should be aware of and understand the school policies, their benefits, and the consequences should they choose to transgress. Principles Our shared aims are to: - Ensure that students are aware of the school s and individual teacher expectations - Equip students to take responsibility for their own learning and behaviour. - Show respect for others and our school environment. - Make learning accessible, effective and enjoyable so that students value their education and want to learn throughout their lives. - Build the confidence of all our students by helping them to develop their strengths and by celebrating individual and team achievement. - Help students to value, support and participate in a variety of school and wider community activities. - Promote positive links between home and school. ANTI-BULLYING POLICY At UCGS the Anti-Bulling Policy is monitored and reviewed on a regular basis. The school supports staff to promote positive relationships and identify and tackle bullying appropriately. We ensure that pupils are aware that all bullying concerns will be dealt with sensitively and effectively, that pupils feel safe to learn and that pupils abide by the anti-bullying policy. We actively provide systematic opportunities to develop pupils social and emotional skills, including their resilience.

10 ATTENDANCE POLICY The Governors and staff of UCGS are committed to providing a full and effective education for all our students to ensure they achieve their potential in all that they do. We believe that all students benefit from the education we provide and from regular and punctual school attendance and good behaviour. To these ends, we will do all we can to ensure that all students attend regularly and that any problems which impede this are identified and acted upon as soon as possible. We expect that all students will: Attend school regularly Arrive on time, appropriately dressed in school uniform and prepared for the school day Through our effective pastoral system, inform the Attendance Officer or Key Stage Co-ordinators about any problem which is making it hard for them to attend school regularly Ad Astra Reach for the stars