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					Prospectus
King David High School A Specialist Humanities College Childwall Road Liverpool L15 6UZ Tel: 0151 722 7496 Fax: 0151 738 0259 e-mail: kingdavid-ao@kingdavidhigh.liverpool.sch.uk website: www.kingdavidliverpool.co.uk Headteacher: Mrs Brigid Smith BA PGCE NPQH Chair of Governors: Mr Max Steinberg OBE

2009 - 2010

King David High School Prospectus 2009 - 2010

Contents
INTRODUCTION ..........................................................................................................3 AIMS & OBJECTIVES...................................................................................................3 CURRICULUM ................................................................................................................ 4 RELIGIOUS EDUCATION ............................................................................................4 PHYSICAL EDUCATION AND SPORTS......................................................................4 SEX EDUCATION POLICY ............................................................................................ 5 AIMS OF SEX AND RELATIONSHIP EDUCATION .....................................................5 MORAL AND VALUES FRAMEWORK.........................................................................5 EQUAL OPPORTUNITIES ...........................................................................................5 ACCESSIBILITY PLAN.................................................................................................6 CROSS-CURRICULAR THEMES .................................................................................6 ACADEMIC STRUCTURE ............................................................................................6 OPTIONS......................................................................................................................6 PUBLIC EXAMINATIONS .............................................................................................6 HOMEWORK ................................................................................................................7 MONITORING & REPORTING OF PUPIL PROGRESS ................................................7 CHILD PROTECTION / SAFEGUARDING ....................................................................7 INFORMATION / ADVICE/ GUIDANCE (IAG) ...............................................................7 PASTORAL ORGANISATION .......................................................................................8 HOUSE SYSTEM..........................................................................................................8 REWARDS....................................................................................................................8 DISCIPLINE ..................................................................................................................8 PREFECT SYSTEM......................................................................................................9 SCHOOL RULES & BEHAVIOUR POLICY ...................................................................9 HOLIDAYS / TIME ABSENT FROM SCHOOL...............................................................9 STUDENT COUNCIL ....................................................................................................9 EXTRA-CURRICULAR ACTIVITIES..............................................................................9 MUSIC ..........................................................................................................................9 PE UNIFORM..............................................................................................................10 SCHOOL UNIFORM...................................................................................................11 PRELIMINARY VISITS ...............................................................................................12 APPEALS PROCEDURE ...........................................................................................12 FREEDOM OF INFORMATION..................................................................................12 CONCERNS AND FORMAL COMPLAINTS ..............................................................12 SPECIAL EDUCATIONAL NEEDS - Policy statement................................................. 13

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King David High School Prospectus 2009 - 2010

INTRODUCTION
King David High School is a co-educational voluntary-aided Jewish secondary school with a comprehensive intake. It exists to provide a suitable Jewish, and quality academic secular and social education for all the young Jewish students in the locality.

AIMS & OBJECTIVES
To provide a stimulating and enriching Jewish and secular education for all Jewish children in the City of Liverpool and its environs. To provide an education of quality and relevance to non-Jewish pupils admitted to the school. To demonstrate the finest standards of multicultural education by cultivating the distinctive qualities of the cultures within the school rather than by blurring their distinctions. To promote Community Cohesion and develop effective partnerships. To provide a broad and balanced curriculum (ie courses, programmes, experiences and opportunities within and outside formal lessons) which will: 1 2 3 4 5 6 7 8 9 10 11 12 Enable Jewish pupils to perform their religious practices and responsibilities in a competent, confident and informed way. Develop all pupils' appreciation of a multi-cultural society by cultivating a pride in their own culture and religion as well as an interest and respect in the culture and religion of others. Encourage all pupils to maintain a broad educational experience at their own level to 16+. Extend to the limit of a pupil's capacity the skills of numeracy, literacy, oral and graphical communication, as well as Personal Learning and Thinking Skills. Develop pupils’ technological competence, linguistic versatility, scientific observation and analysis, practical appreciation of the arts, and physical dexterity and fitness. Develop pupils' spiritual, ethical and aesthetic sensitivities. Enable pupils to attain their own best possible success in public examinations and assessments. Nurture self-reliance and self-discipline both socially and academically. Equip pupils with the ability to make well-informed and well considered life choices in the personal, social, economic, political and environmental spheres. Cultivate pupils' concern and consideration for others and the environment, and mutual respect. Ensure that pupils know the fallacies and dangers of racist and sexist attitudes and discourage pupils from holding them. Cultivate a sense of community and collective responsibility through musical, dramatic, sporting and other extra-curricular activities. Page 3

King David High School Prospectus 2009 - 2010

CURRICULUM
All pupils are expected to follow a broadly based course of studies and there are high expectations of work, behaviour and commitment, so that each pupil can derive the maximum benefit from the many opportunities the school has to offer. In years 7-9, pupils follow a common curriculum in: Jewish Studies and Ivrit (non-Jewish pupils follow comparative courses in Religious Education, German, and Social Studies), English, Mathematics, History, Geography, Science (taught as individual disciplines in Y8 & 9), French, Physical Education, Music, Art, Technology, Information Technology, and Personal, Social & Health Education including Citizenship. At the start of Key Stage 4, different options are available but all pupils follow compulsory GCSE courses in the core curriculum subjects as well as Jewish Studies or Religious Studies, (Physical Education and a PSE Programme are also compulsory). In Years 12 and 13, King David High School, in collaboration with Childwall Sports College and Broadgreen Technology College, offers a wide range of subjects at Level 2 and Level 3.

RELIGIOUS EDUCATION
Religious Education is provided for Jewish and non-Jewish children in all compulsory school years, in accordance with the legislation of the 1988 Education Reform Act. Shacharit (Morning Service) and Mincha (Afternoon Service) are held daily for Jewish children on a voluntary attendance basis. Separate Jewish and non-Jewish assemblies are held weekly, and the full Mincha Service is recited on this occasion by all Jewish pupils. Other assemblies in the week are non-denominational and assume a variety of forms. Whilst parents have the right to withdraw their children from religious education and religious assemblies, it would be surprising were parents, having chosen a faith based school for their child, to exercise this right. Similarly, no assembly should compromise the religious ideals held by any non-Jewish pupils or their families, who have elected to send their child to a faith based school.

PHYSICAL EDUCATION AND SPORTS
The school is well equipped for PE and sports with its own swimming pool, playing fields, gymnasium and a hall that is also designed for certain racquet sports. From Years 7 to 11, pupils learn and practise: swimming, gymnastics, football/netball, cross-country running, outdoor and adventure activities, basketball/badminton, rounders, athletics, cricket/tennis in accordance with National Curriculum guidelines. At certain times, other sporting initiatives are organised within the school. The school is also part of the Sports Partnership, which is operated by Childwall Sports College. This provides additional sporting opportunities for all our pupils.

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King David High School Prospectus 2009 - 2010

SEX EDUCATION POLICY
AIMS OF SEX AND RELATIONSHIP EDUCATION
King David High School believes that sex and relationship education is an education entitlement of all pupils and an integral part of each pupil’s emergence into adulthood. We aim to: • • • • • • provide information for young people encourage young people to make responsible decisions about the relationships they form with others develop skills of assertiveness and communication explore feelings and attitudes such as love, anger, trust, respect, sadness and grief help young people to examine their own attitudes and values foster self-esteem, positive self image and confidence which are important aspects of decision making behaviour.

The aim of this policy is to clearly communicate to staff, parents, visitors and pupils the manner in which sex and relationship education will be delivered in this Jewish faith based school. Other school policies which have relevance to sex and relationship education are: • • • • • • • PSE/Citizenship Equal Opportunities Behaviour/Anti-bullying Child Protection / Safeguarding Learning and Teaching Special Needs Drug Education

MORAL AND VALUES FRAMEWORK
Pupils will be encouraged to consider the importance of the following values, which are derived from the school’s Jewish faith based value system: • • • • respect and valuing themselves and others understanding and sensitivity towards the needs and views of others responsibility for their own actions responsibility to their family, the school and the wider community

EQUAL OPPORTUNITIES
King David High School is committed to working towards equality of opportunity in all aspects of school life. A full copy of the policy is available from the School Office or website

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King David High School Prospectus 2009 - 2010

ACCESSIBILITY PLAN
King David High School is committed to enabling access to the school and curriculum for all pupils. A full copy of the Plan is available from the school office.

CROSS-CURRICULAR THEMES
A number of themes and subjects are explored in a cross-curricular way. Thus, while they do not appear on the timetable, they are covered through subjects or through other planned activities in the school. Such topics include: Identity & Cultural Diversity, Community Participation, Enterprise, Global Dimension and Sustainable Development, Technology and Media, Creativity and Critical Thinking.

ACADEMIC STRUCTURE
Each form group is a mixed ability grouping. At Key Stage 3 (Years 7 to 9), most subjects are taught in mixed ability groups. However, in order to meet the needs of National Curriculum assessment in the Core subjects, some setting takes place in English (Y9), Mathematics (Y7 - 9) and Science (Y7 - 9). At Key Stage 4, in addition to setting in the Core subjects, most GCSE subjects taught in more than one group are taught in attainment defined sets.

OPTIONS Years 10 & 11
All courses, other than PSHE, are offered to GCSE level and are designed to meet the current National Curriculum requirements as well as complement the Jewish nature of the school. These options are explained to pupils and parents in the spring term of Year 9 and individual issues are resolved through personal interview. However, in the last resort, the school retains the right to refuse a pupil admission to a course for which he or she is considered to be unsuited.

Years 12 & 13
In Years 12 and 13, we offer a full range of AS and A2 Level courses from Foundation to Advanced Level in collaboration with Childwall Sports College and Broadgreen Technology College.

PUBLIC EXAMINATIONS
GCSEs and A levels are taken through the AQA, OCR, WJEC and Edexcel Boards. The details of any syllabus are available, on request, from the teacher in charge of the relevant subject area. All pupils are expected to take the examinations at the end of their course. Exceptions only arise with the consent of both staff and parents. Page 6

King David High School Prospectus 2009 - 2010

HOMEWORK
All pupils are required to do homework. All year groups are given a homework timetable. The amount of time to be devoted to homework varies according to the nature of the homework set and the speed at which a pupil works. However, guidelines are included on the homework timetables. Homework takes many different forms: written work, revision, learning, research and project tasks. In some curriculum areas, homework may count towards the continual assessment of each pupil's work, which could influence future decisions about setting and option choices. No matter what the assignment, the school expects parents to co-operate fully in ensuring that homework is done regularly and carefully, and it is expected that pupils will devote more time to their homework, as they progress through the school. To this end, each pupil is issued with a student planner in which each day's homework tasks are to be recorded and the time spent each evening on school work. Parents are requested to use the student planner to monitor time being spent on school work done at home, and to sign it once a week to acknowledge work done by the student. The School’s Assessment and Recording Policy, together with its Marking Policy, are available on the school website.

MONITORING & REPORTING OF PUPIL PROGRESS
Each pupil is given a subject specific end of key stage target. This will be a target level for the end of Key Stage 3 (Years 7, 8 and 9) and a GCSE (target grade for the end of Key Stage 4 (Years 10 and 11)). Target levels / grades are based on data from the Fischer Family Trust which takes account of a pupil’s prior attainment at the end of previous key stages. In the autumn and spring term, parents will receive an interim report, which comments on their son’s / daugher’s behaviour, effort and progress using a 1-2-3 grading system. In the summer term all pupils will receive a full end of year report.

CHILD PROTECTION / SAFEGUARDING
King David High School is committed to Safeguarding and being a safe school. School policies reflect this. "Because of their day to day contact with individual children during school terms, teachers and other school staff are particularly well placed to observe outward signs of abuse, changes in behaviour or failure to develop" (Working Together -Under the Children Act, l989) (DFE Circ 4/88) Parents must appreciate that where it appears to a member of school staff that a child is at risk or may have been abused, the School is required as part of the Local Child Protection Procedures, to report their concern to the appropriate authorities. The School's Policy follows the recommendations of the Area Child Protection Committee and Liverpool LA. The nominated member of staff at King David High School is Mr Shane McNeill.

INFORMATION / ADVICE/ GUIDANCE (IAG)
IAG advice is offered by the Work Related Learning & Enterprise Co-ordinator, who enjoys a close relationship with Connexions, who offer guidance and support to students from Year 9 upwards. A careers convention for pupils and parents is held at the school biennially. All pupils between Years 10 and 13 inclusive, participate on a carefully supervised work experience programme. Senior Staff, together with the Head of Sixth Form, give extensive counselling to members of the Sixth Form making application to Universities and to Colleges of Higher and Further Education. We are always glad to see parents if they seek an interview to discuss their child's career action plan. Page 7

King David High School Prospectus 2009 - 2010

PASTORAL ORGANISATION
Each pupil is placed in a form group with a named form tutor who is part of the pastoral team for that year. Tutors work closely with the Pupil Progress Leaders, Deputy Headteacher, and Assistant Headteachers. Form Tutors are grouped together under the leadership of their Pupil Progress Leader in teams covering Year 7, Years 8 and 9, Years 10 &Year 11, and Years 12 and 13. In Year 7, each pupil is given a school "sister or brother" (a member of Year 12), with whom it is hoped they will build up a useful rapport during their first few weeks in school. If we feel it is necessary, the school will arrange for parents to meet with Senior Staff to discuss any problem their child has encountered. Parents are invited to contact either the Pupil Progress Leader or Senior Staff if they are in any way anxious about the welfare of their child. Colleagues will always advise pupils on academic, vocational and personal matters, where appropriate. There is an Induction Day for Year 7 pupils in July and parents are invited to an initial meeting in June and one early in the Autumn Term. For Y12 students there is a conference in the Autumn term, which deals with the transition from Y11 to Y12.

HOUSE SYSTEM
The form groups in every year of the school represent one of the three Houses: Galil (Green), Negev (Yellow) and Sharon (Red). These Houses are run entirely by the pupils and they participate in various inter-house sports competitions; they serve as a medium for encouraging charitable activities. House points are awarded to recognise special effort in class, personal, non-academic achievement, general care of the environment and other notable initiatives. The winning House receives a trophy at the annual Awards Evening.

REWARDS
In addition to the House System, pupils are rewarded in a number of other ways. With the exception of Year 7 pupils who can attend lunchtime games club, pupils from all other year groups have the opportunity to play on the Nintendo Wii at lunchtime provided that they have had a good behaviour record. Forms are allocated a slot periodically during which six pupils have access to the Nintendo Wii. Pupils receive merits for a variety of reasons and these are recorded by the Form Captain. At the end of every term, the member of each form with the highest number of merits receives a gift voucher at the Head Teacher’s assembly. Interim and end-of-year reports measure the pupils’ behaviour, effort and progress. In order to recognise all aspects of the pupils’ achievements, the number of grade 1s across the three categories is recorded and the member of each form with the highest total also receives a gift voucher at the Head Teacher’s end-of-term assembly.

DISCIPLINE
The truest discipline is that arising from steady application to considered and varied programmes of work in all areas of the curriculum. In order to support students, the school operates a behaviour policy based on an assertive discipline model. This sets out a set of rewards and consequences , which are applied consistently across the curriculum.

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King David High School Prospectus 2009 - 2010

After school detentions normally last thirty minutes or one hour and twenty four hours notice will be given to parents. If a pupil is persistently unreliable and/or undisciplined, she/he will be monitored for a period of time and placed on special report. In serious cases of indiscipline, parents will be asked to discuss the problem with Senior Staff and will be expected to co-operate fully in ensuring an improvement in attitude and conduct. As a final sanction, the Headteacher will exclude a pupil, informing the parents and Governors of the action taken. Parents have the right to appeal to the Governors against a permanent or fixed term exclusion.

PREFECT SYSTEM
All Year 12 students have the opportunity to offer their services as prefects in the smooth running of the school. A team from Year 13 is selected by the Headteacher to serve the school as School Captains, House Captains and Senior Prefects.

SCHOOL RULES & BEHAVIOUR POLICY
Upon acceptance at the school, new entrants are sent a copy of the School Rules, ICT Acceptable Use Policy and Behaviour Policy. Parents and pupils are required to sign, to acknowledge receipt and acceptance of these.

HOLIDAYS / TIME ABSENT FROM SCHOOL
Holidays and requests for time out of school other than for educational / medical reasons in term time should only be arranged in exceptional circumstances (eg parental work place insists on holidays being taken at a particular time) and permission should be requested from the school before any such holiday or absence takes place. It is the decision of the school whether to authorise absence from school for such reasons.

STUDENT COUNCIL
The Student Council is a body consisting of elected representatives from each of the forms in the school. It generally represents the pupils' views and provides a free forum for those views to be aired. Each year it selects charities towards which pupils raise funds through a variety of events. The School Captains sit on the Pupils' Council and are invited to attend meetings of the Full Governing Body as an observer and to raise any pupil related issues.

EXTRA-CURRICULAR ACTIVITIES
Extra-curricular activities in the school include: Debating, Sports, Humanities, Subject based Clubs, IT, Music and Drama. The school's musicians provide a varied and rich diet of musical events, including one major concert per term.

MUSIC
The school offers opportunities for learning almost any musical instrument. Lessons are given by a large team of peripatetic teachers at lunchtimes or by withdrawal from lessons on a rota basis. A number of orchestral/choral groups rehearse on a regular basis and this forms an important part of the musical training of the pupil. Entry to and preparation for Associated Board examinations is also arranged through the school. The provision of these extra-curricular musical activities, which have to be paid for by parents, is co-ordinated by the Music Administrator, Mrs Quinn. Please see Admissions Policy for information regarding Music Admissions. Page 9

King David High School Prospectus 2009 - 2010

PE UNIFORM
The following are the only items which may be worn:

For all pupils:

* * * *

Royal Blue Sweatshirt Royal Blue Jogging Bottoms White Polo Shirt with blue collar Royal Blue Shorts Trainers Towel Blue or black swimming costume/trunks Swimming cap Royal Blue Football socks Football boots (optional for girls) * Royal Blue Athletics Vest with school crest (optional)

For boys only

* Royal Blue Football shirt

* only available from Kitted Out

Kitted Out Unit 5 37 London Road (Opposite Odeon Cinema) Liverpool

and

Kitted Out 82-84 Aigburth Road Liverpool L17 7BN

ALL ITEMS SHOULD HAVE A NAME TAG SEWN INSIDE

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King David High School Prospectus 2009 - 2010

SCHOOL UNIFORM
Available from John Lewis / Kitted Out We expect the full co-operation of parents in ensuring that pupils arrive in school in full uniform. The uniform consists of: • • • • • • • • • • * Black Blazer which contains the school badge and the appropriate house colours White shirt/blouse (long or short sleeves) * Grey school jumper * Blue school tie Black trousers for boys * School kilt for girls – the length must be below the knee Black socks or tights Black flat school shoes – shoes should be all black, without apparent logo and leather (looking) Kippot ( Jewish boys only) Any winter coats worn over blazers must be a plain black school coat and not a fashion item. No hooded sweatshirts (“hoodies”) are permitted to be worn either over or under blazers. Pupils should remove their coat once inside the building. Scarves, if worn, must be black or House colours (red, yellow, green) School bags should be large enough to carry books and equipment to and from school and should be in the school colours Hair must be tied back using black hair accessories * All items marked with an asterisk only available from John Lewis / Kitted Out Please note: Make up and nail varnish are not permitted One pair of small stud earrings may be worn in the earlobe, no other jewellery is permitted • No extreme hairstyles are allowed – including any hair dyes that do not resemble natural hair colours • •

• • •

All items of uniform should be clearly labelled with the pupil’s name

All items of uniform are available from John Lewis / Kitted Out.

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King David High School Prospectus 2009 - 2010

PRELIMINARY VISITS
Parents considering seeking admission to the school for their children, for the following September, are welcome to contact the school in order that they may be shown around and acquaint themselves with the school's facilities. For prospective Y7 pupils an Open Evening is arranged in the Summer term.

APPEALS PROCEDURE
Parents who receive confirmation that their son or daughter has not obtained a place at the school may make an appeal against this decision under the Education Act 1980. Appeals should be made in writing, within three weeks of notification to: The Clerk to the Governors, 120 Childwall Road, Liverpool L15 6WU.

FREEDOM OF INFORMATION
The DCSF (Department for Children, Schools and Families) publishes a range of documents, some of which are automatically distributed to parents. The school retains copies of all such documents and parents may arrange to view them. The aggregated results in Public Examinations now form part of the School Profile, copies of which are always available on request. The school website gives access to a number of school policies. Any requests for documentation should be made, in writing, to Mrs McMeakin, the school’s Office Manager. The Minutes of all Governors' Meetings, once they have been passed at a subsequent meeting, remain open to view in the school office. They may not be removed from the premises but parents may exercise their right to view them, again by prior arrangement.

CONCERNS AND FORMAL COMPLAINTS
One of the main features of the King David High has always been to work in partnership with Parents, Staff and Pupils. In doing so we believe that standards improve and a positive ethos is developed where there is co-operation and a sense of joint purpose. Obviously the best channel for concern will depend on the nature of the problem. If the matter is largely related to the curriculum, then the subject teacher or the person in charge of the curriculum area is the best first contact. If the nature of the problem is primarily pastoral, then contact should be made with the Form Tutor or the Year Head. In all cases, of course, Senior Staff may also be approached but it is best to go via the appropriate channels first. To ensure the best service possible, appointments should either be made by letter to the parties relevant. The complaint from pupil, parent, employee or member of the public will be confidentially handled, evaluated, investigated and hopefully resolved. A complaint at this stage tends to be handled by a member of staff, the seriousness of the complaint or allegation determining the level at which it will be dealt with. Serious complaints will be dealt with by the Headteacher, Deputy Headteacher, or Assistant Headteachers. Serious complaints against the Headteacher, once initially filtered by a Deputy/Assistant Headteacher, will go to the Chairperson of Governors. If you do not feel that your concerns have been satisfactorily resolved, the next stage is to contact the Governors through the school address. If you wish to refer the matter further, following the Governors' response, all matters, other than the Jewish educational process, should be taken to the Local Authority. Jewish educational matters should be referred to the Office of the Chief Rabbi, which has agreed to act as final arbiter in these matters, for the school.

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King David High School Prospectus 2009 - 2010

SPECIAL EDUCATIONAL NEEDS - Policy statement
With a comprehensive intake of pupils, our school encompasses not only cultural diversity but the full range of academic ability, as well as varying degrees of social, behavioural, emotional and physical development. It is recognised that there are pupils who require learning support. The school operates its SEN provision having regard to current legislation and follows the graduated response as outlined in the Code of Practice. The SENCO is responsible for implementing and managing requirements of the Code on a day-to-day basis. Some pupils will enter the school with noticeably lower academic achievements than is the norm for their peer group. Others may enter with behavioural, emotional or physical needs. For these pupils further assessment and programmes of support will be made available where appropriate, in an endeavour to ensure they can access the curriculum as fully as possible. Where necessary, referrals may be made to external agencies for further assistance, subject to the consent of parents/carers; this is additional to the support, which the school can itself offer. Withdrawal from the peer group will be minimal and staff will be made aware of any SEN arrangements. Parents/Carers will always be notified if it is thought that withdrawal from any lessons will be necessary to deliver a support programme. Their agreement and co-operation will be sought. Guidance will be given to parents/carers as to how best they can help their child overcome learning and allied behavioural and social or emotional difficulties. This is both for the benefit of the child and to ensure the efficient education of his/her peers. A pupil may enter the school with a Statement of Special Educational Need. The school will endeavour to meet the proposals as specified in the document. It will co-operate with the external support agencies and ensure that, where recommended, the LEA makes available appropriate resources (staff or equipment) for the pupil. It is accepted that the school will be fully involved in any procedures contributing to the annual review of a pupil’s Statement of Educational Need. Screening figures and audits of information also serve as a means of identifying the more able pupils. Their names are noted and their progress is monitored. The differentiation of the curriculum should ensure that the needs of these pupils are met. The school endeavours to accommodate to the best of its ability pupils with disabilities. This is dependent on the specific needs of the individual and the physical constraints of the building. Currently the school has limited wheelchair access to part of the ground floor, and one toilet for the disabled. The adoption of a flexible approach to SEN best suits the size, characteristics and academic nature of the school. Its aim is to ensure that all students, even if recognised as having special educational needs, will have access to a broad, balanced, relevant and differentiated curriculum, compatible with the efficient use of resources, and the efficient education of other pupils. Staff accept their responsibility for the wide range of needs within their classes and, through their partnership with the SENCO, will endeavour to enable pupils experiencing difficulties to learn more effectively, be respected, have positive feelings about themselves, experience success, and be valued for their contribution to the life of the school. For a small number of pupils, an alternative curriculum is followed in Years 10 and 11. This provides curriculum support to pupils who follow GCSE courses in a reduced number of subjects. Pupils are identified at the end of Year 9 based upon their curriculum needs and the degree of learning support which they require in order to achieve success. Parents are involved in discussions at all stages. (A full copy of the SEN Policy is available from the school office or website) Page 13


				
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