MAIDEN ERLEGH SCHOOL QUI VEUT PEUT PROSPECTUS 2008/2009 A tradition of caring and excellence MAIDEN ERLEGH SCHOOL A SCHOOL OF OPPORTUNITY AND SUCCESS Welcome from the Headteacher Welcome to Maiden Erlegh School, one of the country‟s highest performing schools at GCSE and A level. Maiden Erlegh has an enviable 45 year tradition of outstanding academic success and provides a high quality education for 1720 pupils, 360 of whom are in our thriving sixth form. At Maiden Erlegh we are committed to excellence and expect the very highest standards from all our students. Our examination results at A level and GCSE are consistently very high and have placed us amongst the highest achieving mixed community schools in the country. Maiden Erlegh is very successful because it is ambitious and has a team of highly qualified and committed people who promote achievement. In recognition of the GCSE examination success enjoyed by our pupils over the past few years our teachers received a DfES Achievement Award. We were also awarded Specialist School Status for the Arts in 2003. In 2007 the school was recognised by the DFES as a “high performing school” and was invited to apply for a second specialism. Our application was successful and Maiden Erlegh was awarded a second specialism in Business and Enterprise. In 2007 Ofsted judged Maiden Erlegh to be “an “Outstanding” school with an “Outstanding” Sixth Form. Academic excellence, while central to the life of the school, is most certainly not the whole picture at Maiden Erlegh. Wider opportunities are provided for our pupils. For example, all students have the opportunity to visit Tirabad, the school‟s jointly owned Outdoor Education Centre in Wales. This activity centre provides an ideal environment for pupils to develop the skills of leadership, problem-solving and working in teams – essential skills they will need to cope with the rapidly changing world they will face in adult life. Foreign language exchanges are also arranged with France and Germany, and cultural exchanges with Italy and America. Students have also participated in World Challenge expeditions to Peru, Java, Tanzania, Ecuador and Zambia. An increasing number of pupils take part in the Duke of Edinburgh Award Scheme. Maiden Erlegh School prides itself on its excellent range of extra-curricular activities, which offer further opportunities for students to pursue their interests in Music, Drama, Art and Sport. Many of these interests grow naturally out of work in class. The Arts play a significant part in the life of the school and the community. Maiden Erlegh has an excellent reputation for high achievements in Music, Drama, Dance and the Visual Arts. A full programme of public performance, community activities, workshops, exhibitions, dance and art festivals ensure that students have an outlet for their talents. A new Visual Arts Centre was opened by Lord Puttnam; a new digital media suite and new Music practice rooms were also opened recently. Our facilities have improved significantly in the last few years with the additions of a new purpose-built Sixth Form Block with space for 450 students; a new 22 room teaching block; a new Mathematics and Science Block; a new All-Weather Pitch; the refurbishment and re-design of the Lower School; extended dining hall facilities; the re- modelling of the school hall; additional new teaching accommodation across the school and interactive whiteboards in all classrooms. The growing number of applications for places at the school means that the Borough Council has been able to secure additional funds from the Government‟s “Expanding Popular and Successful School’s” grant to provide further investment in the school. We are confident that this rolling capital programme will bring many benefits to the school and create a learning environment fit for the 21st Century. The school is poised for a most exciting future. I feel very proud and lucky to be the Headteacher of Maiden Erlegh School, and I am pleased to commend to you Maiden Erlegh as a school that offers a stimulating, caring and supportive environment for your son or daughter. I encourage all prospective parents to visit our school and meet the pupils and staff. I hope that you enjoy your visit to our Website. Peter Thomas Headteacher MAIDEN ERLEGH SCHOOL HEADTEACHER: DR P THOMAS DEPUTY HEADTEACHERS: MR M HADDRELL MISS M DAVIES ASSISTANT HEADTEACHERS: MR D BIRKS MR P GILLETT MR G THOMAS MS A CHESHIRE MRS A MORGAN (from Sept 2008) BUSINESS MANAGER: MRS J DENNIS Maiden Erlegh School Silverdale Road Earley READING RG6 7HS Telephone : Reading (0118) 9262467 Fax : Reading (0118) 9266111 email: email@example.com web: www.maidenerlegh.wokingham.sch.uk THE GOVERNING BODY Chairman: Mr Huw Jones Parent Governor Vice-Chairman: Mrs Rae Williams Co-opted Governor Mrs Jill Burke Teacher Governor Mr Kulwant Channa Parent Governor Professor Tony Downes Co-opted Governor Mr Ronald Edwards Non-teaching staff Governor Mr Ged Gast Parent Governor Mr Keith Irwin Parent Governor Mr Nick Jones Co-opted Governor Mr Ian May Co-opted Governor Mrs Alison Morgan Teaching Staff Governor Mrs Carol Morgan Parent Governor Dr Mwazwita Mundangepfupfu LEA Governor Mr Richard Nicholson LEA Governor Mrs Jan Rothwell Parent Governor Mrs Isabelle Sandy Parent Governor Mr Christopher Smith Parent Governor Mr Leslie Stephen LEA Governor Mr David Swindells LEA Governor Dr Peter Thomas Headteacher MAIDEN ERLEGH SCHOOL AND ITS AIMS Maiden Erlegh School is a well established comprehensive school of about 1700 pupils. The school is co-educational and serves the residential community of Earley and the outskirts of Reading. There are nine forms of entry in years seven to eleven and 360 A level students. The forty year history of the school has been one of growth, in parallel with the growth of the Earley community. The present buildings are of relatively modern design, many of them purpose built for teaching a broad and creative curriculum. The fabric of the school is in good order, thanks to the efforts of the local education authority, the care and pride shown by successive generations of pupils, and the efforts of the Parent Teacher Association. In September 2004 the school capacity increased to meet the demand for places at the school. The growing number of applications for places at the school meant that the District Council was able to secure additional funds from the Government‟s “Expanding Popular and Successful Schools” initiative to provide welcome improvements to our building stock and facilities. The £7.5 million investment to the school from the Council and the Government has brought about a transformation of our buildings and facilities with the additions of an expanded and refurbished Lower School, a new Arts Centre, a Digital Media Suite, new Music facilities, a new dining room, a new two storey Sixth Form Centre with space for 450 students, a new, two storey teaching block, an All Weather Pitch and a new Science and Mathematics Centre. We are confident that this capital programme will bring many benefits to the school. In addition to transforming the school‟s buildings, there has also been a transformation in the school‟s approach to teaching with a major investment in interactive whiteboard technology to support learning. In 2005 the Governing Body approved a major investment programme of fitting interactive whiteboards and projectors to all classrooms in the school to ensure that the school is able to deliver an education programme fit for the 21st Century. There are now Interactive Whiteboards in all classrooms. Maiden Erlegh is a school which is committed to full school uniform, and, with the support of parents, seeks to maintain the highest standards of behaviour, dress, appearance, and academic standards amongst its pupils. The principles upon which the school is organised are as follows: 1 The primary aim of the school is to work for the education and development of every pupil, trying to ensure that each is given the opportunity to develop individual talents and personalities. The school is committed to providing all its pupils with equal opportunities according to their educational needs, and to encouraging each pupil to obtain the qualifications which best reflect his or her abilities. 2 The school aims to foster knowledge with understanding. Every form of knowledge involves the development of creative imagination, judgement, thought, communicative skills and the ability to understand the widest possible range of human experience. The school must encourage lively, creative minds with the ability to question and argue rationally and to make considered judgements. 3 It is an aim of the curriculum of the school to encourage pupils to appreciate human achievements in art, literature, music, science and technology, especially Information and Communications Technology. 4 Maiden Erlegh School is 'a place of learning' and is committed to developing in pupils the desire to learn and a love of learning which will continue in adult life. 5 Schools have the capacity for social, personal and moral education, but they do not have the total responsibility, since they share influence with the home and the community. These include respect for the opinions of others, the ability to communicate and relate successfully to other people, respect for religious and moral principles, tolerance of other races, religions and ways of life, and a sense of social responsibility. The curriculum should include work and guidance in citizenship, religious, political and economic systems to help pupils to understand their own environment and those of others. 6 The school has a responsibility for preparing its pupils for their roles in adult society, and helping them by example and direction to recognise the need for authority, co-operation and order in their daily lives. The school wishes to instil in pupils a sense of personal worth, and foster the capacity to live as independent, self-motivated adults, sensitive to the needs of others and to society at large, and with the ability to make the contributions to society, appropriate to their talents. 7 In order to foster a strong sense of the place of the school in the community, pupils will be encouraged to undertake community projects and to encounter at first hand the principal institutions of the community. Equally, the school will encourage parents to involve themselves in the life of the school through the PTA, regular parents' meetings and frequent contact between parents and teachers about their children's education. 8 The school believes that an orderly and clean environment achieves the right outlook, helps pupils perform at the highest levels, and is essential to the success of the school. Specialist facilities include science laboratories, technology and textile workshops, art rooms and a separate sixth form centre. Facilities for music and drama are among the best in Berkshire. The drama studio, which is also used for musical productions, is fully equipped with stage lighting and seats up to 150. There are also individual practice rooms for music. The PE department has a sports hall and a gymnasium, a hall for dance, facilities for all the outdoor sports on site and additional facilities at Laurel Park. A Visual Arts Centre was opened by Lord Puttnam. ICT features strongly; there are seven networked computer suites equipped with PCs and a new digital media suite. Year 7 pupils have ICT lessons in a state of the art computer room. All computer rooms have screened Internet access and multimedia capability and the classrooms have Interactive Whiteboards. The Sixth Form may borrow laptop computers. Year 7 pupils have their own Lower School and assembly hall. The school's aims are being reviewed continuously in the light of the changing needs of society and the requirements of the curriculum and the public examinations system. EQUAL OPPORTUNITIES Maiden Erlegh School is committed to equal opportunities and aims to be a school where everyone : is respected and respects others takes part in the life of the school realises their potential develops the skills essential to life exercises choice Maiden Erlegh School supports Wokingham Unitary Authority‟s Equalities Policies and guidelines for dealing with racist incidents and, to that end, is committed to certain principles: all pupils, parents and members of staff are of equal worth and equal concern all pupils should have equal access and opportunity to learn and succeed all staff should have equal access to career development all pupils should be provided with encouragement to respect themselves, each other, and the contribution which they can make to the school and the wider community The school is against all forms of discrimination on the grounds of gender, race, origin, religion or disability. ADMISSIONS POLICY AND PROCEDURES Year 7-11 The school operates under the Local Authority (LA) admissions policy for transfer at 11+. The LA is committed to meeting choice wherever possible. In September 2008 we will have 278 places in Year 7, 8, 9, 10 and 11. Subsequent entry to the school into Years 7-11 follows a two stage process: a) a request to Wokingham Borough Council that the transfer can take place. b) a meeting with a senior member of the staff at the school in order to give parents the opportunity to look around and ask questions. The school holds an official Open Afternoon and Evening in mid-October, when prospective parents and pupils are invited to visit the school. Full details are available from the school on request. At other times of year, parents considering applications to the school should telephone the Head of Key Stage 3 or 4 to arrange a visit. Sixth Form The school operates a policy of open access to students from other schools and to Year 11 students from Maiden Erlegh. All students applying for a place are invited for a discussion to determine the most appropriate course in the Sixth Form. It is a condition of entry that students accept the ethos, expectations and standards of our Sixth Form as advertised in the Sixth Form prospectus. SCHOOL'S GOVERNING BODY The functions of Governors are specified in the Articles of Government of the School. The Governors meet once every term and have the following responsibilities: a To ensure that they are kept informed by the Headteacher about the general conduct and curriculum, and, in particular, about any major new developments at the School. b To consider the needs of the School and make recommendations to the Authority concerning the financial and other measures needed to meet these requirements. c To inspect and keep the Authority informed about the condition and state of repair of the School premises. d To determine, in consultation with the Headteacher, the use to which school premises may be put out of school hours. e To appoint, promote and to deal with staff matters generally, in accordance with the conditions of service, the procedures laid down in the Articles or Rules and the practice adopted in the School. THE CURRICULUM At Maiden Erlegh School we understand that the curriculum must be rich, varied and balanced. It is, therefore, tailored to meet the needs and aspirations of our students and reviewed regularly to ensure it evolves with them. By concentrating on the learning and teaching, the diagnostic use of assessment and the content of the curriculum, we nurture and develop the skills necessary to succeed and progress into further or higher education and to the world of work. In this way, the curriculum provides our students with the opportunity to excel. Maiden Erlegh School aims to offer a curriculum which: Meets statutory requirements Provides high quality education for all pupils Offers breadth and balance in the subjects studied by each pupil Enables all pupils to achieve their full academic potential Works in partnership with local primary schools and providers of post-16 education to ensure continuity Creates a positive working culture Develops pupils‟ skills as flexible and independent learners Promotes awareness of community and the needs and rights of others Develops an appreciation of the spiritual dimension of human life these Develops an appreciation of the value of multi-cultural and multi-faith society fe Enables boys and girls to achieve equally Is inclusive of pupils with Learning Difficulties and Disabilities In achieving these aims the following principles apply: Most teaching is in mixed ability groups at Key Stage 3 and Key Stage 4 (except for French and Mathematics) but GCSE Science and English groups are banded. Key Stage 3 All students follow a common curriculum but if they experience difficulty with their learning, they may receive specialised help from the school's Support Unit. Teaching time for core subjects (double lessons per week) Year 7: English (2); Mathematics (3); Science (2) Year 8: English (3); Mathematics (2); Science (2) Year 9: English (3); Mathematics (2); Science (3) Teaching time for foundation subjects (double lessons per week) Year 7 & 8: French and PE (2); History and Geography (1.5); Technology, Music, Art, ICT, Drama, RE (1) Year 9: French and PE (2); History, Geography, Technology, Music, Art, ICT, Drama, RE (1) At the end of Year 7, selected students will be offered the opportunity to study a second foreign language, German, by withdrawing them from specific English lessons as well as one French lesson in Years 8 and 9. Some aspects of Personal, Social & Health Education will be covered during lessons in Religious Studies and Science in Years 7-9. Key Stage 4 The curriculum of pupils after their third year of secondary education is designed to provide a strong degree of continuity, balance and breadth, but at the same time affording pupils some opportunity to specialise and to pursue courses which meet their needs, interests and career intentions. All students take five compulsory examination subjects: English Language and Literature, Mathematics, Science and Additional Science. They also all take Physical Education and Personal, Social & Health Education (PSHE). It is the policy of the School, in Years 10 and 11 to prepare and enter all pupils for a full range of KS4 examinations. Compulsory Subjects Number of periods taught in a 40 period week Year 10 Year 11 English* 6 6 Mathematics 4 6 Science 8 8 Physical Education 4 2 PSHE** 2 2 * English for most pupils will include English Language and Literature ** The PSHE (Personal, Social & Health Education) course is a modular course designed to cover careers, the law, citizenship, economic awareness, religious studies, health education and first aid. Through this course, students will have the opportunity to take short courses in: Religious Studies and Citizenship. Optional Subjects (4 periods per week per subject) Each pupil chooses four other subjects; it is very important that all pupils have a balanced programme and are encouraged to choose subjects which reflect their abilities, interests and aspirations. Pupils are advised to follow one of three curriculum pathways in their KS4 optional subjects. Each of the three pathways offers a selection of the wide range of subjects available including GCSE and vocational subjects. Subjects currently available include: Foreign Languages: French, German Humanities: History, Geography, Business Studies, Religious Studies, Child Development and the Asdan Certificate of Personal Effectiveness. Arts: Art and Design, Drama and Theatre Arts, Music and Physical Education. Technology: Graphics, Resistant Materials, Systems and Control, Textiles, Catering, Food, BTec Construction and ICT. Pupils also have the opportunity to choose from a range of ICT based subjects including the new Diploma in Digital Applications (DiDA) which offers subjects such as Multimedia and Enterprise. Post 16 Most students at Maiden Erlegh School choose will study four AS courses in Year 12 and take three through to A2. Some will take three subjects in Year 12 and 13. A few may take four subjects in Year 12 and 13. Subjects include: Art (unendorsed); Fine Art; Biology; Business Studies; Chemistry; Computing; Design & Technology; Economics; English Literature, English Language; Fashion Design & Textiles; French; Geography; German; History; Home Economics; ICT; Further Mathematics; Mechanics; Statistics; Media Studies; Music; Philosophy & Ethics; Performing Arts; Physics; Sociology We also offer a 2 year BTEC National Award in IT, Level 3 qualification, which students can take alongside 2 or 3 other subjects at AS/A2. Assessment Throughout their education, pupils undergo Assessment of Learning in the form of end of unit tests and internal and external exams. They also participate in on-going Assessment for Learning whereby they review their own progress in class, under the guidance of their teachers, and evaluate where they are in relation to their targets and how best to improve their own performance. Pupil assessments are presented in reports to parents. Each report has space for parents and pupils to submit their own comments. Every pupil has one Full Report each year and at least one Interim Report that provides current attainment levels or grades and targets for each subject. In addition, Year 12 and Year 13 students are reviewed termly. The Library The library at Maiden Erlegh School is a joint use facility serving both the School and the local community. This unique project has brought many benefits to the School. The book stock is more extensive as a result of the dual funding. There are approximately 15,000 items in the library. There are eighteen subscriptions to journals and two daily newspapers are taken. A large up-to-date reference section is maintained and the public library hours allow pupils longer access to this, and other facilities. The library is open to sixth form students for private study from 8.30 am each day. Support for stock selection, promotion and class visits is provided by the Resources and Reader Services teams from the Wokingham Library service. SCHOOL POLICY ON PUPILS WITH LEARNING DIFFICULTIES AND DISABILITIES Maiden Erlegh School responds flexibly to the learning needs of its pupils. For some subjects pupils are set, for some they are banded and for other subjects they are in groups of mixed ability. In all lessons the schemes of work, the teaching strategies and the learning activities are designed to meet the individual needs of pupils of all abilities. The Support Unit at Maiden Erlegh provides for those with specific learning needs through a Literacy Intervention Model (LIM). The development of learning opportunities for the less able in each subject department is guided by advice from the Support Unit. The Social Inclusion Unit provides temporary, targeted support for individuals who are having difficulties in mainstream classes. The aim is to solve specific problems and return pupils to the mainstream. The National Code of Practice on the identification and assessment of Special Educational Needs and pupils with a Statement is managed by Mrs Julie Porter, Special Educational Needs Co-ordinator (SENCO) and Head of the Support Unit. Mrs Porter is assisted by Mrs Davis, who is in charge of Social Inclusion. ARRANGEMENTS FOR DISABLED PUPILS The Governing Body, in accordance with the LEA‟s admissions policy and the policy statement for children with special educational needs at this school will: Have regard for the Discrimination and Disabilities Act 2002 and the SEN and Disability Act 2001(SENDA) in consultation with the LA, admit and make provision for any pupil with a disability providing that the placement is appropriate to the child‟s age, ability, aptitude and special educational needs, whilst also compatible with the interests of other children already in the school and with the efficient use of the LA‟s resources; ensure that all children attending the school are treated equally regardless of any disability. This will be achieved through the whole school policies on SEN, equal opportunities, behaviour, accessibility and anti-bullying which are monitored and regularly reviewed; produce an Accessibility Plan to plan for ways to improve access to the curriculum, the physical environment and information. This plan will be made available to existing and prospective parents. be advised by the LA on any proposal for adaptations to the school to improve access as part of the LA‟s objective to improve the range of provision and increased resourced provision in mainstream schools for children with disabilities. HEALTH AND SOCIAL EDUCATION The Governing Body believes that education for health is a vital aspect of all pupils' development into adulthood. The Governors' policy draws together components from a number of key areas, which may be taught at different stages through the school and in different parts of the curriculum. The school is concerned for the protection of children who are experiencing abuse. Throughout the teaching programme, the school will seek to give definition to the boundaries of appropriate behaviour which define abusive and non-abusive relationships. Information will be made available to pupils concerning the different ways open to them to obtain advice and assistance if they should need to do so. The school operates within the Wokingham Education Authority Child Protection Committee Guidelines. The designated person is Miss Mary Davies, Deputy Headteacher. The main elements of the policy are: (i) sex education (ii) use and misuse of substances such as alcohol, tobacco, medicines and other drugs (iii) personal healthy lifestyle (iv) safety (v) family life education, including social values, attitudes and living in society All pupils have defined responsibilities concerning Health and Safety within the School. All pupils are expected to: 1) Exercise personal responsibility for the safety of themselves and their fellow pupils. 2) Observe standards of dress consistent with safety and/or hygiene. This includes lab. coats and home economics, technology and art aprons. 3) Observe all safety rules of the school and in particular the instructions of the teaching staff in the event of an emergency. 4) Use and not wilfully misuse, neglect or interfere with things provided for safety purposes. 5) To report any health and safety problems to their tutor. SEX EDUCATION POLICY The school‟s sex education policy is incorporated within the policy on health education and has been drawn up with reference to 1993 Education Act as laid down in circular 5/94 - Education Act 1993: Sex Education in Schools. All pupils have the opportunity to participate in a sex education programme which is delivered through the national curriculum (science), health education lessons in years 7-9 and through personal and social education in years 10 and 11. Parents may, however, exercise a right of withdrawal of their son or daughter from sex education which is not part of the national curriculum. This request should be made in writing to the Headteacher. The importance of sexual relationships in life is such that sex education should play a crucial part in preparing young people for their future lives as adults and parents. In sex education, the qualities of relationships in family life and of values, standards and the exercise of personal responsibility as they affect individuals and the community at large, are considered as important as factual information about the physical aspects of sex. The policy does not attempt to prescribe values and standards directly; the Governors believe that standards and values come primarily from the home, but they recognise that the school will inevitably play a part. They believe that teaching should take place within a moral framework which emphasises the value of family life and the place of sexual relationships within marriage. The teaching staff concerned with the delivery of sex education empathise with the policy, have a sympathetic approach and the necessary personal skills. Teaching staff involved are carefully chosen; if experts such as health visitors and school nurses are used, they work closely with teachers, and not as substitutes for them. The aim of teaching in this area is that pupils: * gain factual information about sexual relationships * examine and develop their own moral framework * appreciate that there is more to relationships than the physical aspect * should be helped to develop into mature responsible adults, able to make appropriate choices about their own sexual behaviour * develop sensitivity and respect for the views of others Parents are alerted to the fact that their son/daughter is about to commence health education lessons. The content of courses and material used are constantly under review and may be inspected on request. The Governors are pleased to receive comments relating to the policy at any time. The programme is: National Curriculum Science The menstrual cycle. The physical aspects of animal reproduction (including human reproduction); physical and emotional development during puberty. Health Education Emotional and physical changes in puberty. Self esteem/peer pressure. Role of the family: types of families and needs of individuals. Family planning. Moral dilemmas - making healthy choices. P.S.E. Choosing a partner; exploring relationships. Pregnancy, foetal development and birth roles and responsibilities. STDs AIDS. Personality and stress. Life choices. CAREERS EDUCATION Careers Education forms part of the Curriculum in Years 10 - 13, and Year 9 pupils receive considerable guidance and information. A project is set to encourage the pupils to do research on careers. This ensures that they make a balanced and suitable choice of subjects for examination courses in Years 10 and 11. In Years 10 - 13, Careers Education is included in Personal and Social Education periods and careers related topics are also undertaken in tutor periods. Pupils are also encouraged to seek guidance as and when they require help. In Year 10 pupils are presented with a range of examples from the world of work, emphasizing the varying and developing skills and abilities required by employers. As an essential complement to this, pupils are encouraged by self- appraisal to make a realistic assessment of how their own abilities and aspirations measure up to the demands which will be made of them in adult life. They also learn the importance of teamwork. In Year 11, they are guided through the application procedure for employment or further education, including some simulated interviews and useful advice from employers to potential applicants. The School arranges work experience or work shadowing with local companies for those pupils in Years 11-13 who request it. Guidance is offered at every important stage of a pupil's schooling, and throughout Years 9 - 13. Individual guidance is supported by a wide selection of reference material and software in the school's careers library. In Years 12 and 13, guidance, especially on applications for Higher Education, comes from the student's personal tutor as well as the school and the Connexions Personal Advisers. There is a separate sixth form careers library to assist students in their choice of higher education courses, and all students also have access to computer programmes. The school organises its own Annual Careers Fair, and various extra curricular activities, such as Young Enterprise groups and Business competitions. These activities help the pupils to choose sensible option choices, and make them more aware of „The World of Work‟ and their own strengths and weaknesses. RELIGIOUS EDUCATION The School seeks to preserve the essential features of a Christian-based community and to encourage pupils to develop an awareness of the significance and relevance of religion in Man's development and thought. Religious Education is taught in accordance with the Agreed Syllabus adopted by the former Berkshire County Council. Parents may request the withdrawal of their child from all or part of the religious education and collective worship provided. This request should be made in writing to the Headteacher. HOMEWORK Homework is regarded as an essential part of the routine of school life and set for the following reasons: a To help pupils revise or consolidate work done in the classroom. b To cultivate self-discipline. Learning should be seen as an activity not necessarily requiring the presence of a teacher. c To create more time for the completion of examination syllabuses. d To enable a pupil to extend an area of research - public libraries, consultation with people not at school, investigation and use of objects, places and facilities out of school. Normally a pupil in Years 7 - 9 should expect to spend approximately 40 minutes on each subject; a pupil in Years 10 and 11 approximately 60 minutes. All pupils will be supplied with a homework diary at the beginning of the new year and full details will be given to pupils as to their use. These diaries form an important link between home and school and we shall insist that they are properly used by pupils. Parents are requested to check and sign the diary weekly. A notes section is available for comments and we hope that parents will make full use of this facility. SCHOOL REPORTS Reports are sent to parents as follows: INTERIM REPORT FULL REPORT Year 7 January June Year 8 October and March May Year 9 October February Year 10 October and March June Year 11 March January (following mock examinations) Year 12 October April (following mock examinations) Year 13 October December PARENTS EVENINGS A meeting of parents and subject teachers is calendared each year. In addition, parents of Year 7 pupils will receive a letter in the latter part of the Autumn Term regarding progress. Parents are invited to contact the School at any time if they are concerned about their son‟s or daughter's progress or welfare. Twice a year, pupils attend Academic Coaching days, to which parents are also invited. During a 20 minute session, the pupils discuss their learning behaviour and how it affects performance across their subjects. They consider how they can improve their own skills for the benefit of all their subjects. On Academic Coaching days, lessons are suspended to enable coaching sessions to take place. PHYSICAL EDUCATION All pupils are required to participate in Physical Education throughout their schooling. In years 7-10 pupils follow a „core‟ curriculum where they receive two lessons per week, in a variety of activities including the major team games, athletics, gymnastics, tennis, badminton, trampolining, dance, health & fitness and orienteering. This gives pupils a sound understanding of the skills and knowledge required to participate in activities. In year 11 and the Sixth Form students are given option choices in one lesson per week in the type of activity they undertake. The emphasis is on applying skills learned in the lower years, and providing opportunities so that they can participate in some form of physical activity once they leave Maiden Erlegh. The School‟s strong extra-curricular programme supports learning in the curriculum and every pupil is encouraged to attend activities, before and after school. Activities offered include Rugby, Soccer, Hockey, Netball, Basketball, Gymnastics, Cricket, Athletics, Tennis, Dance, Trampolining, Aerobics and several others. All pupils are given an opportunity to be selected to represent the school. The extra-curricular programme involves pupils competing against schools in local and national competitions. The school has a strong tradition of excellence and each year a number of pupils are chosen to represent county teams in a widening variety of sports. EXTRA-CURRICULAR ACTIVITIES MUSIC Instrumental tuition is a thriving activity in the School. Berkshire Maestro‟s offers tuition on all the main wind and string instruments. There is a termly fee for these lessons, details of which can be obtained from the Trust or the school. In addition the school offers some private tuition in keyboard and rock guitar to pupils after school as a supplement to the music curriculum. This encourages those pupils who are taking exam courses and not receiving tuition to learn an instrument in a properly integrated course of lessons, involving ensemble tuition and relevant theory work. The work done in these lessons is then brought back to the classroom to enhance their curricular work. It must be noted that places for instrumental tuition are subject to availability. THE HOUSE SYSTEM The House system provides the opportunity for a large number of pupils to take part in competition under the guidance of members of staff. It encourages participation in a large range of sporting activities and also several cultural ones, and plays an important role in the life of the School. It is an expectation of the School that pupils selected for either house or school teams will honour such commitments. Sixth form students play a major role in organising, inspiring and coaching junior teams, as well as competing at their own level. House matches and a wide variety of other activities take place regularly on Tuesday afternoons. Last year, such activities included balloon debates, mobile making, quizzes, chess, public speaking, mini-sagas, treasure-hunts, and Geography, R.E., Maths, French, Science and poster competitions. There are four houses : Burghley - Royal Blue Caxton - Bright Yellow Drake - Emerald Green Wolsey - Bright Red OTHER ACTIVITIES Clubs and activities take place after school hours and form an important aspect of school life. They cover a wide range of interests and it is, therefore, hoped that pupils will take part in at least one activity. They include musical groups (including bands, orchestras and choirs), dance and drama groups, sports clubs, Christian Union, debating, sailing club, chess, handwriting and spelling, puzzle club, Young Enterprise Award and Duke of Edinburgh Award Schemes, various subject based clubs, and fundraising for charity. School journeys are organised regularly, including exchange visits to France and Germany, ski trips, weekend visits to France, day visits to lectures, conferences and exhibitions, and evening visits to the theatre. In addition, there are week long visits to Tirabad (see below). COMMUNITY SERVICE In Year 7 all pupils are expected to complete a minimum of five hours service to the local community and then join the Passport for Life scheme if they wish to, whereby they gain Star Awards for their service which then continues into Year 8. In the Sixth Form, every student is expected to undertake some service to the School or local community on a regular basis. THE TIRABAD RESIDENTIAL CENTRE The School owns jointly with Charters School, Ascot and Emmbrook School, Wokingham, an outdoor Educational Centre in South Wales. The Centre is administered by a committee of trustees, teachers, governors and parents drawn from all three schools, and exists to provide opportunities for learning to take place in an environment which provides first class opportunities for fieldwork as well as for outdoor pursuits such as mountain walking, canoeing, climbing and abseiling, caving, archery, gorge scrambling and orienteering. Most pupils normally spend at least one week at the Centre during their school career. The school co-ordinator for Tirabad is Mr J Godfrey. THE PASTORAL ORGANISATION OF THE SCHOOL In common with most secondary schools, Maiden Erlegh School has a pastoral organisation which complements and supports the work of the academic departments. The functions of the pastoral team are to care for the well-being of all pupils at the School, to help with their personal and learning problems when these arise, and to promote all aspects of their development at school. The organisation is essentially based on a system of Year Heads and Form Tutors who are responsible through the Assistant and Deputy Heads to the Headteacher. ABSENCES The School does not expect any parents to request permission for holidays for their children during the school term, unless there are really exceptional circumstances. Medical appointments should not normally be made during the school day either. Notification of legitimate absence should be given as early as possible, in writing to the School. It is essential, if a pupil is to be away for more than two days, that the School be in a position to inform the Education Welfare Officer of the reason for absence. The Education Welfare Officer follows up cases where pupils are truanting or taking regular time off school, and also works in a supportive role, as a counsellor, to pupils and their parents. All absences must be covered by a letter from the parent or guardian when the child returns to school, even in cases where notification has already been given by telephone. There are two categories of absence: authorized and unauthorized. Only the School, within the context of the law, can approve absence, not parents. Pupils will be punished for late arrival at school or lessons, unless unavoidably late. ATTENDANCE At the end of each term, pupils who have achieved 100% attendance and no lates will be awarded a certificate in recognition of this achievement. Special annual attendance certificates are also awarded to pupils who have achieved 100% attendance (and no lates) throughout the academic year. COMMENDATIONS Pupils who show a high level of commitment to their studies and other aspects of Maiden Erlegh School life are awarded COMMENDATIONS. These can be for EFFORT, ACHIEVEMENT or SERVICE. Heads of Year record the commendations at a weekly meeting with the pupils who have been awarded a commendation. Monthly totals are displayed in tutor group areas to encourage friendly rivalry between tutor groups. Each year group has specific thresholds for commendation totals which equate to the award of a bronze, silver or gold commendation certificate once the pupils has passed each threshold. UNIFORM AND APPEARANCE Maiden Erlegh School is a uniform school. From our experience and observations of other schools, there is no doubt that schools that maintain high standards of dress and appearance are more successful. In seeking to maintain high standards at Maiden Erlegh School, we regard the full support and co-operation of our parents as essential. Pupils' hair should be tidy, off the face and, for safety reasons, neither gels nor lacquers should be used. Coloured or bleached hair, cult or fashion styles (including 'curtains', 'stepped' cuts, shaved areas and undercutting) and very short hair (i.e. less than grade 3) will not be acceptable in school. Boys should be clean shaven and their hair should not reach the collar. Girls will be expected to tie back long hair in practical lessons; hair clips or ribbons should be navy blue. Girls below the Sixth Form should not wear make-up. Pupils should always wear sensible shoes; they should not have thick soles, narrow heels or high heels (i.e. more than 3cm). Boots, plimsolls and trainers are not acceptable. Jewellery must not be worn in school, with the exception that girls with pierced ears may wear one small plain gold or silver stud in the lobe of each ear. Girls' skirts should be the correct style, should be of a reasonable length and should reach the knee. BEHAVIOUR AND DISCIPLINE The rules of the School are designed to ensure that pupils behave in a way which is not against the interests of the School or its community. Pupils are required to show consideration and courtesy to others at all times. They are expected to address staff in a formal and polite manner, and we insist on a high standard of behaviour from all members of the school community at all times. Pupils are expected to make their way directly to and from school and should disperse quickly and in an orderly manner. They are not allowed to visit the shops in „the Silverdale Road Parade‟ when they are going to and from school at 8.35 – 8.45 am and 2.20 – 2.45 pm. The reason for this is the danger resulting from over-crowding on the pavements and pupils being forced into the heavily congested car park area. When purchases are required to help in difficult domestic circumstances, permission will be granted for the pupil to visit the shops in response to a note or phone call from the parent. We expect pupils who stay after school, as spectators at school and house matches, to be in school uniform and to uphold the good standards of the School. Pupils are the most important representatives of the School and their demeanour and appearance on their way to and from school are of the utmost importance. Anti-social behaviour such as the use of foul language, bullying and smoking, whether in school or on journeys to and from school, is not tolerated and is severely dealt with. DISCIPLINARY MEASURES In order to enforce discipline, a range of sanctions is used : A Disciplinary Detention In cases of poor behaviour, it is necessary, from time to time, to detain pupils after school. Detention will only take place after parents have been notified and it will be the responsibility of the pupil to give the notification of the detention to his or her parents. B Work Detention It is sometimes necessary for a pupil who has not been able to finish his or her school or homework satisfactorily to remain at school at the end of the day to complete the as- signment. At least one day's notice will be given to parents, as above. Pupils may be detained for disciplinary or work reasons on any day for not more than 15 minutes without prior notification. Parents whose child has to travel by public transport should note that he or she might not always be able to catch a bus which leaves earlier than 20 minutes after the end of the school day. C On Report Pupils may be put on report which involves obtaining comments on work/behaviour/punctuality at the end of each lesson. Parents should see and sign this form at the end of each day. D Referral to Senior Staff Heads of subject departments and Heads of Year may refer serious breaches of behaviour to the Headteacher or one of his Deputies. E Removal from Lessons In managing indiscipline our first priority is to bring about compliance and the resumption of learning. In cases of exceptional misbehaviour, pupils may be isolated, pending investigation and possible exclusion. F Formal Exclusion from School In certain circumstances, the Headteacher will return pupils to the care of their parents. An official fixed term exclusion letter will be sent. CARE OF BOOKS AND FABRIC OF THE SCHOOL The cost of education to ratepayers and taxpayers is very high and the school, therefore, has a duty to encourage pupils to take the utmost care of books, materials and buildings. In a case where it is proved that a pupil is responsible for wilful damage to school property, through want or care, or has defaced, damaged or lost school books or materials, he or she may be held to be financially responsible. At the beginning of their secondary school careers, pupils are encouraged to purchase certain items. These include: A pencil case B a cartridge type ink pen or good quality roller ball or ball point pen C lead and coloured pencils D a rough note book E a dictionary (Oxford School dictionary recommended) F an atlas for home use (eg Philips Modern Atlas) G a set of mathematical instruments (compasses, 30cm ruler, protractor, pencil and rubber) H a calculator (any model, as long as it has algebraic logic - this means that it should, for example, calculate 10 - 2 x 3 = 4. Unfortunately, many basic models are unsuitable for secondary school mathematics.) Parents are advised that the School will charge for, or require the supply of, ingredients and materials in practical subjects such as Technology and Food & Textiles, unless parents have indicated in advance that they do not wish to own the finished products. In cases of financial hardship, parents should write to the Headteacher, in confidence. CHARGING AND REMISSIONS POLICY FOR SCHOOL ACTIVITIES Charging It is the policy of the Governing Body to charge for the following areas of activity: i Board and lodging on any residential visit which is a requirement specified in the syllabus of a prescribed public examination or is required to fulfil statutory duties relating to the National Curriculum or religious education. ii Costs associated with individual tuition in the playing of an instrument whether n or out of school hours (unless it is provided as part of the syllabus for a prescribed public examination or is required by the National Curriculum). iii Activities which take place wholly or mainly outside school hours, but which are not provided as part of the syllabus for a prescribed public examination and are not required in order to fulfil statutory duties relating to the National Curriculum or to religious education. iv The cost of entering a pupil for a public examination not prescribed in regulations, and for preparing the pupil for such an examination outside school hours. v Re-sits of prescribed public examinations where no further preparation has been provided by the School. Remissions 1 It is the policy of the Governing Body to provide for the remission of charges for the board and lodging costs of a residential visit in respect of pupils whose parents are in receipt of Income Support, an income-based Jobseeker‟s Allowance or are entitled to Child Tax Credit at the time of the trip, if the education provided on the visit must otherwise be provided free under the terms of the Education Reform Act 1988. 2 The Headteacher will exercise his discretion in special cases, including occasions when: a) a visit organised under the auspices of the School Governing Body is financed by voluntary contributions from parents. b) an organization, other than the School Governing Body, arranges and charges directly for an activity. FREE SCHOOL MEALS Children whose parents/guardians are receiving Income Support or an income-based Jobseeker‟s Allowance or are entitled to Child Tax Credit are eligible to free school meals. Application forms are obtainable from the school office. CYCLES A limited number of cycle racks are available at school, but the main cycle racks are now in a lockable compound. Pupils must observe the following conditions: i The cycle must be kept in a roadworthy condition ii Pupils must obey the law as it applies to the riding of cycles (eg not two on a cycle) iii Pupils must not ride on school paths or on public pavements. iv The cycle must be chained to the rack. v Detachable items such as pumps and lights must not be left in the cycle shed. vi A cycle helmet must be worn. It is essential that before riding home each pupil should check that: i both brakes are working efficiently ii both lights are working iii all wheel nuts are tight iv the saddle is secure v the handlebars are tight. THIS CHECK SHOULD BE CARRIED OUT EVERY DAY Due to the cost of cycles, parents are advised to investigate the feasibility of an insurance policy to cover any loss or damage. Parents are further reminded that personal possessions, which includes cycles, are not insured by the local authority. No cycles should be left in any part of the School except cycle racks and this rule applies to evenings and weekends as well as normal school time. MEDICAL INFORMATION When dealing with pupils who are ill at school, or have had an accident, the School must have all the necessary information relevant to the pupil concerned. Parents are requested to supply the following information : Name and telephone number of family doctor Emergency telephone number of parents Details of prescribed pills or medicines Date of last tetanus injection Allergies of any kind Details of defective sight, hearing, etc Ailments such as asthma, hay fever, epilepsy, etc Any other relevant information. In the event of a pupil needing medical attention, the School will, in the first instance, contact the parents and only where this fails will the School automatically go ahead and contact the medical services or family doctor on the parents' behalf. THE SCHOOL DAY The School operates a condensed day, with teaching beginning at 8.50 am and ending at 2.20 pm. There is a half hour snack break around midday during which the meals service provides a range of nutritious foods. Pupils may also bring sandwiches from home if they prefer. TERM DATES 2008-2009 Autumn Term 2008 Thursday 4 September PUPIL TERMS STARTS Monday 27 to Friday 31 October HALF TERM Friday 19 December LAST DAY OF TERM Spring Term 2009 Tuesday 6 January PUPIL TERM STARTS Monday 16 to Friday 20 February HALF TERM Monday 23 February INSET DAY Friday 3 April LAST DAY OF TERM Summer Term 2009 Monday 20 April PUPIL TERM STARTS Monday 4 May MAY BANK HOLIDAY Monday 25 May to Friday 29 May HALF TERM Tuesday 21 July LAST DAY OF TERM In addition there will be a further training day allocated when pupils will not be in school. CONTACT WITH SCHOOL/STAFF Senior members of staff are normally in school and may be contacted between 8.30am and 4.30pm on any normal school day. The school reception is open from 8.00am to 4.30 pm daily. Parents wishing to consult the school about their sons and daughters should in the first instance contact the school reception and ask for an appointment. ACCESS TO DOCUMENTS Copies of the following documents are available for inspection at the school: DCSF circulars about the curriculum and National Curriculum; schemes of work and syllabuses used in school; various school policies, including the school‟s special educational needs policy, complaints policy, the School Profile, Fair Processing notice and the last OFSTED report on the school. Parents who wish to inspect any of these documents should telephone the Headteacher‟s secretary to make the necessary arrangements. In addition many of these documents can be accessed via the school website- www.maidenerlegh.wokingham.sch.uk THE PARENT TEACHER ASSOCIATION OFFICERS 2006-07 Chairman: Mrs Judy Walsh Vice Chairman: Mr Mike Kemp Secretary: Mrs Sue Robinson Treasurer: Mr David Croft The officers of the PTA are elected annually at the AGM of the Association which is held in September. There is a committee of representatives from different year groups in the School and three Action groups: Decorating, School Support (Social & Education), Finance. All parents are urged to involve themselves in one aspect of the Association's work. Contact can be made either by writing to one of the officers, via the School, or through the appropriate Head of Year. UNIFORM LIST All items of uniform and PE kit, except for shoes and non-PE socks, are obtainable from the school shop. A display of all school uniform, available through the school shop, will be on show during open evening. (* indicates optional items) HOUSE COLOURS Burghley - Royal Blue Caxton - Bright Yellow Drake - Emerald Green Wolsey - Bright Red BOYS Navy blazer with school badge Charcoal grey trousers (Trutex TBT 761 Charcoal, single pleat – obtainable from the school shop and Jacksons) Traditional white or grey shirt of regulation style (not fashion shirt). Short sleeved shirts are acceptable. *Navy V-necked knitted jumper (with or without school logo) School tie (for appropriate year) Dark grey, black or navy socks Black shoes (not trainers or boots; boots are items of footwear which extend over the ankle) Navy or black coat, raincoat, or anorak. Protective clothing for use in Science, Art and DT (eg white coat with buttoned front) Apron for Food Technology (purchased at a discount through the school) GIRLS Navy School regulation skirt Style SK85 (original A line skirt) or SK86 (new straight style with back kick pleat) from the school shop or from Jacksons, or style C307531 or 305936 from John Lewis OR navy blue trousers – TR108, TR109, TR110 – obtainable from Jacksons White long-sleeved blouse of regulation style (not fashion shirt) Navy V-necked knitted jumper with embroidered school logo School tie (for appropriate year) Navy or white socks, or navy or natural colour tights (not patterned) (A white or navy salwar may be worn under the skirt for religious reasons by agreement with the Headteacher) Black shoes (not boots or trainers); heels should be no more than 3cm in height *Navy blazer with school badge Navy or black coat, raincoat, or anorak. Protective clothing for use in Science, Art & DT (eg white coat with buttoned front) Apron for Food Technology (purchased at a discount through the school) Summer Options for Girls (Easter - October half term). Girls may wear the above or : A white, short-sleeved, plain, open-necked blouse of approved design, to be worn with a navy skirt. Details of the approved design are available from the Head of Year on request. (Any blouse that buttons to the neck must be worn with a tie.) OUTDOOR COATS : Coats with slogans on them and jean jackets are not acceptable. Knitted scarves and hats must be in the school colour, i.e. navy blue. YEARS 12 & 13 (Sixth Form) The Sixth Form have a different charcoal grey or black uniform, details of which are available in the separate 6th form brochure. PHYSICAL EDUCATION AND GAMES KIT * indicates kit which is optional. BOYS White polo shirt with school emblem (only available through school) House sports shirt in appropriate house colour Plain black shorts Plain black football socks Shinpads Football boots Plain white shorts White sports socks Training shoes (non-marking) * Plain black track suit bottoms * Black school sweatshirt * Mouthguard ------------------------------------------------------------------------------------ GIRLS White polo shirt with school emblem (only available through school) Plain blue shorts Navy hockey socks Plain white socks Shinpads Training shoes (non-marking) Black footless tights * Plain navy track suit bottoms * Navy school sweatshirt * Mouthguard * Black leotard (optional) A DISPLAY OF ALL SCHOOL UNIFORM, AVAILABLE THROUGH THE SCHOOL SHOP, WILL BE ON SHOW DURING OPEN EVENING. ALL UNIFORM AND KIT MUST BE CLEARLY NAMED AND WILL BE CHECKED BY STAFF THE OFFICIAL OUTFITTERS FOR SCHOOL UNIFORM ARE The School Shop in conjunction with: Jacksons, Kings Road, Reading John Lewis, Broad Street, Reading PUPILS’ ROUTES ON LEAVING SCHOOL IN JULY 2006 Figures indicate the percentage of the age group. Number in School/Further Employment Work-based Training Other age group Education End of Year 11 251 87.2% 3.6% 2.0% 7.2% Higher Gap Year Further Employment Other Education Education End of Year 13 164 65% 23% 1% 11% PUPILS ON ROLL SEPTEMBER 2007 Year 13 186 Year 12 170 Year 11 254 Year 10 273 Year 9 279 Year 8 278 Year 7 274 ____ TOTAL 1714 AUTHORISED AND UNAUTHORISED ABSENCE RATES FOR PUPILS IN YEARS 7-11 FOR 2006-2007 Total number of pupils on roll for at least one session: 1323 Percentage of half days (sessions) missed through: authorised absence 6.0 unauthorised absence 0.5 THE LOCAL EDUCATION AUTHORITY The general administration of schools in the area is the responsibility of Wokingham Borough Council. Their address is: Children‟s Services Wokingham Borough Council Shute End Wokingham RG40 1WN Telephone: (0118) 9746106 All correspondence should be addressed to the Director of Children‟s‟ Services.
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