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MAIDEN ERLEGH SCHOOL – A SCHOOL OF OPPORTUNITY AND SUCCESS

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					  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:         office@maidenerlegh.wokingham.sch.uk
                             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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Description: MAIDEN ERLEGH SCHOOL – A SCHOOL OF OPPORTUNITY AND SUCCESS