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Academy @ Worden

PARENT’S HANDBOOK Updated January 2016

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FOREWORD Mr C Catherall Headteacher ‘Raising the bar and achieving new heights’ truly reflects the changing ethos at Academy@Worden. This handbook is part of the drive to raise standards in all that we are doing. Key to the success of any school is parental involvement. Working in a partnership with you will ensure that all learners achieve their best. This handbook has been produced to help you, as parents, understand how you can best contribute to and take an active role in this partnership. I hope you find it of great use and would like to thank all those who have contributed to its contents. I

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Conduct Staff & Students To respect one another, the environment and your own and other people’s property students and staff need:

• to listen carefully to each other, and to value other people’s opinion even when it is different from their own.

• to think about other people’s needs not just their own; remember that everybody is a valued member of Academy@Worden.

• to not misuse the Internet and other communication technologies (eg email, social-networking, chat rooms, texting).

To take a responsible attitude towards your own and others’ learning students and staff need:

• to arrive on time to school and to each lesson ready to learn/teach. • to settle quickly and try to produce their best work at all times. If you

do not understand something - ask! • to keep noise down to a minimum – noise disturbs others and bad

language is offensive. • to use the ICT resources solely for work during lessons or school

related activities. To take pride in your appearance and your work students need:

• to take a pride in their uniform and PE kit. • to keep their books in good condition and present their work carefully;

their work should be something they are proud to show others. To meet deadlines:

• Students need to meet deadlines for work and homework. • Staff to hand back work on time.

To be confident with who you are and in what you can achieve:

• Make sure you have a positive attitude towards your learning. • Believe that you can achieve and that you can do well.

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Home and School Partnership The successful education of your child depends on an active three-way partnership between the student, his/her parent(s) and the school. Only by working together as a team can we ensure your child's academic achievement and personal growth. Each partner in this relationship has rights and responsibilities. Academy@Worden Staff and Governors will: • Create a safe and caring learning environment where each student can flourish. • Provide an exciting educational experience which challenges students according to their abilities and

meets their individual needs. • Develop the school to become a centre of teaching and learning excellence. • Recognise effort and celebrate success. • Offer opportunities for students to participate in a wide range of extra-curricular and

enrichment activities. • Help students to achieve high standards of work and behaviour through building good

relationships and developing a sense of responsibility. • Communicate regularly with parents and students, keeping them informed about academic and

personal progress. • Be open and welcoming at all times and offer parents opportunities to become involved in the daily

life of the school. • Parents will: • Support and encourage their child's learning at home and at school. • Ensure that their child attends school regularly, on time, in full school uniform and properly equipped. • Notify school with reason for absence by 8.30am on the first day, and any subsequent days,of

absence. • Check and sign the Student Planner each week. • Contact the school with relevant information concerning any child. • Encourage their child to become involved in other activities that interest them. • Attend Subject Consultation Meetings and discussions about their child's progress. • Support school policies and guidelines.

Students will: • Attend school regularly and arrive on time for lessons, ready to learn. • Make the most of the opportunities for learning which are available. • Be respectful towards others and their property and care for the school environment. • Work co-operatively with other students, teachers and support staff. • Bring the correct equipment to each lesson. • Wear the correct school uniform. • Contribute to a safe learning environment which does not allow smoking, alcohol or

recreational drug items in school. • Not bring into school any item designed to harm others. • Use their Student Planner to record home learning, which will be completed on time and to the best of

their ability. • Remember to get their Student Planner signed weekly by their Mentor and Parents. • Make sure they give letters from school to their Parents.

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SCHOOL DAY 8.40am – 8.45am Registration 8.45am – 9.35am Period 1 9.35am – 10.25am Period2 10.25am – 10.45am Break 10.45am – 11.35pm Period 3 11.35pm – 12.25pm Period 4 12.25pm – 13.15pm Period 5 13.15pm – 13.55pm Lunch 13.55pm – 14.10pm Learning Quarter 14.10pm - 15.00pm Period 6 15.00pm – 16.00pm HEAT Under no circumstances may students leave the school premises without permission from a member of staff. Students are not allowed into the main school building before 7.50am and after school unless taking part in an activity supervised by a member of staff. SCHOOL TERM DATES . We follow the published Lancashire County Council dates for holidays, which should be updated on our website and include any planned inset days. Key Staff at Academy@Worden Senior Leadership Team Mr C Catherall Headteacher Mr A Hammersley Deputy Headteacher Mr D Blackledge Assistant Headteacher/ Teaching & Learning Mrs L Wood Assistant Headteacher / SEN & Pastoral Mr M Reed Director of Business & Finance

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Curriculum/Subject Leaders

Subject Head of Faculty Head of Subject Teacher English Mr S Porter Mrs Gardner Mrs A Cudworth

Mr L Rimmer

Maths Mr A Blackburn Mrs N Garland Mrs N Howard Mrs S Beach

Science Mr J Haworth Miss R Blackledge

Dr S Smith

Technology Miss S Ball Mrs N Hallas Performing Arts Miss S Macpherson Humanities Mr S Porter Modern Foreign Languages

Mr S Durrant

Mrs K Witty

Art Mr C Hull RE Mrs K Murden PE Miss A Wade Mr B Renton ICT Mr A Blackburn Learning Pod Miss R Taylor Sociology Mr S Porter Business Studies Mr A Blackburn Psychology Mr D Blackledge

Support Staff

Mrs J Green Teaching Assistant/SENCO Mrs J Hull Teaching Assistant Mrs A Houston Teaching Assistant Mrs P Fawcett Teaching Assistant Ms J Windle Teaching Assistant Mrs C Jones Careers Advisor Mrs A Parkinson Counsellor Miss A Shafiq Apprentice TA Miss J Burns Apprentice TA Mrs B Monk DAEC Manager Mrs L Woodburn Operations Manager Mrs J Lenton PA to Headteacher/Office Mrs M Partridge Business Support Officer Miss K Taylor Business Support Officer Mr S Mellor ICT Manager Mr W Lees Site Supervisor Mrs J Lennighan School Technician Mrs E Tuffrey Progress Manager (Years 9-11) Mr M Ogden Progress Manager (7-8) Miss J Hurley Behaviour & Attendance Administrator Mrs K Haslem Welfare Assistant/Hospitality Mrs V McKay Welfare Assistant

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The Governing Body: What do Governors do? The Governing Body plays a strategic and monitoring role, concentrating on the issues of school leadership. The Headteacher is responsible for the day-to-day running of the school and is accountable to the Governing Body for school performance. The composition of the Governing Body reflects the range of the of the school’s stakeholders – namely volunteers from the parent body, the local and wider community, as well as its employees i.e. the Headteacher and elected members of school staff. Any formal, written communication with the Governing Body should always be addressed to the “The Clerk to the Governing Body” Chair of Governors: Mrs M Woodall Clerk to the Governors: Mrs D Smith

School Uniform

It is important to us that all pupils strive for their personal best in every area of school life. We have a dress code that encourages youngsters to take pride in being part of Academy @ Worden.

Pupils must have a bag large enough to carry A4 folders and other equipment.

The uniform is available from local stockists. (Delta Wool) Academy @ Worden Pricelist

Boys - New uniform

• Black blazer with Worden embroidered crest • Plain white school shirt • Worden clip on tie (purple/white/black striped school tie) • Plain black V – necked Jumper (optional) • Plain black school trousers • Plain black leather school shoes without coloured trim, logos or laces. (No training shoe or

boots) • Black socks.

Girls - New uniform

• Black blazer with Worden embroidered crest • Plain white school shirt (no blouses) • Worden clip on tie (purple/white/black striped school tie) • Plain black V – necked Jumper (optional) • Plain black school trousers (with embroidered crest) or Black Box Pleat or stitch down pleat

skirt (available from Delta Wool only) • Plain black leather school shoes without coloured trim, logos or laces. (No training shoe or

boots) • Black socks or thick black tights. Socks worn under trousers should be black.

Jewellery and Appearance

• For Health and Safety reasons no jewellery other than a wrist watch is permitted • No make-up, false lashes/nails, nail-varnish or body piercing is allowed. No other piercings

are allowed and all jewellery must be removed for Sport and PE. • No extreme hairstyles (No less than No.2 or tramlines or patterns are permitted)

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• No colourings to hair should be worn (natural hair colours only). • Plain dark coloured belts and hair bands only.

Note: If parents are unsure, we strongly advise them to contact the Behaviour & Intervention managers in the first instance. Any contravention of the school’s uniform and jewellery and appearance policy will necessitate parents being telephoned and students being placed in isolation until it is rectified. Subsequent infringements of the school’s policy will result in a fixed term exclusion.

It is our policy to maintain a high standard of dress. Students not wearing full uniform will be offered spare items from school if available. If not available students will be placed in isolation until the uniform is addressed.

Without exception the school will be the final arbiter regarding suitability of dress and appearance.

Please note that pupils are only allowed to wear training shoes for PE lessons and boots (i.e. footwear that comes above the ankle) are not acceptable. All pupils should have a plain outdoor coat which they must take off in the building. Baseball caps and other headgear are not part of school uniform.

PE Kit

PE Kit can be purchased via the Delta Wool Shop, 49 Stanifield Lane, Leyland PR25 4QA · 01772 456535 Academy @ Worden Pricelist

School no longer keeps it in stock

Note: If parents are unsure, we strongly advise them to contact the Head of PE in the first instance. Any

Boys

Winter kit /outdoor kit Summer Kit/indoor kit

Black PE Shorts Black PE shorts

Purple & black rugby shirt with embroidered crest White polo shirt with embroidered crest

Purple football socks White sports socks

Football boots Suitable trainers (non marking soles)

Shin pads

Girls

Winter kit /outdoor kit Summer Kit/indoor kit

White polo shirt with embroidered crest White polo shirt with embroidered crest

Black PE Shorts Black PE shorts

Purple football socks White sports socks

Purple hooded top with embroidered crest Suitable trainers (non marking soles)

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contravention of the school’s PE Kit policy will necessitate students being placed on a C4 detention. Subsequent infringements of the school’s policy will result in Students being placed in isolation.

It is our policy to maintain a high standard of dress. Students not wearing full PE kit will be loaned replacement items from school if available. If these are not available or refused then students will be placed in isolation until the PE Kit issue is rectified.

Jewellery is not permitted in school and watches are not permitted to be worn during PE.

Mobile Phones Students are not allowed to use mobile phones during school hours. Mobile phones and similar devices must be switched off and not seen during the school day, which extends to include afterschool activities and sanctions. Why?:

• Mobile phones and similar devices can cause disruption to learning and can pose an increased e-safety risk;

• To discourage students from bringing valuable items in to school (school is not liable for these items);

• Wearing headphones in lessons when not directed and managed by a teacher poses a potential health and safety risk.

Section 91 of the Education and Inspection Act 2006 enables staff to confiscate, retain or dispose of student property. School staff may confiscate mobile phones and similar devices if it is disrupting learning or the maintenance of good order or for repeat offences. The duration of the confiscation is at the staff member’s discretion and may vary depending on the circumstances. We will endeavour to inform parents if a phone is to be retained beyond the end of the school day. If it is essential that you need to contact your child during the school day, we ask that you telephone the school so a message can be passed on through the appropriate channels without disrupting learning. Student Absences If your child is going to absent from school for any reason please contact us via the 24hour answerphone 01772 421021 Illness When a student is absent due to illness, you should contact the school before 8.30am on the first day, and every subsequent day, of their absence. Please give your name, the student’s name and mentor group, the reason for absence and their anticipated return date. Appointments If your child will be arriving late or leaving school during the day for an appointment (doctor,

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hospital, dentist, orthodontist, music exam, etc) we must be notified of the appointment using either the Student Absence phone number or email. Your message must clearly state the time they are expected to return to school or the time they need to leave together with the reason. If they need to leave school please state whether they will be collected from Reception or you have given your permission for them to leave school alone. All students who leave school during the day must sign out at Main Reception and sign back in on their return. Students will be marked as having unauthorised absence if we have not been informed of the appointment prior to them needing to leave school Absence Request Form All absence requests (not including medical, dental and external examinations e.g. music) must be submitted to the school using the ‘Request for Student Absence Form’, with a minimum of 10 working days notice. The form can be collected from Reception or is available to download from the website. Absences During Term Time Research strongly indicates that absence from school has a detrimental effect on a student’s attainment and therefore Redland Green School, in line with new 2013 statutory guidance will not authorise leave of absence for family holidays during term time. Any other leave during term time may be authorised for certain ‘exceptional circumstances’ at the discretion of the Headteacher Any request must be submitted in writing using the official ‘Request for Student Absence Form’, (downloadable from the website) with at least 10 working days notice. In all cases, parents will be asked to discuss the reasons for the request. Absence requests are considered on an individual basis each week. Please note that absences may well not be authorised. The ‘Request for Student Absence Form’ must be returned to the school, for the attention of Deputy Headteacher via the Reception Team or as an attachment to an email sent to: hammersleya@wordenacademy.co.uk

Safeguarding Statement At Academy@Worden we are fully committed to safeguarding our students and enabling them to become:

• Successful learners who enjoy learning, make progress and achieve • Confident individuals who are able to live safe, healthy and fulfilling lives • Responsible citizens who make a socially and economically positive contribution to society

We ensure that effective safeguarding procedures are in place to support families, children and staff at school. All concerns are dealt with by members of school staff who are trained as 'Designated Child Protection Officers'. Student safety is a high priority Academy@Worden therefore if you have any concerns please do not hesitate to contact one of the Child Protection team: For more information and to view our Safeguarding Policy please see the school website. Student Medication: Information and Guidance All students who need to bring medicines to school, either for use during the normal school day or for activities off-site, must follow specific procedures for administering that medication. This is for their own safety and that of other students and staff within the school. Any prescription medication must be handed in to the main school office by the student or parent, together with the relevant consent form for that medicine (forms available from Reception or on the website). Please follow these guidelines:

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• All medication must be in date and placed in a transparent bag labelled with the student’s name and mentor group. All medicines must be in original containers or packaging with prescription labels attached and information leaflet enclosed.

• Students with recurring headaches or other symptoms, for which they would normally take paracetamol, should bring their own paracetamol to school. If you wish the school to store and administer paracetamol for your child you must complete the relevant consent form.

• When students go on school trips they must bring a duplicate pack of medication which can either be brought into school before the day, or handed in on the day of the trip to the lead member of staff. It is the responsibility of parents to provide enough medication for the duration of the trip.

• Failure to complete and sign the relevant consent forms and bring in correctly labelled medication will infringe Health & Safety regulations and may result in the student being withdrawn from a trip.

• There are generally two exceptions when prescription medication can be carried by a student, namely asthma inhalers and/or epi pens.

• Students must ensure they have two of these items - one to be carried by the student at all times and one to be given to the school office for emergency use (see guidelines above).

• When students participate on a school trip they also need to bring an additional item to be handed in to the trip leader.

• For activities off-site, such as PE lessons, students with an inhaler or epi pen must inform staff on the day and give their named inhaler/epi pen to a member of staff to keep nearby for emergency use.

Administration of Medication Written consent for students to bring any medication in to school, and for staff to supervise the administration of that medication, must be given on the form (See policy Supporting pupils with medical needs) A separate form is required for each different item of medicine. A copy can be found on the Parents’ section of our website. Please make additional copies as necessary. Students with Significant Medical Needs If a student has a known significant medical condition or allergy (e.g. asthma, epilepsy, diabetes, anaphylaxis, cystic fibrosis, EDS, ADHD, etc) with prescribed medication, parents must ensure that up-to-date information is recorded and held in school on the form, “Health Care Plan for Pupils with Medical Needs”. If you need a copy of this care plan form please contact Main School Reception or find it on the Parents’ section of our website. Behaviour & Rewards

We expect every pupil to:

Attend regularly and to be punctual. Be well behaved, polite and respectful towards others both in school and as ambassadors of the

school when outside it so that pupils enhance its reputation at every opportunity. Wear the correct school uniform and to be tidy in appearance. Arrive at lessons properly equipped and on time. Enter and leave rooms in an orderly manner. Remain seated until asked to move. Try and to always work to the best of their individual ability. Not call out in lessons but to wait for acknowledgement from the teacher before answering or

speaking.

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Listen to and follow instructions when given to them. Respect their right and the right of others to learn and the right of staff to teach effectively. Complete homework properly and on time. Make the most of opportunities offered by the school. Contribute fully to school life. Respect the school environment e.g. classrooms, corridors and grounds and to keep the school free

from litter. Not bring items into school which can cause damage to school buildings, personal property and

members of the school. These include fireworks, chewing gum, glass bottles, penknives, blades, cigarette lighters and laser pens.

Only bring small amounts of essential money into school. If a large amount is brought into school a member of staff will be asked to look after it.

Not bring into school any alcohol, tobacco products or substances harmful to health. There will be serious consequences of doing so.

NOTE- Academy@Worden adopts Lancashire County Council policy on Searching and Screening. The Head can direct staff to search pupils without parental permission for banned items that have been known or believed to be brought into school. The Head can also direct staff to search pupils and their bags if deemed necessary. School will dispose of these banned items as it so wishes.

Regard any form of bullying as unacceptable and to support this view.

These expectations must also be applied to behaviour on school buses, trips and other activities.

REWARDS

This is a positive Behaviour and Discipline Policy resulting in appropriate behaviour being encouraged, celebrated and rewarded. It is therefore essential that praise and rewards have considerable emphasis within the school and that pupils receive recognition for their positive behaviour, achievement and contribution to school life. It can include good academic work and effort, good behaviour and attendance, help and support to others and contribution to other aspects of school life.

In the classroom, staff will apply this ‘Positive Discipline Policy’ at all times so that all pupils’ achievements are recognised and rewarded accordingly. By consistently applying this policy it is expected that good standards of behaviour will be encouraged and developed by pupils.

Informal Rewards

These should be used as often as possible both for and to encourage good behaviour, good attendance, effort, academic and social achievement and to develop self-esteem:

• Verbal praise and encouragement should be a key feature in lessons, form periods and in assemblies. It is important that this is used as much as possible.

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• Comments on work should also be a regular feature offering praise, encouragement and appropriate advice and guidance for further improvement.

• The Headteacher or other members of SLT should be invited to praise individuals, groups or classes and be invited into classrooms as appropriate.

• Pupils’ work should be displayed. • Postcards or texts/letters home to parents or carers. • Stickers. • Departmental awards.

Formal Rewards

• Merits including the merit reward every pupil will receive for appropriate behaviour subject lessons.

• Attendance Certificates for consistent or improved attendance. • Attendance notified to parents and carers via reports. • Certificates. Any merits received will contribute towards Bronze, Silver and Gold Certificates. • Merit Cash in prizes end of term • Non-uniform days • Headteacher Awards. • Sport Awards. • Participation in end of term trips and extra-curricular activities etc. • Termly Presentation assemblies.

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The R System

The R system means that merits are consistent around school and good work leads to rewards which are deserved. The R system is to run alongside the C system both in and out of the classroom. If you receive a C1 in a lesson you get the chance to redeem yourself and climb the ‘R’ ladder. However, a C2 or more in a lesson means you cannot access the R system as you have already had a pre-advanced merit.

R1

= Good Learner

Pupils acquire knowledge, understanding and skills of the subject taught. Pupils acquire skills in reading and writing, communication and maths (RWCM) and apply them to their work. Pupils work hard and want to improve their progress during the lesson. Pupils respond promptly to the teacher’s expectations and pupils are engaged in learning. Pupils display positive attitudes to teachers’ expectations, learning and respect each others’ needs and interests, within the subject. HEAT task deadline met.

R2

= Excellent Learner

Pupils completing work all work set to a high standard. Pupils have secure knowledge and understanding of the subject. Pupils develop and apply a wide range of skills, including reading and writing, communication and maths (RWCM). Pupils learn well and listen to all instructions. Pupils are self motivated to participate in lessons. Pupils excel and show enthusiasm throughout the lesson, managing their own behaviour Heat task deadline met and of a good standard

R3

= Outstanding Learner

Pupils learn exceptionally well, acquire knowledge quickly and in depth. Pupils develop and apply a wide range of skills ‘to great effect’, including reading and writing, communication and maths (RWCM). Pupils make rapid and sustained progress throughout the lesson. Pupils learn exceptionally well across the subject area. Pupils show high levels of engagement, interest, resilience, confidence and independence during the lesson. Pupils ‘make every effort’ to ensure that others learn and thrive in lesson. Heat task deadline met, pupils achieves over their target grade or good progress made by the pupil.

R4

=Leading Learner

R4 can only be achieved by going above and beyond

R4s will be awarded inside the classroom as a leading learner. You will need to take responsibility as a leader to engage others and ensure they also progress during the lesson.

R5

R5 is the highest academic achievement.

These will be given out on special circumstances for those pupils who excel themselves in every way. For example; not getting on the consequence system for a whole term, 100% attendance, exceptional performance, competition winner etc...

Consequences for classroom misbehaviour

C1= Verbal Warning

Name on the board and loss of reward. No name can be removed from the board or the reward re-instated.

C2= Written Warning

Name on the board. The pupil will be encouraged to think about their behaviour and meet expectations set by the teacher.

C3a/C3b= Subject Detention

Name on the board for continued misbehaviour this will lead to a C3 which automatically triggers a 10 minute subject detention at break with the subject teacher. Failure to attend the detention will result in a C3b detention (15 mins) Failure to attend this will result in a lunchtime detention. (C4)

C4= 30 minute detention

Persistent low level disruption or more serious misbehaviour will result in a pupil being exited from the lesson and a 30 minute detention at lunchtime in 16m. Home will be informed by text. If a pupil does not turn up for the detention it will lead to isolation period 5 and a repeat C4. Any Exits during period 5 will be served during lunch the following day.

C5= 8.45am

till 4pm

Isolation

More serious offences will result in a C5 AUTOMATIC EXIT and the day in isolation. Home will be informed by the HOF/pastoral team and may be called in to meet with the team, at their discretion. Misbehaviour whilst in isolation can lead to exclusion.

5 EXITS IN ONE TERM WILL RESULT IN A 2 DAY EXCLUSION

For full details of our reward and consequence systems, please visit our website and read our ‘Behaviour Policy’ under the ‘documents and policies’ tab.

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Exam Information & Revision Techniques Revision Survival Guide Revision is a process in which you sort information into small units which will help you to learn the necessary facts, and to understand and be able to use information you may be given in an examination. Planning Your Revision Review your course

• Have you got a copy of the syllabus? • List the topics included in the course. • Group topics together. • Decide on your priorities for revision. Best and worst topics. What is asked

regularly? • If you don’t understand a topic ask your teacher for help.

Test yourself - get hold of past examination papers / questions

• Your teacher may be happy to lend you past papers. • You may go through them in class. • Revision guides often contain these. • Use SAM Learning & BBC Bitesize websites

Draw up a revision timetable

• What is your concentration level? Most people need to take a break of 10 • minutes after about 45 minutes of study. • Decide how long you need to spend on each topic and draw up a timetable. • Try to revise different topics in each revision session, e.g. one topic in the • morning, one in the afternoon. Concentrating on just one topic at a time is

less effective for most people. • Decide on the best time to study – when your concentration level is at its best. • Set yourself target tasks and dates. • Leave time to relax and socialise.

Ideas to Help You Revise

• Make your notes imaginative and creative. This will help you recall information more easily.

• Stick important bits of information on the walls of your room to use as a memory jogger. Record information and play it back when you are relaxing or doing a mundane task, e.g. doing the washing up.

• Study with a group of friends. You could test each other, try different examination questions and share the results, and discuss topics to check you all understand

them The Practicalities of Revision

• Have a special place for revision. It should be comfortable and not too hot or cold. • Prepare for revision sessions. Have a snack and drink and go to the toilet BEFORE

you study. • Take care of yourself. Eat good regular meals. Take regular exercise. Have leisure

time. Learn to control stress.

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Revision Survival Guide Taking the Exam Remember that examinations are not designed to catch you out, but to find out what you know, what you understand and what you can do. If you have prepared well, you have nothing to fear. A month ahead: Check your exam timetable

• Do you know the time and place of each exam? • Take a copy of your exam timetable and display it where you can see it

everyday; put dates and times in your diary or on your phone. • What equipment will you need, what will be provided and what will not be allowed

in the exam? • Remember each kind of exam – written, oral, aural or practical – has its own

particular requirements. Check that you know what different questions mean

• Look at past papers to familiarise yourself with the way questions are asked. • Remember, the number of marks is a guide as to how much detail the examiner

is looking for. • Make sure that you understand the difference between ‘describe’, ‘discuss’, etc.

Focus your revision • Begin to target your revision at a particular exam, on a particular day; • Focus on ‘key ideas’. • Practice answering questions against the clock. • Talk over any problems with your teachers.

A few days before: • Go through revision cards, checking against questions used in the past. • Do not try to learn entirely new work. • Get all your equipment ready – pens, pencils, calculator – and SPARES. Check that

everything works! • Keep to your usual routine – do not sit up all night revising.

When the day comes: Before the exam

• Give yourself plenty of time get up early don’t rush. • Have a good breakfast/lunch and drink plenty of water. • Avoid the pre-exam worry session – check you have all the equipment needed. • Double check your exam timetable and the exam notice board for the exam room

and seating number – it may not be the same as your friends. In the exam

• Read the instructions carefully. Listen to what you are told. • Read the questions carefully. Underline, or highlight, key words or phrases in the

questions. • Divide up your time according to the marks. • Do the right number of questions. • THINK before you write. • Leave time to check your answers.

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Know What Examiners Want (or Don’t Want!) Examiners do want Examiners don’t want

to give you marks! Exams are not set to catch you out; they are to give you the opportunity to show off what you know and what you can do.

to take marks away.

you to write in black ink. Exam papers are often photocopied or scanned ink other than black does not copy well and examiners may not be able to read your paper.

you to write in pencil or blue, red, green, purple or any other colour ink.

to know who has done the exam Please make sure you complete your name and exam number of all exam papers

blank spaces on the front of exam papers.

you to answer the question that is set Make sure that you read questions carefully and don’t interpret the question to be something you would like it to be. .

waffle and bluffing. Try to stay on the topic of the question, don’t go off the point and fill two sides of paper with irrelevant information. Use any spare time to check over your work

to be able to read your work. . Don’t rush to the point where your writing is illegible

a messy paper, or one covered in pictures, doodles, etc.

all the applicable questions to be attempted. extra questions to be attempted. This will not gain you any extra marks; you will have wasted time when you could have spent more time answering the set questions.

short, simple, direct answers. Unless it’s a longer extended answer.

answers that use big, fancy words just forthe sake of it. This will not gain you any extra marks. Know your key vocabulary and use it well, but don’t over-elaborate

opinions to be backed up by relevant statistics and facts.

opinions that are not backed up. If you are going to say, “I think,” or, “I believe,” make sure that you know enough facts from the subject to put in after it.

all parts of the question to be answered you to neglect the second part of a question. This is a very frequent mistake, and is why it’s so important to spend time reading the questions. Look out for two part questions and make sure you remember to address both parts.

standard English. Use technical vocabulary you to use slang. You are not texting your mates, you are answering exam questions. Make sure you use fully extended words and phrases, and write formally.

you to answer the question immediately. No need to write an introduction – just get on with it.

you to copy out the question, or introduce it with a long background paragraph .

a structured approach to your answer. Something as simple as a beginning, a middle and an end. Your teachers will have given you specific ways to approach questions

a written answer without paragraphs.

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Catering Catering at Academy@Worden is delivered by Mellors Catering who plan all the menus, source all ingredients and prepare the food on site.

All food and drink on sale complies with government food and nutritional standards. The school’s kitchen has also gained 5 stars for their high standards. We operate a cashless catering system, with money credited to students’ accounts via the Reval machine or via the Parentpay online payment system. A biometric system is used which will review parental consent.

Account balances are obtainable from the Reval machine or online. It is the student’s responsibility to keep an eye on their balance so that they can arrange for their balance to be topped up before their money runs out.

New Year 7 Students Students joining Year 7 in September will be issued with their ID/accounts by taking a digital photograph of their thumbprint – this issues a unique number that only they can use. To ensure they can start using the catering facilities from the first day, this will be done on Induction day (date to be confirmed).

Allergies and Special Dietary Requirements Students with special dietary requirements, e.g. wheat free, gluten free, dairy free, vegan, etc., should identify this on their data form which is issued to all new students.

Details of any students’ allergies, where these have been notified to the school by parents/carers on the data collection sheet, are shared with the catering team. The caterers will not knowingly buy in for re-sale, or produce on site, any products containing nuts. However, we are unable to operate a guaranteed nut or seed-free environment as some ingredients may have been produced in environments where nuts and seeds are present. Free School Meals Parents who believe their child is entitled to subsidised provision should ensure they register this entitlement – please see instructions on the next page. Qualifying students use the cashless catering system in exactly the same way as all other students, ensuring complete discretion, but receive an automatic credit of £2.10 per day on their card towards the cost of food purchased in the canteen.

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Feed Your Brain – Eat Well, Drink Well, Learn Well Our key messages to students are:

Enjoy your food!

1. Have regular meals – don’t skip breakfast! 2. Make sure you have a varied, balanced diet. 3. Aim to eat at least five portions of fruit and vegetables a day. 4. Have a glass of water with each meal, aim to drink two litres of fluid a day and

remember you are encouraged to sip from your bottle of water in most lessons. Top Ten Brain Boosters:

1. Porridge, Weetabix or Ready Brek: slow releasing energy at breakfast. 2. Extra-lean grilled beefburgers: rich in concentration boosting iron. 3. Grilled salmon: rich in omega-3 oils for making brain cells. 4. Boiled or scrambled eggs: contain phospholipids for enhancing memory. 5. Bananas: bursting with potassium needed for memory. 6. Water: being dehydrated reduces concentration. 7. Milk: rich in protein which helps to increase alertness. 8. Multigrain bread: good for B vitamins, needed for concentration. 9. Apples and pears: great for slow-releasing energy snacks to help fuel the brain

between meals. 10. Eat breakfast – breakfast is the fuel which tops up the blood sugar after a night’s

fast. This is important to provide energy which boosts brain power and helps to get you kick started.

Top Ten Brain Drainers:

1. Sugar coated breakfast cereals e.g. Frosties or Sugar Puffs: these cause a rapid rise in blood sugar levels, followed by a short, sharp energy low.

2. White toast with jam: also causes a rapid rise in blood-sugar levels, followed by a short, sharp energy low which can make you sluggish.

3. Crisps: contain lots of salt, which can be dehydrating & disrupt concentration. 4. Orange squashes: these contain E102 (tartrazine), which can make some people

hyperactive. 5. Cola drinks/fruit drinks: rich in sugar and caffeine, can trigger the sugar rollercoaster

which can over-stimulate and hamper concentration. 6. Cheap, fatty burgers: little meat content, so little brain-boosting iron. 7. Meat pies, cakes, biscuits: contain trans fats, which hinder brain development and

function. 8. Boiled sweets, gums and Smartie-like confectionary: contains E104 and/or E110.

Both can trigger hyperactivity and disrupt concentration. 9. Iced cakes or buns: packed with fat and sugar, which, when combined in large

amounts, can make you sluggish. 10. Energy drinks: they may be called energy drinks, but they are packed with sugar,

which, again, sets you on the rollercoaster of distracting sugar highs and lows.

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FREE SCHOOL MEALS The Free School Meal (FSM) entitlement has never been more important in relation to the funding schools can receive. The Government recently announced a Pupil Premium Scheme under which schools receive additional funding for specific groups of students. To ensure schools maximise their potential funding during these difficult financial times, it is vital that all eligible students are correctly recorded in our information system. Even if your son or daughter does not like school dinners, does not want one every day or brings in a packed lunch, just filling in an application form and recording eligibility may benefit your child in other ways (i.e., a school trip discount. For such financial support please collect a “Pupil Premium Request Form” from reception). If you think you may be eligible for Free School Meals there are a number of ways to apply. You can either:

Collect an application form from Main Reception and return it to Lancashire County Council for assessment.

Download an application form from the Lancashire County Council website. To qualify for free school meals you must receive one of the following:

• Income Support. • Job Seekers Allowance (Income Based). • Child Tax Credit, but are not entitled to Working Tax Credit and your annual income (as

assessed by the Inland Revenue) does not exceed £16,190. • Support under part VI of the Immigration & Asylum Act 1999. x The 'Guaranteed Element'

of Pension Credit. • Income Related Employment And Support Allowance benefit (any element of contribution

based paid free school meals are not available).

Finance Arrangements at Academy@Worden Payments to the school for trips, events, music lessons, specific resources and catering can be made via our on-line internet payment facility. If you think you may have difficulty using the on-line payment system, please contact the Operations Manager to discuss this further.

Details of how to register to enable you to use the internet payment facility will be sent out to all new Year 7 parents at the start of the year. For existing parents who do not have an account set up, please email woodburnl@wordenacademy.co.uk stating the name of the student and year group.

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Pupil Premium The Government has introduced the term “Pupil Premium” to encompass all students who are either “In Care”, in receipt of “Free School Meals” (FSM) or whose parents are actively serving in the Armed Forces. Recently, the Service Premium has been extended to include those whose parents have died in action and those whose parents have left the Services since April 2011 for other reasons, including injury. The Government has also decided that eligibility for the Pupil Premium from 2012-13 onwards has been extended to pupils who have been eligible for FSM at any point in the last 6 years. You can read more about Pupil Premium on the following website

www.education.gov.uk/schools/teachingandlearning/premium/a0076063/pupil-premium-what-youneed-to-know All students identified as being in the Pupil Premium cohort will benefit from additional academic support and encouragement to ensure that they have a positive and successful learning experience.

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POLICY FOR SPECIAL EDUCATION NEEDS

INTRODUCTION The Faculty of Learning Support is a team of skilled people dedicated to ensuring all young people, especially those experiencing difficulties, are able to access the curriculum to progress through their time at Academy@Worden. We aim to ensure young people feel confident about their own abilities and use a wide range of resources and strategies to encourage, motivate, praise and reward. This ensures all young people can, and do, reach their full potential throughout their time with us. We believe that every young person is good at something and that it is our responsibility to help them discover and develop their talents. THE AIMS OF STUDENT SUPPORT AT ACADEMY@WORDEN

• To ensure that young people with special educational needs receive their entitlements under the 1981, 1988, 1993 Education Acts and 2001 SENDA Disability Act, and have full access to all areas of the National Curriculum.

• To follow a whole school approach to ensuring the educational needs of all

young people are met.

• To ensure that young people with special educational needs feel secure, confident and valued members of the school community.

• To involve young people in decisions that are made about them, so that we

meet their needs.

• To promote the involvement of parents as partners in the education of their children.

• To support subject teachers in providing a curriculum that meets the needs,

abilities and aspirations of young people with special needs.

• To maintain a system which identifies, provides for, and monitors the progress of young people with special needs.

• To distribute the relevant information to ensure all the needs of young people

are met.

• To ensure that the school budget allocation for SEN is deployed appropriately.

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• To support subject areas in providing appropriate resources and have the knowledge to teach all successfully.

• To ensure that access to educational resources is determined by individual

needs.

• To promote the development of assessment strategies which enable all young people to succeed and reach their full potential.

MEMBERS OF THE FACULTY OF LEARNING SUPPORT. Learning Support Lead Teaching Assistant Mrs Jayne Green Learning Support Teaching Assistants Mrs Anneke Houston- English Mrs Pauline Fawcett- Mathematics Mrs Janet Windle- Technology

Identification of Young people with Special Educational Needs. Young people who are observed experiencing difficulties are identified and assessed as early and thoroughly as possible. Referrals can come from a multitude of sources, for example:

• Subject teacher’s request • Pupil self request • Parental request • Information from previous school ( usually primary school) • Following blanket testing of Year 7 young people • Following diagnostic testing.

Early identification, assessment and provision for any SEN student is very important for the following reasons:

• It can minimise the difficulties that can be encountered when intervention and provision occur

• It can maximise the likely positive response from the child • It can allow for a temporary learning difficulty to be overcome and for future

learning to be unaffected • If the need arises, external agencies can be brought in earlier.

The process starts through liaison with Primary Partner Schools. The members of the Learning Support Department visit our feeder schools to meet prospective young people and teachers during the term prior to transfer to secondary school. Questions

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about the abilities of all Year 6 young people are asked by visiting teachers and information is asked about whether the child has Learning Difficulties and is on the SEN Register or has received extra support at some stage. The Key Stage 2 tests and Teacher Assessment scores are also recorded. During the first few weeks of the Autumn Term every Year 7 pupil is given a Reading and Spelling test, and the N.F.E.R. Cognitive Ability Test. Identification of young people initially needing support will be largely based on the primary information and the results of these tests. Some young people will receive in class support, some will receive 1-1 withdrawal for more individual help and some will spend time in small groups to work through a structured reading, spelling and writing scheme which can help to overcome their particular difficulties. Students are monitored and assessed at the end of every year to ensure their literacy skills are continuing to improve. If there are any difficulties the department will arrange whatever support is necessary to ensure every pupil can successfully achieve their full potential. ASSESSMENT AND PROVISION. Our process for identification, assessment and provision is in accordance with the SEN Code of Practice and the Every Child Matters Agenda. This approach recognises that there is a continuum of Special Educational Needs which also emphasises early identification. Most young people have their needs met from support and provision from and within school. However, some young people have extra support provided by outside specialists. The stages on the SEN Register highlight the level of needs each child has and the amount of support provided by school and/or outside agencies to help them overcome these difficulties. Expression of Concern Subject Faculties identify initial concerns about a pupil and inform the Learning Support Faculty. Each Faculty has a responsibility to ensure the pupil can succeed and progress in their subject. School Action The pupil is identified as experiencing difficulties in a number of subjects (or by the Progress Coordinator or parents for pastoral issues). The pupil receives extra support in the form of small group sessions, in class support or 1:1 work. An I.E.P. (Individual Education Plan) is written and distributed to all staff, parents and pupil via T Drive. This gives advice on needs, targets and strategies to help overcome those difficulties. The IEP is reviewed twice a year with input from all subject teachers, young people and parents. School Action Plus More intervention is needed as targets are not being met and more support is needed from the Learning Support Department. Additional expertise sought from outside agencies such as the Educational Psychologist, LEIS, social services, to give

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advice and extra provision if necessary. Again, an IEP is written for all staff to use and review. Referral – request for Statutory Assessment / Enhanced School Action Plus The pupil’s needs cannot be fully met by the school’s own resources. The Director of Inclusion requests a Psychological Assessment and a referral to the Local Authority for a Statutory Assessment of the child’s needs to be carried out. There are 3 possible outcomes

• Referral may be deemed unnecessary and pupil returns to School Action Plus stage

• School receives additional ESAP (Enhanced School Action Plus) funding • Statement of SEN issued

Statemented Pupil has specific needs which require extra provision, support and /or resources. A Statement of Special Educational Needs is issued by the SEN office which gives advice on the special educational needs requires by the individual. An IEP is written for all staff to use and review, the pupil has specific support provided either in class or withdrawal according to the child’s needs. The pupil has an Annual Review every year to assess whether the Statement is still appropriate and information is gathered from everyone involved including all the pupil’s subject teachers so a full picture can be gained. The meeting is chaired by the Director of Inclusion and attended by parents, outside agencies, Teaching Assistants, Progress Coordinator and the pupil themselves. Statement Types and Some other Jargon Abbreviation What it Means SPLD Specific Learning Difficulties ASD Autistic/Aspergers Spectrum Disorder SLCN Speech, Language and

communication Needs VIS Visual Disability PD Physical Disability BESD Behaviour, Emotional and Social

Difficulties MLD Moderate Learning Difficulties SLD Severe Learning Difficulties GLD Generic Learning Difficulties ELAC Education of Looked After Children PSP Pastoral Support Plan PARTNERSHIP WITH PARENTS

Parental involvement is actively sought throughout all stage of the SEN Code of Practice. Parents are informed when their child is entered on the register and are invited to contribute to subsequent reviews. Internal reviews are held frequently and copies of all education plans are sent home for all young people on the register.

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Young people are also invited to attend review meetings and to make their own contributions. Parents may express their concerns about their child to the Director of inclusion or any of the Teaching assistants, the relevant Progress Coordinator a member of the school Senior Leadership Team. PARTNERSHIP WITH YOUNG PEOPLE The School places a great deal of emphasis on giving young people the opportunities to become involved in their own education and the Faculty of Learning Support spends a lot of time setting out targets with young people and encouraging them to create their own targets to follow. We have found this is the best way to allow young people to feel they are fully aware of their difficulties and that they can see themselves making progress. We ensure the targets they set are realistic and achievable and provide as much encouragement and support to enable them to quickly achieve the goals they have set themselves and can move forwards. HOW WE OPERATE IN SCHOOL We support both within the classroom and also in small groups when necessary. We support discretely using a variety of strategies to ensure all young people make progress. The small groups concentrate on using a multi-sensory structures reading and spelling scheme to improve specific literacy skills. The young people follow their own specific programmes concentrating on their particular areas of difficulties. The young people are regularly assessed during these sessions and progress is monitored and rewards given. We also run small groups concentrating on improving handwriting and group reading skills. We try to enable as many young people as possible to enhance their skills so they can access a full curriculum and achieve success whatever their abilities may be. We also open the learning Support Room at lunchtimes which help to improve social skills and gives isolated young people somewhere to go. There is also full access to computers and support at lunchtimes which helps young people to go through homework they may be unsure of and receive the extra help with it they may require. We also work closely with the Connexions Personal Advisor within school to enable our students to gain information about career opportunities available to them. We organise extended work placements, vocational college links, visits and interviews to ensure all our students achieve the best and progress to their next step in their lives confidently and successfully.

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Home to School Agreement Academy@ Worden We aim to provide a lively, environment where your child will be able to:

• Become a confident and independent learner

• Develop their full potential

• Learn to respect the rights and beliefs of others

• Become literate and numerate

Pupil’s responsibilities • Attend school regularly and on time.

• Wear the correct uniform and P.E kit (unless exempted on religious grounds).

• Respect the rules and behaviour policy of the school at all times.

• Respect every other pupil and staff member at the school and people in the surrounding community, regardless or any cultural differences or protected characteristics.

• Tell a teacher if they are worried or concerned about any aspect of their schooling.

• Complete all assigned homework on time and to the best of his / her abilities.

• Strive to attain excellence in all its forms through full participation in the academic, sporting and extra-curricular activities of the school.

Parent’s responsibilities • Ensure that your child attends school regularly and on time.

• Ensure that your child wears the correct uniform (unless exempted on religious grounds) and that their P.E kit is brought to school.

• Support the school by encouraging the good behaviour of your child/children.

• Ensure homework assigned to your child/children is completed on time.

• Assist your child with his / her homework to the best of their ability.

• Encourage their children’s learning through extra-curricular activities and independent learning.

• Inform the school of any change in their child’s circumstances or if they have any concerns regarding any aspect of their child’s schooling.

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• Endeavour to support the school and your child by participating in any meetings or social activities that the school requests for them to attend.

Academy@Worden’s responsibilities • Provide your child with a safe, inclusive and accessible learning environment.

• Provide a full and balanced curriculum appropriate to the needs of every pupil.

• Provide regular and vigorous homework that sufficiently tests every pupil.

• Expect high standards, good behaviour and mutual respect.

• Record and reward excellence.

• Record and discipline poor behaviour and lack of progress.

• Provide extra-curricular activities to develop the broader skills that will assist with the personal, social, physical and cultural development of pupils.

• Respect the rights and needs of all staff, parents and children associated with the school.

• Regularly meet with parents to feedback the progress of their children.

• Endeavour to provide all necessary information regarding the policies and activities of the school and its pupils.

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Rules for Responsible Email, Internet and ICT Use

Student The meaning of the word “ICT” means any device for automatic storing and

processing of data and includes mainframe computer, minicomputer, microcomputer, personal computer (whether hand-held laptop, portable, stand-alone, network or attached to a mainframe computer), workstation, word-processing system, desk top publishing system, office automation system, messaging system or any other similar device.

The meaning of the words “ICT Data” means any information stored and processed by ICT and includes programs, text, pictures and sound.

The school has installed computers and Internet access to help our learning. These rules will keep everyone safe and help us be fair to others.

We use the school computers and Internet connection for learning. These rules will help us to be fair to others and keep everyone safe.

I will ask permission before using the internet or entering any Web site, unless my teacher has already approved that site.

I will only access the system with my own login and password, which I will keep secret.

I will not access, look at, change or delete other people's files. I will not bring floppy disks or USB sticks to use in school unless I have been

given permission. I will only use the computers for schoolwork and homework. I will only e-mail people I know, or my teacher has approved. The messages I send will be polite, sensible and responsible. When sending e-mail, I will not give my home address or phone number, or

arrange to meet someone unless my parent, carer or teacher has given permission.

I will ask for permission before opening an e-mail or an e-mail attachment sent by someone I do not know.

I will not use Internet chat rooms. I will report any unpleasant material or messages sent to me. I understand my

report would be confidential and would help protect other pupils and myself. I understand that the school may check my computer files and may monitor the

Internet sites I visit.

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I understand that if I deliberately break these rules, I could be stopped from using the Internet or computers.

I will not use my phone at any other time in school except at break time and lunch time, unless specifically instructed to do so by a member of staff and this will only be for learning purposes. I understand that if I use my phone at any other time without permission, I will be required to hand it to a member of staff until the end of the school day.

I will treat all ICT equipment with respect and report any damages to my class teacher.

Consent Form

For Students

Academy@Worden

Responsible E-mail, Internet and ICT Use

Please complete, sign and return to the school secretary

Pupil: Form:

Pupil’s Agreement

I have read and understand the school 'E-mail and Internet Use Good Practice - Rules for ICT Users' document. I will use the computer system and Internet in a responsible way and obey these rules at all times. I understand that if I break any of these rules, I may have access to email, internet and ICT removed.

Signed: Date:

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Parent / Carer’s Consent for Internet Access

I have read and understood the school 'E-mail and Internet Use Good Practice - Rules for ICT Users' document and give permission for my son / daughter to access the Internet. I understand that the school will take all reasonable precautions to ensure pupils cannot access inappropriate materials. I understand that the school cannot be held responsible for the nature or content of materials accessed through the Internet. I agree that the school is not liable for any damages arising from use of the Internet facilities. I understand that if my child breaks any of the rules regarding the safe access of all ICT facilities then they may have access to them removed.

Signed: Date:

Please print name:

Parent / Carer’s Consent for Web Publication of Work and Photographs

I agree that, if selected, my son/daughter’s work may be published on the school Web site. I also agree that photographs that include my son/daughter may be published subject to the school rules that photographs will not clearly identify individuals and that full names will not be used.

Signed:

Date:

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Dear Parents

Responsible Email, Internet and ICT Use

As part of your child’s curriculum and the development of ICT skills, Academy@Worden is providing supervised access to the Internet. We believe that the use of the World Wide Web and e-mail is worthwhile and is an essential skill for children as they grow up in the modern world. Please would you read the attached 'E-mail and Internet Use Good Practice - 'Rules for ICT Use' document, and sign and return the consent form so that your child may use Internet at school.

Although there have been concerns about pupils having access to undesirable materials, we are taking positive steps to deal with this risk in school. Our school Internet provider operates a filtering system that restricts access to inappropriate materials. This may not be the case at home and we can provide references to information on safe Internet access if you wish. We also have leaflets from national bodies that explain the issues further.

Whilst every endeavour is made to ensure that suitable restrictions are placed on the ability of children to access inappropriate materials, the School cannot be held responsible for the nature or content of materials accessed through the Internet. The School will not be liable for any damages arising from your child’s use of the Internet facilities.

Should you wish to discuss any aspect of Internet use (or to see a lesson in operation) please contact me to arrange an appointment.

Yours faithfully

Mr C Catherall Headteacher