Learning to Excel - Stanwell SchoolThe report in includes examination results, pupils’ attendance...

Ysgol STANWELL School

Learning to Excel

Governors’ Annual Report to Parents /

Adroddiad Blynyddol Y Llywodraethwyr

November / Tachwedd2016

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November 2016

Dear Parents and Carers,

I have pleasure in forwarding the annual report of Stanwell School Governors. The report includes examination results, pupils’ attendance statistics, a summary of leavers’ destinations, the School’s Additional Learning Needs policy, the Behaviour and Discipline policy and a financial report summary for the year April 2015 to April 2016. Also included is the most recent Estyn school summary inspection report. The purpose of this report is to provide information regarding the School’s performance and to inform you of recent developments. The support offered by the Governing Body, parents and carers continues to be greatly appreciated and is an integral component in ensuring the School meets the needs of the learners and the wider community. The outstanding achievements of Stanwell pupils bring great credit to themselves, their parents/carers and the staff. I believe that the approach taken by Governors in expecting and praising the highest possible standards of achievement, appearance, behaviour and discipline is correct. On behalf of the Governors and staff I would like to thank the parents/carers who contact the School directly to give us feedback on the quality of learning experiences we provide. Last year, as always, was again a busy one with the introduction of the Intermediate Welsh Baccalaureate in Key Stage 4 and the national roll out of new examination specifications across the curriculum. Planning for the new English Language and two new mathematics examinations at GCSE took place and pupils have been preparing to take these qualifications this year for the first time. The School has also been designated a Hub Lead Practitioner School to provide support for other schools across the Central South Consortium and are helping to shape professional development for teachers throughout Wales as part of our role as a Welsh Government Professional Learning Pioneer School. The staff at Stanwell are committed to ensuring excellence for our pupils and we will continue to work with the Governing Body to ensure that the learning and teaching experiences we provide are of the highest quality. I would also like to take this opportunity to ask for your continued support in ensuring pupils are not absent from school unless absolutely necessary and to avoid taking holidays during term time. If you wish to discuss anything contained in this report please contact the school.

Yours sincerely Headteacher

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Stanwell School Governing Body

Name Category of Governor Terms of Office

Mr C Adams LA Governor 14 Mar 16 - 14 Mar 20 Mrs J Bispham Community Governor 24 Sep 15 - 24 Sep 19 Mr M Blamey Partnership Governor 12 Dec 15 - 12 Dec 19 Mr A Carter Community Governor 24Sep 15 - 24 Sep 19 Mr J Dix Partnership Governor 24 Sep 15 - 24 Sep 19 Mrs D Driscoll Parent Governor 03 May 16 - 03 May 20 Mrs S Eshel Parent Governor 09-Feb 15 - 09 Feb 19 Mrs Kim Howell Partnership Governor 01-Dec 16 - 01-Dec 20 Mr D Hughes Parent Governor 15 Mar 14 - 15 Mar 18 Miss L Jenkins Teacher Governor 16-Dec 16 - 16 Dec 20 Mr D Jones Headteacher Governor 11 Mar 11 - Mr A Kampas Parent Governor 10 Dec 14 - 10 Dec 18 Mrs C Kynaston Teacher Governor 28 Nov 14 - 28 Nov 18 Mr G Morley Parent Governor 10 Dec 14 - 10 Dec 18 Mrs J O’Rourke Partnership Governor 04 Dec 15 - 04 Dec 19 M Robinson Staff Governor Nov 12 - Nov 16 Mr T Rogers Community Governor 15 Sep 15 - 15 Sep 19 Mr M Sims Parent Governor 23-Mar 15 - 23 Mar 19 Mrs V Skingle Partnership Governor 01 Dec 15 - 01 Dec 19 Mrs E Ware Parent Governor 01 July 13 - 01 July 17 Mrs A Williams-Brunt LA Governor 02 Nov 15 - 02 Nov 19 Mr I Hicks Associate Pupil Governor 01 Jul 16 - 01 Jul 17 Miss L Richards Associate Pupil Governor 01 Jul 16 - 01 Jul 17 Governors Expenses = nil

Chairman – Mr T Rogers Clerk of the Governing Body – Mr J Mansfield

c/o Stanwell School, Archer Road, Penarth, Vale of Glamorgan, CF64 2XL

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LEARNING TO EXCEL

“Learning and teaching in a safe, stimulating and supportive environment are paramount,

with teamwork, discipline and effort providing opportunities for all Stanwell pupils to make

progress, achieve success and enjoy excellence.”

School Contextual Information

• Stanwell School is a Foundation Status English medium school • There are currently 2033 pupils on roll with 520 students in the sixth form. • 5.9 per cent of pupils are eligible for free school meals (FSM). • Fewer than 1% of the pupils come from homes where the predominant language spoken is Welsh.

There are several initiatives to encourage pupils and staff to use incidental Welsh regularly and become more confident in their use of the Welsh language.

• Ninety-five per cent of pupils come from homes where English is the predominant language and four per cent come from homes where other languages are spoken.

• There are currently 123 teaching staff, which equates to 112 full-time teachers providing a staff / pupil Ratio of 17.8

Stanwell School Collaborative Work Stanwell School remains committed to working with the local community, other providers and local business and continues to share best practice across the Local Authority, the Central South Consortium and further afield. Pupils continue to benefit from the strong relationships built with the Military Preparation College and Cardiff and the Vale College. Stanwell staff are involved in the Consortium’s School Improvement Group, has been identified as a Global Learning Lead School to develop provision across Wales and is now a Hub Centre and OLEVI accredited training school for the Outstanding Teacher Programme (OTP) and Newly Qualified Teacher Programme. Stanwell is also working with Cardiff Metropolitan University (CMU) to develop a new Modern Foreign Languages Initial Teacher Education programme as well as providing in-school placements for student teachers from University of Wales Trinity and CMU. There continues to be regular collaboration with local primary schools to ensure transition arrangements are high quality and meet the needs of pupils, parents and carers. The School’s sports and performance arts facilities continue to be used by local providers and organisations and the new synthetic all-weather surface has been a welcome addition to the local community with several local sporting organisations using the facility regularly.

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Chairman’s Report

This annual report is for parents and carers of pupils attending Stanwell School (English Medium, Foundation School). The aim of the Governing Body is to provide the best possible education for pupils in a safe environment where learning and teaching are paramount. To this end, the Governors have been busy with the review and development of a wide range of policies, procedures and the school prospectus which contains details of the School in accordance with Welsh Government documentation. Parents give high standards of teaching, discipline, behaviour and uniform as major reasons for choosing Stanwell. Although infrequent, any disruptive actions will not be tolerated and governors require that a consistently firm line is taken with any illegal activities e.g. permanent exclusion for any pupil in possession of illegal drugs in school. The Governors place on record their support and appreciation of parents/carers and the school staff in striving to achieve the highest standards. The links with primary schools, the community police officer, local colleges and education providers are good examples of the continuing efforts of parents, teachers, governors and local organisations who all work to support Stanwell pupils. Apart from the PTA, whose generosity is much appreciated, there have been no significant gifts to the school. The School’s facilities continue to be developed with a particular focus on expanding ICT provision throughout the school and a programme of re-decoration and re-carpeting continues to operate. Pupils are regularly consulted to ensure the site is suited to the needs of the learners. Strategic planning has enhanced the facilities for all at Stanwell. Pupils are taught in either modern buildings constructed to a high standard or in the refurbished original school buildings and the current facilities are a testimony to the hard work of the governors and staff. The teaching takes place in classrooms that are organised into distinctive areas. Computing and Business, English, Mathematics, Humanities, Modern Foreign Languages, Learning Support and Welsh teaching are based in departmental suites of rooms. Art, Dance, Drama, Media Studies, Music, Physical Education, Science and Technology each have specialist accommodation. There have also been several initiatives to encourage pupils to adopt healthy lifestyles, ranging from the 5x60 extra-curricular sports clubs, teams and activities offered by the PE department and other staff. Free Fruit Friday for all pupils during break and lunch times has also been launched to encourage healthy eating. The learner voice group, Healthy Schools Committee, is also currently working towards the Healthy Schools National Quality Award and we are hoping to achieve this in 2015-16. The Board of Governors currently consists of twenty governors. Two are elected teachers, one is an elected member of staff, seven are elected parents, three are Community Governors, four are Partnership Governors and two have been appointed by the Local Authority. Thirteen in total are parents of present or past pupils of the School and two are Associate Pupil Governors. The work of the Governors is done on a voluntary basis and takes considerable time and effort on the part of the members of the Board. The praise of the Inspectors and Local Authority for the Governors is much appreciated and I place on record my appreciation for the work that they have carried out for the school over the last twelve months.

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Since the last Annual Report for parents there have been five meetings of the full Board of Governors and many meetings of committees of the Governing Body. The committees report to the full Board with Finance/Staffing, Site and Buildings, Curriculum and General Purposes Committees reporting at almost every Board meeting. The Finance Committee oversees all aspects of the school finances including staffing. It is able to report a healthy financial position and a positive audit report. The Site and Buildings Committee continues to address issues of maintenance and improvement. The Curriculum Committee considers all aspects of the curriculum available for Stanwell pupils and has helped introduce the Welsh Baccalaureate (Intermediate) in Key Stage 4. The curriculum is reviewed regularly to ensure the needs of the learners are being met and to accommodate National reviews of qualifications. The General Purposes Committee considers many aspects of school life and receives official reports from bodies such as Welsh Government, Estyn and examination boards. Other committees including Admissions, Discipline and Appeals Committees meet as necessary. At governors' meetings there is a formal procedure where minutes of the previous meeting are approved after any appropriate amendments and then matters arising are considered. There are then reports from the four principal committees. This clear structure has enabled governors to formally introduce significant improvements after careful consideration and consultation. The School's Additional Learning Needs (ALN) policy has been drawn up in line with the Special Educational Needs and Disability Act and is currently being revised to ensure compliance with the ALN Bill ready for September 2017. Stanwell has a whole school policy which aims to develop the full potential of each pupil in all aspects of school life. Pupils with additional learning needs have access to a broad, balanced and relevant curriculum in line with the National Curriculum and the school's stated aims. There are currently 10 pupils with statements. Their success is reflected in the school's examination results. Resources are allocated to subject departments and to the ALN Team to meet the requirements of these pupils. This provides a variety of learning support, teaching resources and materials and has enabled the school to develop a team of support staff dedicated to helping pupils in all areas of the curriculum. There are several initiatives such as catch-up literacy /numeracy, computer packages such as Lexia and MyMaths and more able and talented workshops that are aimed at ensuring pupils with additional learning needs fulfil their potential. I would also like to take this opportunity to remind you of changes detailed in the Schools Standards and Organisation (Wales) Act of 2013 that removed the requirement for school governing bodies to hold an annual meeting with parents. Instead, new arrangements have been introduced to enable parents to request up to three meetings in any school year with a governing body, on matters which are of concern to them. Subsequently, under section 94 there was no meeting with parents in 2015-16. If parents wish to use their rights under the Act to hold a meeting, the parents/carers of at least 10% of the School’s registered pupils, or the parents/carers of a minimum of 30 registered pupils will need to sign the petition. Any meeting must only be called to discuss matters which affect the School and must not be called to discuss such matters as the progress of individual pupils, or to make a complaint against a member of the School’s staff or governing body. The petition should contain brief details of the matter(s) to be discussed and the reasons for calling the meeting. This information should be clearly displayed at the top of the petition, with parents’ signatures appearing below.

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I have also included in this report a copy of the school’s Complaints Policy for your information and would like to take this opportunity to remind you that all school policies and the revised School Prospectus that contains information regarding the school curriculum and provision are available on the school website (www.stanwell.org). Tony Rogers Chair of Governors

http://www.stanwell.org/�

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STANWELL P.T.A.

The P.T.A. is delighted to work alongside the governors, teachers, parents and pupils to enhance the activities of the school. Financial support is given to many areas of the school including the curtains installed in the auditorium, the school minibus and equipment for Duke of Edinburgh Award Scheme. Support is also given to many school events including the forthcoming School Production of Leonard Bernstein’s and Stephen Sondheim’s West Side Story in December.

P.T.A. QUIZ NIGHT

FRIDAY 27th JANUARY 2017

For tickets, please contact the school office in January

SCHOOL PERFORMANCE INFORMATION PUPILS’ ATTENDANCE 2015/16 (Compulsory School Age)

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Number of half-day sessions that the school was open for pupils from the beginning of the academic year 2015-16 up to and including 27th May 2016: 319 (S) Total number of half-day sessions missed due to: Authorised absence 20005(A) Unauthorised absence 744 (U) All absence 20749 (T) The number of pupils of statutory secondary school age on roll at 15th January 2016 1505 (P) Percentage of sessions missed due to unauthorised absence (U x 100) = 0.2 % (S x P) Percentage of sessions missed due to authorised absence (A x 100) = 4.1% (S x P) Authorised Absence Unauthorised Absence Attendance 2015/16 4.1% 0.2% 95.7% 2014/15 4.1% 0.3% 95.6% 2013/14 4.5% 0.3% 95.2% 2012/13 5.4% 0.3% 94.3% 2011/2012 5.6% 0.2% 94.2%

S C H O O L H O L I D A Y D A T E S 2016/2017 Thursday 1st September 2016 is an INSET Day (TBC). First day for students is Friday 2nd September 2016 (TBC).

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Term Begin Half Term

End Begin End

Autumn 2016

Thursday 1st Sept 2016

Monday 24th Oct 2016

Friday 28th Oct 2016

Friday 16th Dec 2016

Spring 2017

Tuesday 3rd Jan 2017

Monday 20th Feb 2017

Friday 24th Feb 2017

Friday 7th April 2017

Summer 2017

Monday 24th April 2017

Monday 29th May 2017

Friday 2nd June 2017

Friday 21st July 2017 (TBC)

All schools will be closed on Monday 1st May 2017 for the May Day Bank Holiday. Additional INSET days are to be taken at the school’s discretion and will be communicated to parents via printed material.

Please note that these dates have been directed by Welsh Government in accordance with Regulations as All Wales agreement was not reached on them.

2017/2018 * Monday 4th September 2017 will be an INSET day *Monday 23 and Tuesday 24th July 2018 will be designated INSET days for all LA schools

Term Begin Half Term

End Begin End

Autumn 2017

Monday 4th Sept 2017

Monday 30th Oct 2017

Friday3rd Oct 2017

Friday 22nd Dec 2017

Spring 2018

Monday 8th Jan 2018

Monday19th Feb 2018

Friday23rd Feb 2018

Thursday 29th March 2018

Summer 2018

Monday 16th April 2018

Monday 28th May 2018

Friday1st June 2018

*Tuesday 24th July 2016

All schools will be closed on Monday 7th May 2018 for the May Day Bank Holiday. Additional INSET days are to be taken at the school’s discretion and will be communicated to parents via printed material.

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S C H O O L C A L E N D A R 2 0 1 6 - 2 0 1 7

Please note some dates may need to be changed: see School website for updated version

Thursday 1st September 2016 Inset Day

Friday 2nd September 2016 Inset Day

Friday 16th September 2016 Sixth Form Biology Brain Bee

Friday 16th September 2016 Year 11 Geography Fieldwork

Wednesday 21st September 2016 Year 7 trip to Llangrannog

Monday 26th September 2016 Year 8 Performing Arts Shakespeare Trip

Thursday 6th October 2016 Performing Arts Trip

Wednesday 12th October 2016 Year 10 Geography Iceland Trip

Monday 17th October 2016 Sixth Form Music Tech Trip

Tuesday 18th October 2016 Open Day

Wednesday 19th October 2016 Year 8 DT Boulogne Trip

Friday 21st October 2016 Last Day of Term

Friday 21st October 2016 Sixth Form Maths Quiz

Monday 24th October 2016 Half Term

Monday 31st October 2016 First Day of Term

Tuesday 1st November 2016 Year 13 Parents' Evening

Thursday 3rd November 2016 Year 8 Geography department to Cadbury World

Friday 4th November 2016 Year 9 Welsh Glan Lynn Trip

Tuesday 8th November 2016 Year 7 Pastoral Evening

Friday 25th November 2016 Year 11, 12 & 13 Exam Week

Friday 2nd December 2016 Textiles Trip to the Clothes Show

Monday 5th December 2016 A Level Psychology Trip

Friday 16th December 2016 Last Day of Term

Monday 19th December 2016 Christmas Holidays

Tuesday 3rd January 2017 Inset Day

Wednesday 4th January 2017 First Day of Term for Pupils

Tuesday 19th January 2017 Year 11 GCSE Mathematics and Numeracy Results

Tuesday 24th January 2017 Year 9 Parents' Evening

Tuesday 24th January 2017 Year 9 GCSE Mathematics and Numeracy Results

Thursday 26th January 2017 KS4 Drama Trip

Tuesday 31st January 2017 Year 11 Parents' Evening

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Thursday 2nd February 2017 Year 12 Geography Trip

Tuesday 7th February 2017 Year 12 Parents' Evening

Thursday 9th February 2017 RE Trip

Friday 10th February 2017 KS4 French Trip

Tuesday 14th February 2017 Year 11 Options Evening

Thursday 16th February 2017 Art Trip to Rome

Friday 17th February 2017 Last Day of Term

Friday 17th February 2017 Senior Ski Trip

Monday 20th February 2017 Half Term

Saturday 25th February 2017 Business Studies Trip

Monday 27th February 2017 First Day of Term

Thursday 2nd March 2017 Welsh Trip to Euro Disney

Friday 3rd March 2017 Careers Event in Birmingham

Tuesday 7th March 2017 Year 10 Parents' Evening

Friday 10th March 2017 Year 13 Geography Trip to London

Thursday 16th March 2017 Sixth Form History department to London

Tuesday 21st March 2017 Year 8 Parents' Evening

Thursday 30th March 2017 Sixth Form Physics department Trip to CERN

Friday 31st March 2017 Year 9 PE department to Story Arms

Tuesday 4th April 2017 Year 8 Options Evening

Thursday 6th April 2017 RE/Media Trip to Rome

Friday 7th April 2017 Last Day of Term

Monday 10th April 2017 Easter Holidays

Monday 24th April 2017 First Day of Term

Tuesday 9th May 2017 Year 7 Parents' Evening

Friday 26th May 2017 Last Day of Term

Monday 29th May 2017 Half Term

Monday 5th June 2017 First Day of Term

Sunday 2nd July 2017 Maths Trip to Rome

Tuesday 4th July 2017 New Year 7 Parents' Evening

Thursday 6th July 2017 Year 7 Boulogne Trip

Wednesday 19th July 2017 Last Day of Term for Pupils

Thursday 20th July 2017 Inset Day

Friday 21st July 2017 Inset Day

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STANWELL SCHOOL YSGOL STANWELL ADDITIONAL LEARNING NEEDS POLICY

This policy has been drawn up in line with the Special Educational Needs and Disability Act 2001, the Disability Discrimination Act 2007 and the Equality Act 2010. The aims and objectives of the policy. 1 : 1 The main aim at Stanwell School is to develop the full potential of each pupil in all aspects of school life and in

order to achieve this aim, the school has a whole school approach towards pupils with Additional Learning Needs (A.L.N.).

The aims of the school apply equally to pupils with Additional Learning Needs and they are: * To help pupils to use language effectively when reading, writing, listening, and speaking. * To enhance numeracy. * To provide a scientific and technological base which assists the acquisition of skills, knowledge, and

understanding. * To encourage pupils to participate in A.L.N. assessment procedures, in agreeing and implementing

appropriate strategies, setting targets and involvement in self assessment. * To develop creative and aesthetic skills and appreciation. * To teach pupils about the development of mankind, and help them understand the history,

geography, religions and all aspects of the world in which we live. * To develop mental and physical skills which promote physical well-being and self awareness. * To instil respect for moral values and tolerance of others. * To help pupils develop lively, enquiring minds that approach tasks logically and persevere to achieve success. The school plays an important part in assisting the personal and social development of pupils as they mature and the objectives are: * To encourage pupils to have high expectations of themselves. * For pupils to develop a set of values which includes truth, honesty, consideration for other people,

and good manners. * To encourage pupils to develop sensitive relationships within the school community and their lives

outside the school. * For pupils to develop self-discipline. The whole school approach to A.L.N. gives all pupils access to a broad, balanced and relevant curriculum in

line with the National Curriculum and the school’s stated aims. The named person for A.L.N. 1 : 2 Mrs P Williams is the school’s A.L.N. co-ordinator with responsibility for the day-to-day operation of the

school’s A.L.N. policy. Page 1 of 4

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1 : 3 Mrs P Williams, in her role as Head of Learning Support, is also responsible for organising a variety of learning

strategies throughout the school. 1 : 4 The A.L.N. team, together with Heads of Department co-ordinate the education of pupils with A.L.N. Admission Arrangements. 1 : 5 All pupils are admitted to the school in accordance with the school’s admissions policy. Issues related to access. 1 : 6 Buildings recently completed at Stanwell have been built in accordance with current legislation and therefore

have lift facilities, disabled toilets, wide door access and wheelchair access. Extensive computer facilities are available in several areas of the school and are intended for the use of all pupils.

2 : 1 Allocation of resources to and amongst pupils with A.L.N. Resources are allocated to subject departments and to the A.L.N. team to meet the requirements of the

A.L.N. pupils. This provides for teaching of pupils with specific learning difficulties, support teachers in subject departments, and provides additional support teaching for designated pupils and various additional learning needs teaching resources and materials.

2 : 2 Identification and assessment arrangements. A.L.N. pupils are identified by various means: i) as part of the school’s extensive Primary/Secondary transfer procedure. A.L.N. forms an important

aspect of the information gathered in this process; ii) information from outside agencies e.g. educational psychologist;

iii) referral by parents; iv) referral by teachers; v) as part of the school’s assessment procedures.

Detailed assessments are made of all A.L.N. pupils by the A.L.N. team as part of the teams assessment

programme and procedures. Extensive records are maintained for each pupil together with the school’s A.L.N. register. All these

procedures are in accordance with the Code of Practice introduced by the S.E.N. and Disability Act 2001 and are reviewed regularly.

2 : 3 Arrangements for providing curriculum access. Within the context of the whole school approach to A.L.N. all teachers are deemed to be teachers of children

with additional learning needs. Each department has a designated member of staff with responsibility for pupils with A.L.N. and, together with the Head of Department and A.L.N. Co-ordinator, are responsible for developing strategies to meet the additional learning needs of pupils in line with all pupils’ right to a broad, balanced and appropriate education.

Page 2 of 4

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2 : 4 Integration All pupils with A.L.N. are integrated within their peer groups with those pupils experiencing the greatest

difficulties receiving support from the A.L.N. team, subject departments and the pastoral teams. The varied provision of the A.L.N. department includes learning support lessons, support teaching for pupils in mainstream classes, team teaching, smaller differentiated groups based on ability, differentiated material, individual programmes of work, together with individual tuition and counselling. There are also Literacy and Numeracy programmes which involve all learners

Pupils are encouraged to work to their full potential and fully participate in all aspects of school life staff

recognising their strengths as well as appreciating their A.L.N. 2 : 5 Criteria for evaluation. The school evaluates the success of its A.L.N. policy by:

i) close monitoring of the use of resources; ii) regular reporting from support staff;

ii) having effective assessment and identification procedures; iv) maintaining individual programme and results;

vi) keeping detailed records of A.L.N. pupils; vi) monitoring the number of pupils on the A.L.N. directory and the numbers of pupils at each stage of

the A.L.N. directory and the numbers of pupils at each stage of the code. 2 : 6 In the event of any complaint regarding pupils with A.L.N. contact should initially be with the A.L.N. Co-

ordinator who will investigate the matter fully. Should this prove unsatisfactory, the complaint would be referred to the Headteacher who will follow the procedure set out in the school’s Curriculum Complaints Procedure.

3 : 1 A.L.N. Training development forms an important part of the school’s INSET programme of staff development

for the whole school, subject departments and the A.L.N. team. There is a planned programme of INSET designed to meet current needs and proposed future developments. A.L.N. staff are encouraged to obtain further qualifications as part of their personal Professional development. 3 : 2 The school makes regular use of, and works closely with, the support services and outside agencies such as

the school’s E.W.O. school medical officer, occupational therapist, nurses concerned with diabetes and cystic-fibrosis when appropriate.

3 : 3 The school recognises the importance of working closely with the parents of pupils with additional learning

needs and the partnership involved. Parents are encouraged to contact the school at anytime to discuss their child’s progress or any concerns. A set time is allocated each week to enable parents to meet with Mrs P Williams and other members of the ALN team.

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STANWELL SCHOOL

Page 3 of 4 YSGOL STANWELL

ADDITIONAL LEARNING NEEDS POLICY Regular contacts are made with A.L.N. pupils’ parents both on an individual basis and as part of the school’s

established programme of parental meetings. Good working relationships are developed with parents and close and positive links are maintained. Parents discuss particular issues and make useful contributions and their children’s progress is regularly reviewed in line with the Code of Practice.

3 : 4 Links and integration programmes have been established when appropriate with other mainstream schools

e.g. special schools and colleges. 3 : 5 The school works closely with Social Services where appropriate, various health services and the educational

welfare services.

Reviewed by: Date:

SO Sep 2016

Approved by Governing Body:

November 2016

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PUPIL BEHAVIOUR

Staff at Stanwell aim to teach effectively in a disciplined environment setting the highest standards in

work and behaviour. Parents/carers are encouraged to take an active and supportive interest in their children's work and

progress. Pupils are expected to co-operate with staff, to respect the feelings and property of others and accept the

authority and rules of conduct of the school.

RULES TO FOLLOW Be punctual and bring all the necessary equipment

Listen to and follow instructions promptly Work hard on your task and complete it in the given time

Allow others to work and speak undisturbed Follow the safety rules for each room or area

If in doubt: ask

REWARDS To help you and help your learning:

Awarded subject stamps/stickers/certificates/merits Praise from subject/department staff

Praise from senior staff Letter of praise/phone call home

Privileges

BEHAVIOUR CHECKS When you choose not to follow the rules

Warning Removal to another place in room

Detention during school day After school detention – letter home

Removal to another room to Head of Dept/Year Tutor

SERIOUS MISBEHAVIOUR Serious misbehaviour such as theft, vandalism, fighting, bullying, the use of unacceptable language or

persistent misbehaviour may result in a letter home, exclusion from lessons and/or exclusion from school. REPEATED SERIOUS MISBEHAVIOUR OR VERY SERIOUS MISBEHAVIOUR INCLUDING ILLEGAL ACTIVITIES

WILL RESULT IN PERMANENT EXCLUSION FROM SCHOOL.

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ACCOMMODATION/SECURITY AT STANWELL SCHOOL Within the buildings great attention has been paid to the facilities required for effective learning and organisation, with high quality teaching and specialist rooms grouped together. Teaching takes place in classrooms that are organised into distinct areas: English, Humanities, Mathematics, Modern Foreign Languages, Additional Needs and Welsh are based in departmental suites of rooms. Art, Business Studies, Dance, Design Technology, Drama, Information Technology, Media Studies, Music, Physical Education and Science each have specialist accommodation. The most recent additions are a new professional recording studio to enable pupils studying Performing Arts to further expand their skill set and the completion of the synthetic turf all-weather pitch and natural sports pitch. The School also has a variety of dining facilities, all of which have been upgraded in the last three years, and a purpose - built auditorium/assembly hall. The buildings include the provision of lifts, ramps and toilets to allow access for pupils and visitors with disabilities. There is one toilet for every 20 pupils and these facilities are modern and hygienic and are cleaned at regular intervals throughout the day in order to maintain high standards. We are fully committed to providing catering facilities of high quality and kitchens and food storage facilities have been upgraded to ensure freshness and high standards. The addition of a caffeine-free Tea and Coffee Pod has been well received and further adds to pupils’ refreshment facilities and options. In November the School’s catering facilities were once again given the highest possible (5) Food Hygiene Rating (Wales). Security has been given high priority and improved by the construction of inter-linking buildings, forming an enclosed space for pupils at the heart of the site. The single entry point to the School is directly in front of the Reception building and allows supervision of entry to and exit from the site. The recently installed gate on Victoria Road, which now provides access to the new foot-path, has further improved pupil safety and site access. Upgrades to the fire alarm system and security system are now complete. The school is very proud of its current facilities and makes every effort to ensure that the maximum use is made of them for the benefit of all its pupils. Through our ongoing maintenance and development programme the school’s skilled Site Team ensures that Stanwell will continue to provide an excellent learning environment in the years ahead. Continued investment in the School’s ICT equipment and facilities has resulted in the redevelopment of the ICT suites and has ensured sector leading provision. The installation of a high speed wifi network throughout the School and direct sourcing of Broadband has further improved both the capacity and reliability of the IT infrastructure. Finally, banks of mobile devices ensure pupils and staff can access ICT facilities in all areas of the School and these continue to be expanded regularly.

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STANWELL SCHOOL YSGOL STANWELL COMPLAINTS POLICY AND PROCEDURES

This policy and the procedures which accompany it have been drawn up in line with Section 29(1) of the Education Act 2002 and using the Complaints procedures for school governing bodies in Wales Guidance of October 2012. There are other statutory processes for complaints and appeals relating to the curriculum, Additional Learning Needs, religious worship, admissions, exclusions, staff grievance, teacher capability and staff disciplinary. The Role of the Complaints Policy and Procedures The policy is a way of ensuring that anyone with an interest in the School can raise a concern, with confidence that it will be heard and, if well founded, addressed in an appropriate and timely fashion. The policy and procedures make it clear how complaints will be dealt with, that all complaints will be treated seriously and responded to as quickly as possible in order that they can be resolved at an early stage and without recourse to additional procedures. The complaints procedures aims to be impartial, fair to all parties and applied consistently The person dealing with the complaints will endeavour to:-

• Establish what has happened so far and who has been involved • Clarify the nature of the complaint and what remains unresolved • Meet with the complainant or contact them if unsure or further information is necessary • Clarify what the complainant feels would put things right • Talk to those involved in the matter and/or those complained of, allowing them to be accompanied if

they wish • Approach matters with an open mind and; • Keep records

Complaints will be kept confidential with only those involved in investigating and making decisions being made aware of the nature of the complaint. As a general principle the accused person is entitled to know the substance of the accusation, however there may be occasions when the governing body decides to withhold information. The Complaints Procedure includes:-

• The roles and responsibilities of all those involved • Procedures for dealing with complaints of various types • Timescales for dealing with complaints • Procedures for recording and monitoring complaints • Procedures for implementing any actions arising from the resolution of complaints or from monitoring

trends Page 1 of 2

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STANWELL SCHOOL YSGOL STANWELL COMPLAINTS POLICY

Those investigating the complaint will ensure that the substance of the complaint is not one that may be dealt with under any other procedure e.g. child protection, staff discipline etc. Any complaint which appears to relate to alleged criminal activity will be referred immediately to the Headteacher; if the Headteacher is the subject of the allegation the complaint will be referred to the Chair of Governors. The school’s procedures cannot cover every eventuality. A generic approach has been developed for dealing with complaints with adaptations for the less usual form of complaint. Stanwell School Governing Body has a nominated Complaints Officer and has established a Governing Body Complaints Committee which will usually be made up of at least three governors with the membership of the committee reviewed annually. A summary of the Complaints Policy and Procedures is published as part of the school’s prospectus and the full document is made available on request.

Reviewed by: Date:

SO July 2016

Approved by Governing Body:

Nov 2016

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STANWELL SCHOOL YSGOL STANWELL

SCHOOL RULES

1. General Behaviour Pupils of the school should, at all times, in and out of school, act with consideration and courtesy towards others.

2. Times for the School Day

The normal school day should be regarded as from 8.30 a.m. to 3:05 p.m. Morning: Pupils should be lined up in the courtyard by 8.35 a.m. School starts with registration at 8.40 a.m.in lesson one. The final lesson of the day ends at 2.55 p.m.

3. Lunch Arrangements

All pupils remain on the school premises throughout their lunch period.

4. Indoors a) Movement - inside the school buildings is to be made quietly in single file on the left-hand side of

stairs and corridors. b) Entrances/Exits - pupils must use the entrances and exits prescribed to them. c) Entering School Buildings -

i) No pupil is allowed inside the buildings (other than the Dining Hall), during mid-morning break or during the lunchtime, unless authorised.

ii) When authorised, pupils will be allowed indoors in unfavourable weather in specified areas.

5. Out of doors a) Pupils are not allowed to leave the school premises during school hours without permission from

senior staff. This includes pupils with dental or medical appointments. b) During the normal school breaks, pupils will use such areas as will be prescribed to them. c) Cycles: Owners are responsible for security of cycles and are advised to participate in the police

scheme of registering frame numbers with them. Cycles should be left only in designated areas d) During breaks, games including football are permitted on the tennis court only and on the field in

summer. NO games of any type in the courtyard. e) Pupils should travel directly between home and school and not make arrangements to ‘hang around’

or meet up with friends not attending Stanwell. f) Full school uniform must be worn on the journey to and from school. g) Pupils must not use lanes, except to gain access to their own homes. h) Pupils must not engage in conversation with strangers or accept handouts or flyers. i) Pupils must report any strange or unusual events to the school or parents.

6. Absence

The school should be informed by telephone or in writing as soon as possible. A note must be brought on return to school after any period of absence, explaining the absence. Please note that family holidays in term time are not approved and are actively discouraged by the school.

7. Punctuality

Punctuality must be observed at all times. Any pupil arriving after registration must report to Reception and sign in. Lateness without reasonable cause incurs an appropriate penalty.

8. Equipment

21

Pupils are expected to bring equipment required for lessons e.g. exercise books, pens, pencils etc. All textbooks, library books, materials and equipment remain school property on loan to pupils. All personal equipment must be clearly marked.

9. Homework Planners Should be taken to all lessons and signed by parents/carers weekly.

10. Prohibitions

a) No inappropriate magazines or reading matter may be brought into school. b) No article which may cause physical or material harm is to be brought to school. This includes

matches and cigarettes and particularly illegal substances and weapons, possession of which will lead to permanent exclusion.

c) No electronic equipment of any sort: e.g. radio/personal stereo, mobile phone, pager, camera, mp3 players or other electrical equipment is to be brought to school unless officially authorised. Any such items will be confiscated by staff and detention will be issued to pupils. Sixth form students are allowed to bring tablet devices or laptops for use in lessons or the sixth form area if they have signed the appropriate use agreement.

d) Chewing gum must not be brought to school. e) No liquid paper correcting fluid (e.g. Tippex) must be brought to school. f) No notices may be put up without the permission of the senior staff.

11. Dress and Appearances - see separate uniform list which encourages a smart appearance at all times.

Make up and jewellery are not allowed. 12. All pupils are expected to take pride in maintaining a high standard of tidiness and cleanliness in and

around the school premises, and have respect for the school buildings and equipment. Any vandalism will be treated as a serious offence and appropriate action taken.

13. Smoking is absolutely prohibited in school, on the way to and from school and in any other circumstances

in which the good name of the school would be brought into disrepute. Pupils in the company of other pupils smoking will also be punished. It is now an offence to smoke anywhere on the school site.

14. The school takes no responsibility for money or valuables. These should be kept on the person, in lockers

or entrusted to a member of staff for safe keeping. 15 Detention

a) Break/Lunch Detentions: pupils must be given the opportunity to collect and eat their lunch. b) Detentions after 2:55 p.m. up to 1 hour may be held on any evening subject to 24 hours written

notice which is given to pupils, and it is their responsibility to inform parents that they will be late home.

c) School detention organised by senior staff is held weekly for one hour after school, normally on Thursdays, subject to 24 hours written notice which is given to pupils, and it is their responsibility to inform parents that they will be late home.

16. Medication

No member of staff administers or supervises medication. Any pupil who needs to bring medicines or analgesics to school must report to their Year Tutor providing a written explanation from their parents. The medicine or analgesics for that day only must be in an appropriate container as issued by the dispensing pharmacist and clearly labelled with the name of the medication and the pupil's name and form. Whilst all staff receive regular Epi-Pen training teachers are encouraged to contact the designated first-aiders if they feel such action is appropriate. November 2016

22

SCHOOL UNIFORM

School Uniform

1. FOR BOYS AND GIRLS Wearing uniform is compulsory for all school occasions, including the journey to and from school. Failure to comply could result in exclusion from class/school. Uniform regulations are implemented by all teachers. The uniform is simple in design, where interpretation is necessary, acceptable uniform is decided by the senior staff.

TOP COATS: Plain top coats must be black or navy blue. The following are NOT allowed: coats/jackets with lettering, logos or motifs. Coats/jackets containing unacceptable material e.g. leather (real or lookalike), denim, corduroy, fur (real or artificial) etc. It is unacceptable to wear baggy jumpers, cardigans, hooded tops, tracksuit tops etc. as a top coat. Fleece coats must have the new simplified school badge.

SHOES: (Classic/Traditional/Formal) Black, low heeled/flat school shoes. (NO boots, high heels, trainers, sporting or casual styles, no Velcro or platform soles, of any kind).

SCHOOL TIES: Must be worn correctly. There are distinctive ties for Key Stage 3, Key Stage 4 and the Sixth Form.

SCARVES: In very bad weather, out of doors, if accessories such as scarves are allowed, they must be plain black or navy with no motifs.

HAIR: No unacceptable hair styles e.g. unusual dyes, excessively long, short or shaved etc. No shaved heads, beards or facial hair. Hair accessories for girls only should be simple and in school colours.

JEWELLERY: No jewellery, no earrings, facial piercings, rings etc.

MAKE UP: Make up and nail varnish are not allowed.

BADGES: No badges or motifs are permitted on any item of clothing except the school badge and those connected with school activities and County or National sports colours.

2. UNIFORM FOR GIRLS

Plain knitted navy v-necked pullover with school badge. Navy pin stripe skirt of approved length and approved style (A line without slits) OR navy pin stripe trousers of approved design and material*. Navy socks of appropriate length. Plain white traditional school shirt. Navy cardigan with school badge.

* Please note that from September 2016 there will be a new, pleated skirt with the School badge sewn on which must be worn by all Year 7 girls. This is being phased in for all Year Groups from September 2016 onwards.

3. UNIFORM FOR BOYS Plain knitted black v-necked pullover with new school badge. Black school trousers. (NO cords, jeans, chinos or other casual trousers).

23

Plain white traditional school shirt. Black socks. Black cardigan with school badge.

GENERAL EQUIPMENT

It would be helpful if the following equipment could be provided: dictionary, pen, pencil, eraser, 30cm rule, calculator, atlas, geometrical instruments, e.g. compass, protractor, set square.

GAMES AND P.E. FOR GIRLS

Navy and gold PE shirt Navy and gold skort

Training shoes (preferably not black soles); Navy blue tracksuit with School logo (optional) / Leggings with School logo (optional); Towel.

GAMES AND GYMNASTICS FOR BOYS

Navy and gold PE shirt Navy and gold shorts Navy and gold reversible rugby shirt Navy rugby/football socks Rugby/football boots (with studs) Training shoes (preferably not black soles) Navy blue tracksuit with School logo (optional) Towel

If you have any comments on the school uniform please contact Mrs C Kynaston Deputy Headteacher

The following shops stock school uniforms: A Class Apart

YC Sports

If, for any reason, there is a temporary short-term deviation from full school uniform, parents must write a letter to the Year Tutor explaining the reason why full uniform is not worn and give the date when full uniform will be worn.

ANY ITEM OF CLOTHING NOT LISTED ABOVE IS NOT SCHOOL UNIFORM.

ALL CLOTHING MUST BE CLEARLY MARKED WITH THE OWNERS FORENAMES, NOT INITIALS, AS WELL AS SURNAME

Uniform is reviewed annually. Changes may be made. Before parents purchase any items of uniform please obtain the most up to date list for September term.

July 2015

24

Clubs and Activities at Stanwell Staff members at Stanwell provide a wide range of clubs and activities to enhance the normal classroom lessons. The provision of extra-curricular activities can vary depending upon staffing and the enthusiasm of the pupils. Governors are pleased that the hard work of the teachers is supported by the pupils who take advantage of the extra activities offered. The three most popular areas for extra-curricular activities are performing arts, sport and the Duke of Edinburgh Award Scheme. A timetable of all the extra-curricular activities for 2016-17 is now available on the school website in the students’ section. The Year 11 Homework clubs timetable is also published in the students’ section of the website and on Moodle.

Duke of Edinburgh

The Duke of Edinburgh (D of E) programme continues to do well as an extra-curricular option. For this academic year 2016-17 year 9 pupils have enrolled on the Bronze Award for the first time. 180 Year 9 pupils have signed up for the Bronze Award and 172 pupils have enrolled in year 10. Those taking part in the Silver Award are from the year 11 cohort, of which 70 will be able to enrol for the Gold award. As recognition for the large numbers of pupils enrolled on the D of E scheme, and the significant number of Years 11 and 12 students who took part in a young leaders course last year, we had the visit from HRH Earl of Wessex to see the pupils in action.

Further to this visit the young leaders are now attending Westminster Abbey for a service celebrating 60 years of the D of E award with members of the Royal family.

We wish to thank staff, parents / carers and the PTA for their continued support which has been a vital component in the successful expansion of the programme and the greater number of completions of the Award.

Performing Arts at Stanwell There are many aspects of the performing arts which distinguish this area of the curriculum as special. Hundreds of pupils regularly participate in extra-curricular activities; for example, the senior musical in December and the Junior musical in the Summer involves over 400 pupils in a wide variety of activities; the peripatetic music lessons again involve hundreds of pupils on a weekly basis.

The specialist teaching areas for drama, dance and music, complemented by the school auditorium, make the facilities exceptional. The school has a long tradition of staging many successful productions and the last twelve months has seen events involving more pupils than ever before.

25

Governors are pleased to support the specialism that has developed at the school and to support the view that Performing Arts are special at Stanwell. In recognition of this the school has been recognised as a Welsh Government Lead Creative School. Sport at Stanwell There are many pupils who represent the county in sports such as athletics, cricket, rugby, basketball, netball and hockey. Stanwell pupils take part in a wide variety of competitions at county and national level and details of individual and school achievements are published in newsletters and via the schools’ website. The annual Sports Awards Ceremony recognises and celebrates the commitment and achievements of participants in individual and team sports and has served to raise the profile of the importance of physical wellbeing throughout the school. There are many school teams in sports such as rugby, football, hockey, cross country, basketball, tennis and athletics that take part in fixtures after school and at weekends. Sport is an important aspect of Stanwell’s many extra-curricular activities. The school enters county/national competitions in gymnastics and trampolining and there are also badminton and basketball clubs. The school is part of the ‘5 x 60’ scheme where pupils are encouraged to take exercise for 60 minutes on each of five days per week.

26

INCOME AND EXPENDITURE ACCOUNT; YEAR ENDED 31st MARCH 2016

INCOME

£

Annual Maintenance Grant

£7,732.054

EIG Grant

182855

Other LEA Grants

-2978

Other Income

747,574

TOTAL INCOME

8,659,505

EXPENDITURE

Staff Costs

6,793,987

Premises Costs

207,950

Other Occupancy Costs

291,119

Educational Supplies & Services

914,949

Other Supplies & Services

537,825

TOTAL EXPENDITURE

8,745,830

EXCESS INCOME OVER EXPENDITURE -86,325

BALANCE B/F FROM PREVIOUS YEAR 274,368

BALANCE C/F TO NEXT PERIOD

188,043

27

Destinations 2015-16

Year 11 Cohort

Year 12 Cohort Year 13 Cohort

Percentage of pupils continuing full-time education at Stanwell: Percentage of pupils continuing full-time at another school:

82%

2%

93%

1%

0.5%

1%

LEAVERS: PUPILS WHO LEFT THE SCHOOL SECTOR

Percentage of pupils continuing full-time education at: i) attending further education, sixth form or tertiary college ii) attending a higher education college

10% -

1%

0%

0.5%

80%

Percentage of pupils now in: i) Full-time employment

ii) Youth Training

6% -

4%

0%

10%

0%

iii) Other (including part-time education or employment or unknown)

0%

1%

8%

Pupil Performance Targets 2016/17

2017 KS3 Targets 2016 Actual



Eng (L5+) 98% Maths (L5+) 99% Science (L5+) 99% CSI 96%

98% 96% 99% 95%

Level 2 Threshold 97% Level 2+ Threshold 87% Level 1 Threshold 100% CSI 87% A*-A Target 39% Level 2 Eng 90% Level 2 Maths 90% Level 2 Science 99%

94% 82% 100% 82% 38%

87% 89% 100%

L3 Threshold 100% AWPS 1100

99%

1063

2016 - STANWELL - YEAR 13 Provisional EXAMINATION RESULTS

SUBJECT A* A B C D E U TotalApplied Science 0 0 1 1 0 0 0 2Art 5 2 5 4 1 1 0 18Biology 4 4 7 9 3 2 3 32Business Studies 0 0 4 3 1 0 0 8Chemistry 1 8 5 3 2 1 1 21Computing 0 1 3 1 0 0 0 5Drama 1 5 5 5 0 0 0 16Economics 1 3 2 7 0 0 0 13Engineering 0 0 2 1 2 1 0 6English Lang & Literature 0 2 1 7 4 2 0 16English Literature 0 8 12 12 1 1 0 34Film Studies 0 3 6 2 0 1 0 12French 1 1 3 0 1 0 0 6Further Mathematics 4 3 1 0 0 0 0 8Geography 4 7 7 3 5 1 0 27German 0 1 2 1 0 0 0 4Government & Politics 0 3 3 6 2 0 0 14Health & Social Care 0 0 3 1 9 0 1 14History 2 19 15 17 3 0 0 56Information Technology 0 0 1 18 9 5 0 33Mathematics 11 22 12 8 9 0 0 62Media Studies 0 6 10 15 5 1 0 37Music 0 1 0 1 1 0 0 3Music Technology 0 0 1 1 0 3 0 5Physical Education 0 0 1 0 0 1 0 2Physics 2 4 2 6 0 1 0 15Product Design 0 3 5 5 1 1 0 15Psychology 2 2 6 6 6 0 0 22Religious Studies 1 5 10 13 2 1 0 32Sociology 0 1 1 0 1 0 1 4Spanish 0 1 0 0 0 0 0 1Total 39 115 136 156 68 23 6 543Percentage 7 21 25 29 13 4 1 100Cumulative Percentage 7 28 53 82 95 99 100 100

SUBJECT A* A B C D E U TotalWelsh Baccalaureate Grades 63 73 47 20 0 0 0 203Percentage 31 36 23 10 0 0 0 100Cumulative Percentage 31 67 90 100 100 100 100 100

A2 & Welsh BaccalaureatePercentage 14 25 25 24 9 3 1 100

Cumulative Percentage 14 39 63 87 96 99 100 100

SUBJECT D* D M P U Total

Creative Media 6 5 0 0 0 11Performing Arts 3 0 1 0 0 4Sport 1 1 0 0 0 2Travel & Tourism 0 2 9 3 0 14Total 10 8 10 3 0 31Percentage 32 26 32 10 0 100Cumulative Percentage 32 58 90 100 100 100

203 Students (98%) gained the Welsh Baccalaureate qualification

A2 ADVANCED LEVEL Welsh Baccalaureate

Average points per student = 1074 (which approximates to 4 A s)

A2 ADVANCED LEVEL

BTEC Level 3

GCSE A* A B C D E F G U/X TotalArt 10 15 15 14 1 0 0 0 0 55

Biology 31 33 40 10 1 0 0 0 0 115

Business Studies 0 18 46 45 35 27 8 1 0 180

Chemistry 34 33 26 17 5 0 0 0 0 115

Child Development 1 4 4 5 5 1 1 0 0 21

Computing 0 5 6 7 3 4 1 0 0 26

DT - Graphics 1 1 4 4 4 1 0 0 0 15

DT - Resistant Materials 2 6 10 9 3 1 0 0 0 31

Drama 5 35 16 15 4 0 0 0 0 75

Engineering 1 1 19 26 18 12 7 6 3 93

English Language 28 57 79 92 29 9 4 0 0 298

English Literature 19 59 113 57 13 1 0 0 0 262

Food 0 5 7 4 7 8 1 0 0 32

French 15 18 18 20 10 3 1 0 0 85

Geography 21 30 28 29 18 3 2 0 0 131

German 6 13 10 15 10 4 0 0 0 58

History 40 47 49 23 10 6 5 1 0 181

Information Technology 8 63 86 58 0 0 0 0 57 272

Italian 1 0 0 0 0 0 0 0 0 1

Mathematics 82 46 51 86 13 9 9 2 1 299

Media Studies 2 23 31 11 5 2 2 0 0 76

Music 8 13 9 3 1 0 0 0 0 34

Performing Arts 2 7 3 4 0 0 0 0 0 16

Physical Education 5 6 20 19 16 9 3 0 0 78

Physics 31 31 38 14 1 0 0 0 0 115

Religious Education 40 59 76 44 12 13 5 4 2 255

Science 0 3 34 92 11 1 0 0 0 141

Science Additional 0 4 19 63 11 0 1 0 0 98

Textiles 2 8 12 5 2 0 0 0 0 29Welsh 21 46 50 93 18 9 15 0 0 252

Total 416 689 919 884 266 123 65 14 63 3439

Percentage 12 20 27 26 8 4 2 0 2 100Cumulative Percentage 12 32 59 85 92 96 98 98 100 100

GCSE Short Courses A* A B C D E F G U Total

Physical Education 6 17 17 11 1 1 0 0 0 53Religious Education 0 0 1 2 0 0 2 0 0 5Vocatuional Short Courses

Hair & Beauty 0 0 13 0 0 0 0 0 0 13Money & Finance 0 0 16 0 0 0 0 0 0 16

Vocational - GCSE Equiv A* A B C D E F G U/Q Total

Additional Mathematics 0 45 23 15 0 0 0 0 15 98IVQ Applied Science 0 0 0 25 0 0 0 0 0 25IVQ Science for Work 0 0 0 80 0 0 0 0 0 80Construction 0 0 4 8 0 0 0 0 0 12Facial Massage and Skincare 0 0 13 0 0 0 0 0 0 13Public Services 10 2 5 0 0 0 0 0 0 17Vehicle Inspection 0 0 16 0 0 0 0 0 0 16Work Skills 0 0 16 0 0 0 0 0 0 16

All GCSEs & Vocational Subjects

Total 426 736 996 1012 266 123 65 14 78 3716Percentage 11 20 27 27 7 3 2 0 2 100Cumulative Percentage 11 31 58 85 92 96 98 98 100 100

2016 STANWELL SCHOOL YEAR 11 - EXAMINATION RESULTS - SSSP

Percentage of pupils achieving 5 or more Level 2 passes is 94%.

Percentage of pupils achieving 5 or more Level 2 passes including English and Mathematics is 82%.

673 / 5400

299

entered at least one

qualification

achieved the Level 1

threshold


threshold

achieved the Level 2 threshold including a GCSE pass in

English or Welsh first language and mathematics

Core Subject Indicator (2)

Average capped (3) wider points

score per pupil

Average wider points score

per pupil

100 100 94 82 82 379 601

99 95 87 67 66 353 551

99 95 84 60 58 344 527

100 99 95 84 82 384 666

100 99 95 81 75 385 685

155


qualification


threshold


threshold





score per pupil


per pupil

100 100 92 81 81 373 590

99 93 85 66 65 342 528

99 94 80 56 54 333 502

100 99 93 83 81 374 645

100 98 94 81 74 373 663

144


qualification


threshold


threshold





score per pupil


per pupil

100 99 97 83 83 385 613

99 98 89 68 68 363 574

100 97 87 65 62 356 553

100 100 97 85 83 395 688

100 100 96 82 75 396 706

(1)

(2)(3).. Data not available.

School 14/15/16

School 13/14/15

For details on approved qualifications, point scores and contribution to thresholds, please see the Qualifications Wales website(QiW) at https://www.qiw.wales/For information about which syllabuses are included in each subject area see Notes for Guidance.Average capped wider point scores are calculated using the best 8 results.

School 13/14/15

Number of girls in Year 11 who were on roll in January 2016 :Percentage of girls in Year 11 who:

School 2015/16

LA Area 2015/16

Wales 2015/16

Number of boys in Year 11 who were on roll in January 2016 :Percentage of boys in Year 11 who:

School 2015/16

LA Area 2015/16

Wales 2015/16

School 14/15/16

Percentage of pupils in Year 11 who:

School 2015/16

LA Area 2015/16

Wales 2015/16

School 14/15/16

School 13/14/15

Stanwell School Provisional SSSP 2016Summary of School Performance (1) LA/School No.

Pupils in Year 11

Number of pupils in Year 11 who were on roll in January 2016 :

LA/School No. 673 / 5400

Pupils in Year 11

Number of pupils in Year 11 who were on roll in January 2016 : 299

English / Welsh English Welsh (2) Maths Science English /

Welsh Maths Science

87 87 0 89 100 45 46 45

74 74 77 74 91 41 40 46

70 69 75 67 82 40 38 45

89 89 0 88 96 46 46 46

87 87 0 85 90 46 46 45

Number of boys in Year 11 who were on roll in January 2016 : 155


Welsh Maths Science

83 83 0 92 100 44 48 46

71 71 70 76 89 39 40 47

62 61 66 66 81 37 37 44

86 86 0 89 96 44 46 45

85 85 0 86 89 44 45 44

Number of girls in Year 11 who were on roll in January 2016 : 144


Welsh Maths Science

92 92 0 85 99 47 45 45

78 77 83 72 94 42 41 44

79 78 83 67 84 42 38 46

92 92 0 86 96 48 46 47

90 90 0 84 91 48 46 46

(1) For details on approved qualifications, point scores and contribution to thresholds, please see the Qualifications

(2) Note that the denominator for this indicator is the number pupils in Year 11 who entered Welsh First

..

Wales 2015/16

School 14/15/16

School 13/14/15

Wales website (DAQW) at http://www.daqw.org.uk/

Language, rather than the total number of pupils in Year 11Data not available.

School 13/14/15

Percentage of girls in Year 11 who:achieved an A*-C Grade in : Average Points per pupil in :

School 2015/16

LA Area 2015/16

achieved an A*-C Grade in : Average Points per pupil in :

School 2015/16

LA Area 2015/16

Wales 2015/16

School 14/15/16

School 2015/16

LA Area 2015/16

Wales 2015/16

School 14/15/16

School 13/14/15

Percentage of boys in Year 11 who:

Stanwell School Provisional SSSP 2016Summary of School Performance (1)

Percentage of pupils in Year 11 who:achieved an A*-C Grade in : Average Points per pupil in :

673 / 5400

achieved one or more ELQ (2) only

achieved no recognised qualification





0 0.0 0 0.0 0 0.0

1 0.7 2 0.9 1 0.5

1 0.9 1 1.3 0 0.6

0 0.0 0 0.0 0 0.0

0 0.0 0 0.0 0 0.0

January 2016: 208 January 2016: 90 January 2016: 118

Percentage of 17 year old pupils

entering a volume equivalent to 2 A

levels who achieved the Level

3 threshold

Average wider points score for pupils aged 17




3 threshold





3 threshold


99 1063 98 1025 100 1091

99 900 99 835 98 963

98 825 97 770 99 871

100 1108 99 1086 100 1125

100 1129 100 1121 100 1136

(1) For details on approved qualifications, point scores and contribution to thresholds, please see Qualifications Wales website(QiW) at https://www.qiw.wales/

(2) Entry Level Qualification, rather than the total number of Pupils in year 11... Data not available.

School 14/15/16

School 13/14/15

Number of pupils aged 17who were on roll in

Number of boys aged 17who were on roll in

Number of girls aged 17who were on roll in

School 2015/16

LA Area 2015/16

Wales 2015/16

School 2015/16

LA Area 2015/16

Wales 2015/16

School 14/15/16

School 13/14/15

Pupils aged 17

Stanwell School Provisional SSSP 2016Summary of School Performance (1) LA/School No.

Pupils in Year 11

Percentage of pupils in Year 11 who:

Percentage of boys in Year 11who:

Percentage of girls in Year 11who:

673 / 5400

Number of SEN Unit/Special Classes 2016: 0

Number of Pupils on Roll in NCY 11 2016: 299

5.9

Percentage of 15 year old pupils on SEN register 2016: 11.7

(1).. Data not available.

Percentage of compulsory school age pupils eligible for FSM 14/15/16 (1) :

Used for all Free School Meal benchmarking tables. This indicator is only shown for mainstream secondary schools.

Stanwell School Provisional SSSP 2016School Type: Comprehensive 11-18 LA/School No.Linguistic Delivery: English medium

Stanwell SchoolLA / School code 673/5400LA name Vale of Glamorgan

School Comparative Report: National Reading and Numeracy Tests

Age-standardised score Age-standardised scores enable you to compare each pupil to all other pupils in Wales of the same age (in years and months) who took the sametests in April and May 2016. The tables and charts below summarise the age standardised-scores for each year group in your school, along with your local authority and Wales forcomparison.

Percentage of pupils within each range of scores:

English Reading Welsh Reading NumeracyProcedural

NumeracyReasoning

School LA Wales School LA Wales School LA Wales School LA WalesNCY 2016 2016 2016 2016 2016 2016 2016 2016 2016 2016 2016 2016

7<85 4 12 17 - 5 16 2 10 16 4 9 13Between 85 - 115 62 67 67 - 57 68 55 66 69 59 68 71>115 34 21 16 - 38 17 43 23 16 36 23 17

8<85 3 12 16 - 6 15 1 9 16 4 9 13Between 85 - 115 60 65 68 - 67 68 58 65 69 60 66 70>115 37 24 16 - 27 17 41 27 16 36 25 16

9<85 3 13 17 - 4 16 4 11 17 4 11 20Between 85 - 115 62 65 67 - 69 67 50 62 68 59 64 64>115 35 22 16 - 27 17 45 27 16 37 25 15

Percentage of pupils achieving a score of 85 and above:

Percentage of pupils achieving a score of 115 and above:

NCY7 NCY8 NCY9 NCY7 NCY8 NCY9 NCY7 NCY8 NCY9 NCY7 NCY8 NCY90

102030405060708090

100School 2016 LA 2016 Wales 2016

NCY7 NCY8 NCY9 NCY7 NCY8 NCY9 NCY7 NCY8 NCY9 NCY7 NCY8 NCY90

102030405060708090

100School 2016 LA 2016 Wales 2016

English Reading Welsh Reading Numeracy Procedural Numeracy Reasoning

Numeracy ReasoningNumeracy ProceduralWelsh ReadingEnglish Reading

Progress Measure The progress measure enables you to compare the performance of your own pupils with all pupils who took the same test in the same year group. Theprogress measure makes it possible to track relative performance over time.

The tables below summarise the progress measure for your school, along with your local authority and Wales for comparison. You can: • compare the relative performance of different cohorts of pupils at a given point in time (read the table horizontally);• compare the relative performance of a single cohort of pupils at different time points (read the table diagonally);• compare the relative performance of different cohorts of pupils in your school to your LA and Wales.

Percentage of pupils achieving an average or above average progress measure:

English Reading Welsh Reading Numeracy Procedural Numeracy ReasoningSchoolSchoolSchool LA Wales SchoolSchoolSchool LA Wales SchoolSchoolSchool LA Wales SchoolSchoolSchool LA Wales

NCY 2014 2015 2016 2016 2016 2014 2015 2016 2016 2016 2014 2015 2016 2016 2015 2014 2015 2016 2016 20167 95 95 96 89 83 - - - 95 85 95 96 98 90 84 95 94 96 91 888 96 97 97 88 83 - - - 94 84 96 98 98 90 83 96 93 96 91 879 94 97 97 86 81 - - - 97 84 92 96 96 88 83 97 95 96 89 80

Mean progress measure (excludes disapplied or absent pupils):

English Reading Welsh Reading Numeracy Procedural Numeracy ReasoningSchoolSchoolSchool LA SchoolSchoolSchool LA SchoolSchoolSchool LA SchoolSchoolSchool LA

NCY 2014 2015 2016 2016 2014 2015 2016 2016 2014 2015 2016 2016 2014 2015 2016 20167 1013 1012 1014 1006 - - - 1014 1017 1017 1018 1007 1012 1014 1013 10078 1013 1014 1014 1007 - - - 1013 1018 1016 1017 1009 1013 1015 1013 10089 1010 1012 1014 1006 - - - 1011 1014 1016 1016 1007 1012 1018 1016 1009

Report created by DEWi on 07/09/2016 Page 1 of 2

This report uses data for 2016 for LA and Wales comparative information

Stanwell School LA/School no: 673/5400Vale of Glamorgan

School comparative information: National Curriculum Assessments 2016 with benchmarkingKey Stage 3

Percentage of boys, girls, and pupils achieving at least the expected level (Level 5+):

Boys Girls PupilsSchool 2016 LA 2016 Wales 2016 School 2016 LA 2016 Wales 2016 School 2016 LA 2016 Wales 2016

English 97 90 85 98 97 93 98 93 89Welsh 0 95 89 0 100 95 0 97 92Maths 97 93 88 95 94 92 96 93 90Science 99 95 91 99 97 95 99 96 93CSI 95 90 82 94 93 90 95 91 86

School Performance over time (2012 - 2016)

Contextual InformationBenchmarked against schools with a similar percentage of pupils eligible for free school meals.School's results shown in greyed boxes. Column headings refer to…Quarter 1 School is in the top 25 per cent.Quarter 2 School is in the top 50 per cent but not the top 25 per cent. Free School Meal GroupQuarter 3 School is in the bottom 50 per cent but not the bottom 25 per cent.

Less than 10 percent eligible forFSM

Quarter 4 School is in the bottom 25 per cent.

Quarter 4 LowerQuartile Quarter 3 Median Quarter 2 Upper

Quartile Quarter 1

English 94 96 97 98Welsh 90 93 96Maths 94 96 96 97Science 96 98 99 99CSI 92 94 95 95The benchmarks have been calculated using a three-year average for Free School Meal data.

Notes:1. Figures for Welsh refer to attainment in Welsh first language only.2. CSI = Core Subject Indicator. To achieve the CSI a pupil must achieve at least the expected level 5 in both Mathematics and Science and eitherEnglish or Welsh first language.3. If there were no pupils eligible for assessment in a subject for a particular year the graph will discontinue and showa gap for that year.

English

WelshMaths

Science CSI

Engl ish

Welsh

Maths

Sc ience CSI

English

WelshMath

s

Scienc

eCSI

0102030405060708090

100

Boys Girls Pupils

Perc

enta

ge o

f pup

ils a

chie

ving

the

ex

pect

ed le

vel (

Leve

l 5+)

School 2016 LA 2016 Wales 2016

80

100

English Welsh Maths Science CSI

Perc

enta

ge o

f pup

ils

ach i

evin

g t h

e ex

pect

ed le

vel

(Lev

el 5

+)

Report created by DEWi on 07/09/2016 Page 2 of 2

This report uses data for 2016 for LA and Wales comparative information

Stanwell School LA/School no: 673/5400Vale of Glamorgan

School comparative information: National Curriculum Assessments 2016 with benchmarkingKey Stage 3

Percentage of pupils achieving the expected level (Level 5+)

Boys Girls PupilsSchool 2016 LA 2016 Wales 2016 School 2016 LA 2016 Wales 2016 School 2016 LA 2016 Wales 2016

Welsh Second Language 93 81 76 97 93 89 95 87 82Modern Foreign Language 90 84 81 95 93 90 92 88 86Design and Technology 100 95 90 99 99 96 100 97 93Information andCommunicationTechnology

100 95 91 100 97 95 100 96 93

History 97 93 88 99 96 94 98 94 91Geography 96 92 88 98 97 94 97 94 91Art and Design 100 90 90 100 98 97 100 94 93Music 100 93 90 99 98 96 100 95 93Physical Education 98 94 92 99 98 94 98 96 93

School Performance over time (2012 - 2016)

Contextual InformationBenchmarked against schools with a similar percentage of pupils eligible for free school meals.School's results shown in greyed boxes. Column headings refer to…Quarter 1 School is in the top 25 per cent.Quarter 2 School is in the top 50 per cent but not the top 25 per cent. Free School Meal GroupQuarter 3 School is in the bottom 50 per cent but not the bottom 25 per cent.

Less than 10 percent eligible forFSM

Quarter 4 School is in the bottom 25 per cent.

Quarter 4 LowerQuartile Quarter 3 Median Quarter 2 Upper

Quartile Quarter 1

Welsh Second Language 90 92 94 95Modern Foreign Language 92 92 94 97Design and Technology 97 99 99 100Information and Communication Technology 98 99 100 100History 96 98 98 99Geography 96 97 97 99Art and Design 97 99 100 100Music 98 99 100 100Physical Education 97 98 98 99

The benchmarks have been calculated using a three-year average for Free School Meal data.Notes:

1. If there were no pupils eligible for assessment in a subject for a particular year the graph will discontinue and show a gap for that year.

Welsh Second Language

Modern Foreign Language

Design and Technology

Information and Communication

Technology

History Geography Art and Design Music Physical Education

0102030405060708090

100

Pupils

P er c

enta

ge o

f pup

ils a

chie

ving

the

expe

cted

leve

l (Le

vel 5

+)

School 2016 LA 2016 Wales 2016

0

20

40

60

80

100

P erc

enta

ge o

f pup

ils a

chie

ving

the

expe

cted

leve

l (Le

vel 5

+)

Welsh Second Language

Modern Foreign Language

Design and Technology

Information and Communication

Technology

History Geography Art and Design Music Physical Education

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