Parent Handbook 2016/17

‘King’s Leadership Academy in Warrington is a fantasticexample of a school offering children the best start in life.’David Cameron, Former Prime Minister

King’s leadershiPAcademy Warrington

ContentsPage Section

4 Principal’s Welcome

5 Academic Excellence

6 20 Reasons for choosing King’s

8 Governance

9 Leadership and Staffing

10 All children can succeed

11 Our Values

12 Academic Support

14 2016/17 Academic Tutor Groups

15 2016/17 Academic Tutor Groups

16 Term Dates

17 Academy Day

18 Our Curriculum

19 Our Approach

20 The Academic Arc

21 The Creative Arc

23 The Leadership Arc

25 Leadership Residential Curriculum

26 King’s Gifted and Talented Programme

27 King’s Passport

28 Learning Cycles

30 Enquiry Based Learning

32 Assessment

33 Home-Learning

34 Home Communication

35 Literacy

36 E-Learning

38 Pastoral Care

Page Section

40 Praise and Rewards

41 Professionalism

42 The King’s Charter

43 Working in Partnership

44 Uniform and Appearance

46 Medical Treatment including First Aid

47 Academy Dining

48 Appendix A: Routines at King’s

50 Aspire

3

Child’s Academic Tutor

Your child’s Academic Tutor is your firstpoint of contact with the Academy

Contact Information

School AddressHillock LaneWoolstonWarringtonWA1 4PF

Telephone:01925 817939

General Email:info@kingswarrington.com

Websitewww.kingsleadershipacademy.com

Child’s Academic Leader

Parent Portal Login Details

Username

Password

4

Principal’s WelcomeDear Parent,As Principal of King’s Leadership Academy I amwriting to welcome you to our vibrant learningcommunity. King’s was significantlyoversubscribed again this year and has become apopular choice with both parents and pupils.Ofsted said that teaching at King’s is “oftenoutstanding” and that students are taught andexpected to think for themselves. In light of this,please be assured that we will provide a safe andstimulating environment in which your child willbe happy, make good friends and be challengedin their learning.

At King’s Leadership Academy we have all thefeatures of an independent school within thestate sector and as such we place the develop-ment of character and leadership at the heart ofeverything we do. We ask our students to ASPIREto be more rather than to have more and believesuccess in life does not happen by chance.

At King’s we believe success comes fromsustained effort and preparation, which is why itis very important for students, parents, andteachers to work closely together. With this inmind we provide you with 5 reports a year andallow you to track the progress of your son ordaughter daily through our online ‘Parent Portal’.The portal also allows you to communicateimportant information directly to the academy.

In addition, we offer information evenings duringthe year led by your child’s Academic Tutor sothat parents can speak directly to members of ourteaching staff.

Starting secondary school can be a dauntingtime for a child and their family, at King’s we willdo everything possible to ensure that your childhas a smooth transition from primary school. Toassist you in this process, we have produced our‘Parent Handbook’. This booklet acts as a guide,covering the most commonly asked questions byparents and students. Contained within the pagesyou will find a wealth of information and anoverview of the high standards and expectationsat the academy.

As you read through the content you will seethat we are committed to developing leadershipin all our students through a range of enrichmentactivities and an extended Academy day. Many ofthe details in this booklet provide an insight intothe vast range of opportunities your child willhave at King’s and outline our relentless missionto make every child successful.

At King’s Leadership Academy our curriculum ishighly personalised and has a strong focus oncharacter education. King’s was proud to berecognised as the first winners of the ‘NationalCharacter Award’. We also recognise that thenext generation of learners will accessinformation in a different manner, to support this

each of our Year 7students will beloaned a mobilelearning device toassist their studies.Since lesson contentis stored on thesedevices parents havean additional insightinto the learningthat their childexperiences in theclassroom.

In order to support our students personal andacademic development, the academy providesevery student with a tailored mentoringprogramme with focussed career and Universitytrajectories which we call ‘Flight Paths’.Throughout their journey with us you can beassured that the curriculum will meet their needsand help prepare them for whichever path theychoose to follow in later life.

We hope that you find the information in thisbooklet useful. Please don’t hesitate to contact usdirectly if you have any comments or suggestionsregarding the content.

Best wishes,Shane Ierston

‘This is an academy based firmly on values and the promotion of strong leadership,of which the Principal and his team are excellent examples.’

Ofsted 2014

5

Academic ExcellenceOur MissionProviding a strong academic education is at theheart of what we do. King’s Leadership Academyhas immense strengths in all areas of thecurriculum, and we are fortunate enough to befully staffed by highly qualified teachers who areexcited and passionate about their subjects. Ourteachers possess the skills to inspire, motivate andlead our students to life-long success.

Our ‘mission board’ proudly states that King’sLeadership Academy is a place where students’aspirations become reality. We believe that eachand every one of our students has distinctpotential and ensuring that they fulfil theirpotential is not only our challenge but ourcommitment to you as a parent. Aristotle oncetold his students that the pursuit of excellencehad to become their way of life if they were tosucceed. Occasionally achieving excellence was,for him, not enough. He wanted his students tostrive for excellence each and every day of theirlives. At King’s we believe that this advice, givenover two thousand years ago, still holds truetoday and is a good guide to the achievement ofboth academic and personal success. As anAcademy we do not settle for anything but thebest for each of our students.

Values Strengthen CharacterKing’s firmly believes in ‘character education’. Thevalues and attitudes we live by affect how we

relate to other people and our environment; theypredispose us to respond in particular ways topeople and events and fashion our outlook on life.By framing our approach to educating our youngpeople within a firm set of values we hope tohelp them discover more about themselves andbecome successful contributing citizens.

A Personalised EducationWe are determined that your child will leave us asrounded, confident and balanced young peoplewho will be able to cope with the demands offurther education, the demands of their futurecareers and ready to take their place as leaders intomorrow’s society. We are confident that yourchild will find lots to become involved in andenjoy. It is this capacity to engage at manydifferent levels across various domains oflearning, which is central to life at King’s. We alsoaccept that we now live in a rapidly changingworld; a world in which young people havetotally embraced the new technologies thatpresently surround them. With this in mind wehave decided that each of our young learnersmust be equipped with the latest in hand heldtechnologies and have committed ourselves toproviding iPads for use in the classroom andhome based learning.

Personalised SupportKing’s is more than an Academy, King’s is acommunity. Ask any student, parent, or teacher,

“What do you love most about King’s?”The answer you’ll hear is: “King’s is a family.” As an Academy, we do not believe that astudent’s intelligence is fixed and that some are‘brighter’ than others. We believe that all of ourstudents can achieve excellence if they work hardenough and have the right personalised support.That is why our school day is slightly longer thanother schools; that is why our classes are smallerthan other schools and that is why we onlyemploy highly qualified teachers who are expertsin their field. The Academy is known not only forits exceptional curriculum provision, but also forour uniquely warm, safe pastoral environment.The school is unpretentious and grounded in thestrength of relationships that are the bedrock ofall great communities.

Leadership is our SpecialismWe firmly believe at King’s that to achieveexcellence, the development of leadership andcharacter are the cornerstones of both academicand cultural success. At every stage of your child’seducation we will develop their leadership skillsand prepare them for life in the twenty firstcentury. In choosing King’s, you have not justselected a secondary school but a ‘values led’education that will equip your child for a happyand successful life.

‘Integrity, respect and endeavour have become learnt behaviours, leadingto a strong and intrinsic motivation to succeed.’ Ofsted 2014

6

1 King’s has all the features of an independent school within the statesector

2 The school was established on international research and traditionalvalues

3 King’s places the development of character, service and good citizenshipat the heart of everything it does and recently became the nationalwinner of The Character Award

4 King’s Leadership Academy is open from 7.45am until 5.00pm each dayand offers over 31 hours of tuition each week

5 King’s is committed to developing leadership in all of our studentsthrough the delivery of a bespoke leadership curriculum endorsed andaccredited through the Royal Chartered Management Institute

6 King’s is committed to developing business and entrepreneurial skills inall of our students.

7 All students are given the opportunity to achieve excellence in threeseparate sciences: Chemistry, Biology and Physics

8 During the Foundation Programme (Y7 and Y8) each morning isdedicated to the Academic Arc, whilst the afternoon is dedicated tocreative and enrichment activities through our unique Creative Arc

9 Class sizes are limited to a maximum of 24 students

10 There is a strong emphasis on traditional subjects throughout the school(Mathematics, English, Biology, Chemistry, Physics, Languages,Geography and History are compulsory to Year 11)

11 The Chief Executive of the Great Schools Trust has over 25 years ofHeadship experience and was knighted for services to education. ThePrincipal and Associate Principal were selected by the National Collegeof School Leadership to be ‘fast tracked’ in to Headship

Most state funded schools are subject to central government control and do not experience the same freedom to innovate

Schools in general are subject to control by local authorities

Very few schools outside of the independent sector have character development at the heart of their curriculum programme

Schools usually offer 25 hours of tuition per week.

Many schools now have fund raising days for charities but only a few use these days to encourage the development of entrepreneurial skills in their students

Many schools operate student leadership through school council and prefect systems without it being taught in a specific subject

Only a very selective group of students are selected in Years 10 and 11 todo triple sciences

The majority of schools keep creativity confined within the National Curriculum subjects

Class sizes in the majority of schools lie between 25 and 35 students

Few schools have these as compulsory subjects and have not fully adoptedthe new English Baccalaureate

Only a very few schools have such a high calibre of school leadership

20 Reasons for Choosing King’s

King’s Leadership Academy General Trend in other Schools

7

12 We recognise that the next generation of learners will accessinformation in a different manner and, as such, each of our Year 7students are issued with a personal computer to enhance their studiesboth in school and for home-learning

13 King’s offers French, Spanish, Latin and Mandarin in the Foundationprogramme

14 There are homework support sessions everyday after school. These arecompulsory for students who fail to hand in their homework on timethat day or to the expected standard. Further, an online support serviceenables students to e-mail their teacher which questions linked to theirhome-learning

15 King’s has its own leadership residential curriculum. All students followan annual leadership residential programme aligned to Duke ofEdinburgh Bronze to Gold Awards to further develop individual studentleadership through the outdoor environment

16 All students are offered a focused career and university trajectory fromYear 7 onwards. We call this the King’s Flight Path

17 All of our students use hand held technology to aid their organisation

18 King’s School is aiming to achieve a minimum of 85% of its studentsreaching or exceeding the government’s new performance indicatorssuch as Ebacc

19 King’s recruits high calibre professionals such as doctors, dentists, andsuccessful city professionals to help mentor our students

20 Parents are provided with five written reports per year on their child’sprogress and a minimum of 3 consultation evenings

Only a few schools nationwide have developed this initiative

Most schools only offer one language in Key Stage 3

Few schools have homework support sessions after school every day of theacademic school year

It is mainly schools in the independent sector that concentrate ondeveloping leadership qualities in their students through Duke of Edinburghor Combined Cadet Forces

The majority of schools wait until Year 10 or 11 before introducing acareers programme

Most schools do not offer this kind of technology

Few schools achieve these results nationally

Few schools seek to involve inspiring professionals in their mentoringprogrammes

Most schools only have one or two written progress reports per year

King’s Leadership Academy General Trend in other Schools

“We cannot thank you enough for what you have done this year for our child. We feel incredibly lucky that she has secured a place at King’s and have been delighted at thelevel of progress she has made in her school work. We could not be more impressed with the Academy.” Year 8 Parent

8

GovernanceGreat Schools Trust

Great Schools Trust is a small non-profit makingcompany that has been set up by a group ofleading North West educators who are committedto delivering the advantages of an excellentindependent school education to the children ofthis area without the heavy burden of school fees.The Chief Executive of the company, Sir Iain Hall,has over twenty five years successful experience ofleading secondary schools and has spent the last 5years researching excellent school practice andtraining school leaders internationally.

Chief Executive of Great Schools Trust

Sir Iain Hall

Chair of Governors

Mrs D Vaughan-Massey

Members

Mr C Scotland Academic Standards andCurriculum

Mr A Harper Academic Standards andCurriculum

Mr P Giles Finance & Staffing

Mr D Carter Finance & Staffing

Mr K McGing Finance & Staffing

Mrs D Vaughan-Massey Finance & Staffing

Mrs Hillary Willcock Finance & Staffing

Parent Governors

Mrs N Drake Academic Standards &Curriculum

Mr M Ireland Academic Standards and Curriculum

Staff Governors

Dr A Reay Associate Principal

Mrs K Sharp Vice Principal Designate

Principal (Ex Officio)

Mr S Ierston

The Clerk to the Governors can be contacted at:clerk@kingswarrington.com

School AddressKing’s Leadership AcademyHillock Lane, Woolston, Warrington WA1 4PFTel: 01925 817939

Website www.kingswarrington.com(with links to the parent portal)Email info@kingswarrington.com

‘Governors are continuing to drive up standards in the academy.’Ofsted 2014

9

Leadership and StaffingThe Principal has a Senior Leadership Team tohelp run both the curriculum, pastoral andadministration of the Academy. The SeniorLeadership Team is responsible for a range ofspecific subjects, for developing their staff, for theeffective use of cross-curricular work within theoverall curriculum, and administrative andpastoral tasks. The management approachenables cross-curricular links to be more readilyachieved and encourages teamwork across widesubject disciplines.

Sponsor & Educational Advisor

Sir Iain Hall Chief Executive Great Schools Trust

Senior Leadership Team

Ms K Alderson-Robb Assistant Principal/LeadPractitioner of MFL/Director ofCoaching

Mr B Barker Assistant Vice Principal/LeadPractitioner of Science/Director ofQuality Systems/Head of LowerSchool

Mrs T Coase Assistant Principal/LeadPractitioner of Maths

Mrs E Davison Bursar & Operations Manager

Mrs K Hay Assistant Principal/Director ofStrategic Systems

Mr S Ierston Principal

Dr A Reay Associate Principal

Mrs K Sharp Vice Principal Designate/LeadPractitioner of English/Director ofInnovation/Head of Upper School

Teaching StaffMs M Alexander Practitioner of HistoryMs R Ashley Practitioner of ScienceMrs R Barry Practitioner of Maths & Leader of

ParticipationMr R Birchall Head of IT and ComputingMrs A Black Practitioner of ScienceMr M Bowden Subject Leader for DramaMr P Brennan Practitioner of MathsMs S Brett Subject Lead for PE Mrs N Burrows Practitioner of History & PPE/

Lead of AspireMrs R Culshaw Practitioner of MathsMs F Davies Subject Leader for MusicMs F Foskett Practitioner of GeographyMs L France Practitioner of MFLMs E Gallego Deputy Lead Practitioner for Maths

with KS5 development Mr M Garrity Practitioner of PE & Leader for

Aspire in the Community Mr K Graham Subject Leader of HistoryMs S Griffiths Subject Leader of GeographyMs M Hill Practitioner of English/

Deputy Lead of AspireMs A Hilton Practitioner of PEMs N Johnston Practitioner of MFLMs R McCarthy SENCOMrs E McIntyre Practitioner of ArtMs S Moss Leader of KS4 and KS5 EnglishMs R Nophakhun Practitioner of EnglishMs L Pennington Practitioner of ScienceMs A Purchon Practitioner of EnglishMrs S Reilly Practitioner of DramaMrs A Ridyard Leader of KS3 English & Literacy

initiativesMr J Robinson Practitioner of MathsMr T Rush Deputy Lead Practitioner for

Science & Leader for the C&Linstitute

Ms F Simms Practitioner of MFL

Ms S Taylor Subject Leader for Art & Head ofHouse

Ms E Thackwray Practitioner of English

Learning Support StaffMs S Aldridge Senior House LeaderMrs S Lawrence Senior House LeaderMr D Heavey House LeaderMs L Cawley House LeaderMs J Goode House LeaderMs J Clark Teaching ScholarMrs P Davies Level 4 Curriculum SupportMr K Ferguson Teaching ScholarMr C Hackett Teaching ScholarMs G Moores Teaching Scholar Mr R Bremner-Wright Teaching Scholar

Specialist ‘Creative Arc’ Staff WgCdrDArchibald CCF School Staff Instructor Prof I Combes Maître d'ArmesMs Vi Crane Creative Arc Music teacherMr J Hudson Personal Development OfficerMr J Leighton Academy Rowing CoachSensei N McCaffrey Ju-Jitsu Black Belt Instructor

AdministrationMrs R Ranson Office and Examinations ManagerMr D Barton Network ManagerMrs F Hayes SENCO Admin OfficerMs C Hutton Participation Coordinator Mrs N Nicholls Data ManagerMs L Sutton Admin AssistantMs K Wilson Admin Assistant

CateringDr K Brown King’s Chef Catering Team

Site MaintenanceMr L Wright Site ManagerMr A Humphries Facilities ManagerCleaning Team

‘Inspirational role models are in abundance.’Ofsted 2014

10

Education at King’s Leadership Academy is abouthaving high expectations of our students andhelping them to develop high expectations ofthemselves. Discovering that vital spark whichmakes each child different from every other is keyto our approach to education. Our mission is to:

develop in each of our students the academicskills, intellectual habits, qualities ofcharacter and leadership traits necessary tosucceed at all levels and become successfulcitizens in tomorrow’s world.

Our BeliefsOur beliefs centre around identifying, nurturing anddeveloping potential and hidden talent in everysingle one of our students. Your child, supportedand guided on his or her uniquely tailored andchallenging ‘flight path’ throughout school life, willbecome accustomed to the academy motto of‘Credimus’, Latin for ’we believe‘. Our philosophy isbased on the following premises:

• A firm belief that all young people canlearn Our students will succeed if we believein them and can transfer that belief to them.Hence our motto – Credimus – ’we believe‘.

• High quality teaching mattersWe firmly believe it is not so much what istaught, but how it is taught and we seek torecruit highly qualified staff who candemonstrate passion, enthusiasm andimagination in communicating with youngpeople. We want to ensure that every single

child in our classes is engaged, excited andchallenged by the learning experience at alltimes. We know that learning is too importantto be spoilt by mediocre delivery and our staffmust be relentless in their focus on the needsof individuals. We expect all staff to deliverlessons in line with Ofsted’s ‘outstanding’criteria at all times.

• Expectations matterThe academy has a strong ethos of ‘highexpectations’ and ‘no excuses’. We have highexpectations of ourselves as educators andaccept no excuses for our own lack ofperformance. By accepting these ideals forourselves we continually model them so thatthe concepts become firmly embedded in thedaily life of our students.

• One singular approach will not work forall studentsIf they cannot learn from the way we teachthen we must alter our teaching to fit with theway they learn.

• Some students will need to take longerthan others to achieve that successSuccess is not time limited. It does not matterif it takes two, three, four or even more timesas long as they are successful.

• Some students will need greater supportto achieve that successAll students will need support at some time ontheir educational journey. However, it isimportant that we understand where support

is most needed and ensure that it is in place atthe time of need. We have a ‘four wave’intervention strategy which we use to ensurethat all students maximise their potential.

• Uncorrected learning errors areresponsible for most young people’slearning difficultiesWe assess our students five times eachacademic year. Our assessments are not solelydesigned to discover what our students knowbut also what they don’t know. After eachassessment we have a week set aside in whichwe ensure that any ‘gaps’ in knowledge arefilled and all errors or misconceptions arecorrected. We call this ‘gap analysis’ teaching.We do not move on until each studentachieves ‘mastery’.

• Strong routines enhance masteryYoung people thrive in structured environments.We have introduced a series of academy specificroutines which, if we all constantly adhere to,will help our students succeed.

• Students work harder if praised effectivelyTo enable our students to become more‘mastery-orientated’ we focus on their effortsand not their abilities. We praise them for theirefforts and not their intelligence. The keyingredient in creating ‘mastery-orientated’students is for us to value effort as it is onlysustained effort over time that will lead tooutstanding achievement.

Our Educational Beliefs ‘Teachers use their strong subject knowledge, creativity and skills to ensure thatstudents make good progress in a wide variety of ways.’ Ofsted 2014

11

Our ValuesAt King’s we place great emphasis on thebuilding of strong character traits in all of ourstudents. We firmly believe that strength ofcharacter is the fundamental cornerstone ofacademic success. We use the word ‘ASPIRE’ asan acronym to encapsulate our values. Each ofthe letters stand for one or more ‘character’qualities that we wish to see our studentsdevelop whilst at King’s.

A for Aspiration and AchievementASPIRATION: We want our students to developa real ambition or a dream in life.ACHIEVEMENT: This is each step that they takeon that journey to achieve their ambition.S for Self-awarenessSELF-AWARENESS is the first step towards self-confidence and self-belief. Our students are helpedto understand their strengths and where they needto improve to achieve their ambition in life.P for ProfessionalismPROFESSIONALISM is about self-pride. It isabout encouraging our students to act correctlyin all that they do. It is not about what they dobut more about how they do it.I for IntegrityINTEGRITY is about being honest and truthful atall times. It is also about being true to yourbeliefs and upholding them at all times.

R for RespectIn King’s our respect code covers three specificbehaviours. They are:Respect for ourselves: Work hard, play hard,keep to the code, achieve well.Respect for others: Value our differences andfriendship will grow.Respect for our environment: We only haveone planet and it has limited resources. We needto look after it.E for EndeavourENDEAVOUR means to make every effort andwork hard. Our students will be helped tounderstand that only sustained effort, workingconscientiously and trying their best at all timeswill lead them to achieving their dreams.

ASPIRE ValuesASPIRE is at the heart of King’s. We feel it is suchan important part of the Academy that we devotethe first 3 days of study within the new academicyear to ASPIRE. Further, our values are not justdiscussed in ASPIRE time with Academic Tutorsbut are an integral part of every lesson taught atKing's. Students will hear their Maths teacherrefer to how they can endeavour to solve adifficult maths challenge, or their History teacherask which of the ASPIRE values a King orhistorical leader has shown. Your child will study afamous leader every week by focusing on theirASPIRE values and researching how leadersdemonstrated these during their lifetime. As aKing's student, we also encourage all students toendeavour to use the 7 ASPIRE values in theirown language when responding to written andspoken tasks.

Our Values “Teaching character not only benefits children at school - it also plays a vital role in ensuringthese young people leave school prepared.”

Nicky Morgan, Secretary of State for Education, March 2015.

12

Academic Leaders and Tutors operate within ahouse system that is particularly vigorous andlively. Each house has its own team spirit and itsmembers develop a strong sense of loyalty to it.Students remain in the same house throughouttheir school careers and are encouraged to take onincreasing levels of responsibility as Captains, ViceCaptains, Parliament representatives, numeracyand literacy mentors. Senior students help toorganise whole school events and take a leadingpart in the thriving programme of inter-housecompetitions, which are an enjoyable part ofhouse life. Here there are many opportunities forstudents to discover new strengths and interests,to enjoy themselves and to win recognition ininter-house competitions, for example in sports,debating, English and maths, or to help with therenowned projects associated with the Battle ofHastings, Space Programme, King’s Olympics andSwimming Gala. Academic tutors support studentsin terms of their academic progress and for anymajor pastoral issues that may arise. Having anequal blend of students from Years 7 and 8 acts asa further source of advice, support and leadershipfor younger students.

The Vertical Tutor SystemAt King’s, students in Years 7 & 8 are placed in aVertical Tutor Group. The guidance andencouragement that students need as theydevelop as individuals is provided by this tutorsystem, meaning an equal proportion of studentsfrom each year group are placed in the sametutor group. To ensure that your child will becomequickly at ease with life at King’s, every Year 7 isassigned a ‘mentor’ from Year 8 who are there tobe a friend and a point of advice and support.

The Horizontal Tutor SystemStudents in Years 9 onwards are then placed in aHorizontal Tutor Group, meaning an equalproportion of students from the same year groupare placed in the one tutor group. AcademicTutors will continue to meet regularly as progressmentors during daily Aspire time. In addition tothis, students meet with their Academic Tutorregularly each year to review progress to date andto set targets to take their learning to the nextlevel. By the time students complete Year 11,they will have received lots of guidance andsupport in moving on to their next stage in theirlearning journey.

The Academic TutorEvery student at King’s Leadership Academy issupported by an Academic Tutor, who overseestheir entire journey through the school, discussingtheir academic progress, strengths and areas fordevelopment at frequent intervals, helping themto choose a rich, rewarding life outside theclassroom, and taking a particular interest in allthey do. Academic Tutors report to parentsregularly, and are always available for informalconsultation. Parents will hopefully feel securethat one teacher knows their son or daughterthoroughly, and has the task of helping him orher to become a confident, balanced, successfulindividual. Students in each group represent oneof four Houses, named after famous RoyalDynasties. Further, each tutor group is led by anAcademic Leader, a member of the SeniorLeadership Team, adding a further layer ofexpertise, monitoring and support. The 5 Housesat King’s are:

Hanover House, Normandy House,Tudor House, Windsor House, York House.

Academic Support

“Our school is great and has helped me become more organised in life. We believe in ourselves more than we did when we started and this has helpedimprove our grades so much. We believe in everyone and that everyone can do their best in life.”

Year 8 student

“Staff and students know each other well and enjoy excellent working relationships.”Department for Education Consultant DfE - 2012

13

Academic Tutor TimeAcademic Tutor time takes place for 25 minuteseach day from 8.35-9.00am. The role of theAcademic Tutors is central to the smooth runningof Academy routines but also for the best possibleand widest education and care of students.Academic Tutors will:• take a register by 8.40am. Students who areabsent are then followed up by the ParticipationCoordinator from 8.45am

• meet with students individually to monitor andtrack their academic progress

• check daily that their ‘Uniform and Appearance’is correct to ensure the highest of standards aremaintained

• check their Planner is signed during their‘standards monitoring’ Aspire session and thatany communication between the Academy andhome is recognised and responded to

• lead a reflection and discussion based on theAspire theme, leader of the week and thoughtof the day

• utilise this time for the delivery of Personal,Social and Health Education (PSHE)

ASPIREAt King’s, we strive not just to give our students astandard academic education but to give them anall-round education, to prepare them for theoutside world after they leave King’s as well asthe responsibilities and realities of adult life andincludes key aspects of Citizenship and Personal,

Social and Health Education (PSHE), and at King’s,it is a compulsory non-examined programme forall students. Aspire aims to give students theknowledge, skills and understanding they need tolead happy, healthy, confident and independentlives. Aspire is a five-year structured programme ofweekly discussions at which students consider withtheir Academic Tutor both practical and sensitiveissues. Academic Tutors across every year groupdeliver the Aspire programme weekly for 1 hour,with Public Speaking delivered every week tostudents in Years 7 & 8 through a 1 hour lesson ofPublic Speaking, Philosophy & Ethics (PPE).

ASPIRE ValuesBy constantly applying this value set in ourstudents, we codify the behaviours that wewould wish to see them develop and create apositive climate for their learning and eventualsuccess. Our Aspire values are constantly referredto throughout the daily routine to allow studentsto reflect on their character progress. This awardis given by students themselves through ourpraise focused ‘Shout Out’ assemblies.

AssemblyA whole House assembly takes place once perweek which is led by the Principal and seniorstaff. Houses also meet for formal assemblies withtheir Academic Leader and Tutors. Theseassemblies focus on the Aspire values and arestudent led wherever possible. Assemblies are

intended to be reflective and thought-provokingrather than faith based; we do, however,celebrate Christmas in the traditional fashion andremember those who have given their lives fortheir country in a solemn act of remembrance inNovember.

In order to maintain these high standards for yourchild, we maintain a flexible approach to

Academic Tutor Groups and reserve the right, if itis considered in the best interests of students, tofacilitate movement between the different groups.

Academic Support continued‘The social, moral, spiritual,cultural and aspirational development of students is first class’

Ofsted 2014

Hanover HouseAcademic Leader: Ms K Alderson (AssistantPrincipal/Director for Team Around the Child)

House Leader: Ms J Goode

Hanover House is named after the Hanoverdynasty, the family of monarchs who reigned inEngland from 1714-1901.

Hanover House ‘Leader Mascot’is William Wilberforce, born inHull on 24th August 1759.Upon completion of his studiesat Cambridge University hebecame a politician AlthoughWilberforce campaigned for

many social issues he is best remembered for hisactive participation in getting parliament to outlawthe slave trade. He died in 1833 just 3 days beforeParliament passed the Slavery Abolition Act.

Normandy HouseAcademic Leader: Mr B Barker (AssistantPrincipal/Director of Quality Systems)

House Leader: Mrs S Lawrence

Normandy House is named after the Normandynasty who reigned in England from 1066 -1154.

Normandy House ‘LeaderMascot’ is Sir WinstonChurchill, born in 1874. Hewas a legendary orator andwriter but is best rememberedas the tenacious andforthwright war leader during

World War II. His ability to motivate a nation andthe way he instilled mutual respect throughout atroubled country, led to triumph against a terriblefoe.

Windsor HouseAcademic Leader: Ms S Taylor

House Leader: Ms S Aldridge

Windsor House is named after the Windsordynasty who have reigned in the United Kingdomsince 1917.

Windsor House ‘Leader Mascot’is Queen Elizabeth II. The Queenis Head of State of the UK and15 other Commonwealth realms.The elder daughter of KingGeorge VI and Queen Elizabeth,she was born in 1926 and

became Queen at the age of 25, and has reignedthrough more than five decades of enormoussocial change and development.

14

2016/17 Academic Tutor Groups

Normandy, Windsor & Hanover Crest Academic Tutor: Ms S Moss Co-Tutor: Ms R NophakhunThis Year 11 academic tutor group is named through the affiliation of Year 11 students from both Normandy, Windsor and Hanover houses.

15

Tudor HouseAcademic Leader: Mrs T Coase (AssistantPrincipal/Director of King’s Experience)

House Leader: Mr D Heavey

Tudor House is named after the Tudor dynasty,the family of monarchs who reigned in Englandfrom 1485-1603.

Tudor House ‘Leader Mascot’ isHelen Sharman. She was thefirst British astronaut and, at27, the fifth youngest personto be launched into space onthe 18th May 1991. Afterresponding to a radioadvertisement that captured

her attention; ‘Astronaut wanted, no experiencenecessary’, she was subjected to a strict selectionprocess, and eventually chosen ahead of 13,000other people to fly to the MIR space station, 250miles above earth. She studied chemistry at theUniversity of Sheffield, and gained a PHD fromUniversity of London.

York HouseAcademic Leader: Mrs K Sharp (Assistant VicePrincipal/Director of Innovation)

House Leader: Ms L Cawley

York House is named after the York dynasty, thefamily of monarchs who reigned in England from1461-1485.

York House ’Leader Mascot‘ isEmmeline Pankhurst. She wasborn in Manchester in 1858 toparents who believed radicalchanges were needed to theway the Government ran thecountry. A bright child, she

followed her mother to suffrage meetings. Thepositive influence of her parents, and their respectfor all citizens, no doubt led to Emmeline'sproactive attitude towards gaining the right tovote for women.

Academic TutorsHanoverMr T Rush 10 HanoverMs S Griffiths 10 HanoverMs A Purchon 9 HanoverMs A Hilton WaterlooMs L Pennington Trafalgar

NormandyMr K Graham 10 NormandyMr J Hudson 10 HanoverMrs E McIntyre 10 HanoverMs E Gallego 9 NormandyMs F Davies HastingsMs R Ashley Harlech

WindsorMs S Brett 10 WindsorMr M Garrity 9 WindsorMrs R Culshaw DunkirkMs M Alexander Arnhem

TudorMs F Simms 10 TudorMr P Brennan 10 TudorMr R Birchall 9 TudorMs A Black SolentMs L France Bosworth

YorkMr M Bowden 10 YorkMs F Foskett 9 YorkMr J Robinson TowtonMs N Johnston St Albans

2016/17 Academic Tutor Groups

York & Tudor Rose Academic Tutor: Mrs A Ridyard Co-Tutor: Ms E ThackwrayThis Year 11 academic tutor group is named through the affiliation of Year 11 students from both Tudor and York houses.

16

Tuesday3 January 2017

Monday24 April 2017

Friday21 October 2016

Friday17 February 2017

Friday26 May 2017

Monday31 October 2016

Monday27 February 2017

Monday5 June 2017

Friday16 December 2016

Friday7 April 2017

Wednesday19 July 2017

Other Useful Dates

INSET: The school will be closed to students on:- Thursday 1st and Friday 2nd September 2016

- Monday 2nd January 2017

- Thursday 20th and Friday 21st July 2017

Year 7 Brathay Residential: Monday 17th - Tuesday 18th October 2016

Year 8 Brathay Residential: Monday 13th - Wednesday 15th February 2017

May Bank Holiday: Monday 1st May 2017

Term Dates

September 2016 - August 2017

Start Finish Start Finish

AutumnTerm

SpringTerm

SummerTerm

First Half Second Half

Half-Term Break

Christmas Break

Half-Term Break

Easter Break

Half-Term Break

Years 7 & 11Mon 5 Sep 2016Year 8, 9 and 10Tue 6 Sep 2016

17

Academy Day

Daily StructureThe structure of the day is outlined above. Theschool day commences at 8.25am and finishes at4.00pm Monday to Thursday. On Fridays, theschool day finishes at 2.00pm allowing staff toreview the week and plan for the following week.Every Wednesday afternoon is dedicated to wholeschool enrichment from 2.00-4.00pm.Within this

time frame, students will enjoy a 30 hourteaching week.Students may arrive each morning from 7.45am.A range of after school clubs also take place from4.00-5.00pm Monday to Thursday, from 2.00-3.00pm Friday and Saturday Morning Academy’sand PE fixtures.

Lunch Arrangements Lunchtime lasts for 45 minutes from1.15 - 2.00pmMonday to Thursday, and from 12.15pm - 1.00pmon Friday. A family dining arrangement enables allstudents to sit in their house groups for lunchalong with their Academic Tutor and Leader.

Monday-Thursday

7.45am: Academy opens to students

8.25am: Students to be in school by thistime

8.30am: Student Leader of Day dismissesstudent body

8.35am: ASPIRE

9.00am: Period 1

10.00am: Period 2

11.00am: Morning break

11.15am: Period 3

12.15pm: Period 4

1.15pm: Lunch

2.00pm: Period 5

3.00pm: Period 6

4.00pm*: Students Escorted to main gate byperiod 6 teacher and dismissed

4.00-5.00pm: After School Enrichment Programme

Friday

7.45am: Academy opens to students

8.25am: Students to be in school by thistime

8.30am: Student Leader of Day dismissesstudent body

8.35am: ASPIRE

9.00am: Period 1

10.00am: Period 2

11.00am: Morning break

11.15am: Period 3

12.15pm: Lunch

1.00pm: Period 4

2.00pm: Students Escorted to main gate byAcademic Tutor and dismissed

2.00-3.00pm: After School Enrichment Programme

18

Our Principles King’s Leadership Academy’s principle ledapproach to producing well rounded, responsible,confident and contributing students is to providea broad, balanced curriculum that is deliveredthrough three related and inter-connecting arcswhich together produce an integrated,aspirational and comprehensive experience for allof our students. In summary, our approach iscentred around 7 key principles:

1. Every child has a right to a high qualityeducation

Children who attend King’s Leadership Academyhave a fundamental right to a high qualityeducation. The quality of education will notdepend on the nature of its catchment area.

2. A total belief that every child can succeedEvery child, irrespective of its starting points inlife, has potential. King’s Leadership Academy iscommitted to ensuring that each student’spotential is fulfilled.

3. No excuses are acceptableSome children have a more advantaged start tolife than others. There is a plethora of evidencethat social class, home environment and ethnicitycan affect the starting points of our youngchildren. Social equity is one of our principaldrivers as we seek to ensure the intellectual,social and emotional success of each of our

students. We firmlychallenge those who seekto make excuses or blamethe attitude andperformance of theirstudents for their ownpoor performance.

4. High expectations areessential

Children will not succeedunless we have highexpectations of both ourstudents and our teachers.We ensure that an ethos ofhigh expectationspermeates the day-to-day life of the Academy.

5. High quality teaching and learning ouressential prerequisites if our students areto succeed

Children will not fulfil their potential unless theyare able to access high quality teaching. King’sLeadership Academy adopts strategies to ensurethat all teaching is of the highest possible quality.Good to outstanding teaching is the benchmarkof our school.

6. Character development is an essentialprerequisite if our students are to succeed

Children who attend King’s Leadership Academyhave an entitlement to a character development

programme which permeates the life of theschool. This programme ensures that our childrenwill become successful learners, confident andresponsible citizens as well as effectivecontributers to our society.

7. We are accountable for the success ofevery child

King’s Leadership Academy takes personalresponsibility for ensuring that each child in theschool succeeds. We adopt strategies andprocesses that ensure that there is a frameworkof accountability for all that the schoolundertakes.

Our Curriculum.’“Lessons in the academy are based around thought-provoking questions or hypotheses.”

Ofsted 2014

19

As an 'Independent School' we not only draw ongood practice found both nationally andinternationally, but seek to establish 'next'practice through our innovative curriculumprovision and delivery.

Key StagesThe National Curriculum (NC) is divided into KeyStages which cover a number of years. Duringthe first three years at most schools (Years 7 to 9)students follow Key Stage 3. During Year 9 studentswould then decide on a range of subjects they wishto study at Key Stage 4 in Years 10 and 11. AtKing’s we firmly believe that in order for students tofulfil their true potential, students should progressthrough the Key Stages via their ability, not age.Consequently, we operate a unique ‘waved’approach to key stage progression, wherebystudents may complete Key Stage 3 by the end ofYear 8, and begin Key Stage 4 at the start of Year 9.Given our aspirational progress targets of 1 fullGrade Point per year, we are confident that most ofour students will begin Key Stage 4 in Year 9.

Provision in Years 7 & 8The Academic Arc is allocated 20 study hours perweek which includes a 1 hour ASPIRE session withan Academic Tutor and a 1 hour lesson of PublicSpeaking, Philosophy & Ethics (PPE). This 20 hourprovision excludes the delivery of daily reading andmentoring sessions, each of 25 minutes whichincludes the delivery of a House assembly. TheCreative Arc is allocated 8 hours of study eachweek which includes a weekly lesson (each of 1

hour) in Leadership, Art, Drama or Music, Spanishconversation, computing, 2 weekly lessons ofPhysical Education, and themed enrichmentlessons. At the end of Learning Cycle 5, a range ofcurriculum and pastoral super learning days focuseson different aspects of project based learning,including our unique Historical Reenactments,Space Programme/astronaut visit and excursions toOxford and Cambridge University.

The structure of the Y7 & Y8 academy week

Monday Tuesday Wednesday Thursday Friday

Morningsession Academic Arc (20 hours)

Afternoonsession Creative Arc (8 hours)

After SchoolEnrichment Curriculum enrichment /

/supportadditional support

session(up to 4 hours)

Provision from Year 9As students begin their Senior (GCSE) programmeof study from Year 9, 25 study hours per weekare devoted to the Academic Arc. The remaining3 hours are devoted to Leadership (1 hour) andenrichment (2 hours). Leadership is accredited bya professional body, the Chartered ManagementInstitute (CMI). This 28 hour week excludes thedelivery of a weekly 1 hour Aspire session, whichincludes the delivery of Personal, Social & HealthEducation (PSHE) and academic/career mentoring.At the end of Learning Cycle 5, a range ofcurriculum and pastoral super learning daysfocuses on different aspects of project based

learning aligned to the GCSE curriculum andworld of work programme.

Delivery King’s delivers a broad and balanced educationwhich not only prepares students for publicexaminations but also gives them the confidenceto achieve success in their adult lives. We believethat education should open doors, not close themby premature specialisation. Up to the age of 16therefore, every student receives a broad educationin both Arts and Sciences. All students are taughtin small sets – no more than 24 and usually fewer– thanks to our maximum year group size of 120.In order that every youngster can progress at anappropriate pace, classes are streamed by generalability within the Academic Arc and are mixedability within the Creative and Leadership Arc.

Aspire TargetsSince September 2014, National CurriculumLevels have been phased out. At King’s, AcademicTargets are therefore arranged in nine numbered‘Grade Points’. Grade Point 1 represents theeasiest level and Grade Point 9 the hardest. King’sstudents will start on Grade Point 1, 2 or 3depending upon the results of their inductionassessments. All students are expected toprogress by 1 Grade Point each year, leading tothe attainment of 5 full Grade Points from thestart of their Foundation Programme inSeptember of Year 7 to the end of their SeniorProgramme in July of Year 11.

Our Approach “Students achieve well across academic subjects and a very creative curriculum.

Their oracy and confidence in public speaking are strong.”Ofsted 2014

Stafftraining

20

The Academic ArcThe Academic Arc, delivered during periods 1-4each day in the foundation programme andperiods 1-6 in the senior programme, providesstudents with an inspiring academic experiencewhich is student-centred and stimulating. Wehave adopted a pioneering, global andindependent approach to how we teach. Theissue is not so much what is taught, but how it istaught and our excellent staff are recruited fortheir passion, their enthusiasm andtheir imagination in communicating with childrento ensure that every single child in their class isengaged, excited and challenged by the learningexperience at all times. Amongst the manypedagogical approaches, independent study,group work, problem solving and research are allkey learning strategies. To achieve mastery in allof our students we believe in offering depththrough our Academic Arc provision. Forexample, in both the Foundation and SeniorProgrammes, our students study the subjectsdefined within the English Baccalaureate: English,Mathematics, Science, History, Geography andModern Foreign Languages. In Year 9, studentsalso study English Literature and the threeseparate sciences. We also feel it is veryimportant to provide students with a degree ofautonomy so that they can tailor their studiesand play to their individual strengths.

Foundation ProgrammeFrom Year 7 students are placed in sets by ability

in Mathematics, English, Science, Humanities andLanguages until the end of their ‘foundation’phase in Year 8. The ‘Step Ahead’ programmealso provides students with specific learningdifficulties with the benefit of being taught invery small groups within a class and are assignedto one of our qualified and experienced tutors foreducational support and English and Mathsteaching.

Senior ProgrammeStudents entering Year 9 will begin their GCSEprogramme of study leading to between 9 - 11GCSEs. All students take the core subjects ofMathematics, English, Science, a foreignlanguage and PE. Students must also choosebetween the humanities subjects of Geographyand History, although options to study both areavailable. Up to 2 further focus subjects are thenchosen by the students, allowing individualaptitudes to be developed around the academiccore.

Progress WavesAt King’s we make every effort to tailor thelearning programmes and support that ourstudents need to maximise their potentialthrough the use of four ‘waves of progression’.On entry students will be assigned to one ofthese four waves:

• Wave 1 will be for students whose functionalliteracy and numeracy fall below theirchronological age. Some students who are on

the SEN register may spend some time in thiswave in order that they may access a greaterproportion of one-to-one support.

• Wave 2b will be for students who areconsidered to be functionally literate andnumerate but deemed to have underachievedin their Key Stage 2 SATs.

• Wave 2a will be for students who arefunctionally literate and numerate and havereached national norms in terms of their KeyStage 2 performance.

• Wave 3 is for those students deemed ‘gifted’in terms of their Key Stage 2 outcomes.

All faculties ensure classroom organisation,teaching materials, teaching style anddifferentiation are such that all students,including those with additional needs, can learneffectively. King’s employs a team of highlyqualified Teaching Scholars, whose role is tosupport the teaching and learning of students,where applicable, in the classroom. Althoughthey may be in the lesson to support a namedstudent, it may be considered more beneficial forthem to ‘float’ in the class by working with otherstudents. If you have a student who is not on theadditional needs register or is not receivingsupport that you feel is required, please speak toa member of the Senior Leadership Team.

The Academic Arc “The curriculum is innovative and promotes achievements beyond academic measures.” Ofsted 2014

21

The Creative componentCreativity through Performing Arts, PhysicalEducation and cultural and professional enrichmentstimulates and broadens student’s minds at King’s.

Performing ArtsPerforming Arts is at the very heart of the King’scommunity and all students follow courses inmusic, art and drama. Drama and music at King’salso enable students to work with the very bestpractitioners in modern theatre and peripateticteaching. We endeavour to produce creative andinnovative theatre which is exciting, powerful anddynamic. Indeed, the annual school productionsare highlights of the King’s calendar.

Sport & Physical EducationKing’s’ approach to sport is in line with theschool’s central belief that education is concernedwith the whole human being and that everystudent has the capacity to achieve somethingworthwhile. The main objective of the gamesprogramme is to identify and develop skills inevery student, because achievement in one areaso often proves to be the key to the will tosucceed in school life as a whole. We areextremely proud of our sporting provision. Wepride ourselves on being the only schoolnationally to offer Sword Fencing, Swimming,Martial Arts, & Lacrosse as a core activity for allstudents. In addition to these core activities,students may choose from the following PE

enrichment activities: Cricket, Dance, Fitness,Football, Netball, Rowing, Rugby Union, Softballand Table Tennis. Physical education is alsoaligned to a number of annual leadership andprofessional awards in swimming and life-saving,sword fencing and martial arts. Our professionalstaff includes a Sensei in Martial Arts and one ofthe country’s leading coaches in Sword Fencing,all of which combine to deliver exciting andcutting edge practical learning experiences.

Outstanding performers in any sport are givenevery help and encouragement. If necessary, we may, after consultation with the student’sparents and teachers, arrange for a degree offlexibility in his or her timetable to allow forspecial coaching. For example, King’s employs aspecialist coach in Rowing and students are giventime out of their afternoon timetables to trainand compete.

The Creative Arc ‘...students have made great strides in their personal development since joining the Academy. They arerightly proud of their academy and feel that they are a part of a family rather than a school.’

Ofsted 2014

22

Personalised EnrichmentKing’s also offers a substantial academic, creative andcultural enrichment programme every Wednesdayafternoon and after school daily. More than 50 coursesare offered at any one time each Wednesday, including ahuge range of Sporting related programmes,Conversational Spanish, Creative Writing, Debate Society,Digital Literacy & Web Design, Robotixx, Eco Club, Film &Media Production, Mandarin, Literary Society, STEM,Mensa and much more. In weekly PPE lessons (publicspeaking, philosophy & ethics), leaders in the fields ofliteracy are used to help students develop both confidenceand presentational skills in their weekly lessons. Ourunique link with NASA provides students with theopportunity to meet a real life Astronaut and take part ina space programme whilst our strong partnerships withCambridge, Birmingham and Sheffield universities enableall students to experience life at a top class university firsthand. All of this is delivered wherever possible throughthe assistance of Digital Media, with every student issuedwith the latest tablet device.

Throughout enrichment, extension activities are providedto stretch the more able, including the REACHprogramme for students identified as Gifted and Talented.For example, early entry (age not stage) examination is afeature of the Academy’s work and is supported throughthis programme with the opportunity for students to usethe school facilities to complete coursework, undertakeresearch and use online resources. Where students aremaking limited progress in certain subjects and at risk ofnot making 1 Grade Point of progress per year, additionalstudy support classes and booster sessions are alsoprovided during this time.

The Creative Arc continued

King's Combined Cadet ForceThe aim of the Combined CadetForce is to provide a frameworkthrough which young peopledevelop the qualities of team work,self-reliance, resourcefulness,leadership and responsibility. It alsoaims to engender a sense of publicservice and provides opportunities totake part in military trainingtogether with outdoor activities,including the Duke of EdinburghAward and leadership qualificationsaccredited by the Institute ofLeadership & Management. Allstudents at King’s will have the opportunity to apply for a place on the CCF which has aspecialism in Air Power provided by the Royal Air Force. Every year, the cadet force expandswith 24 new places, with all participants being able to enjoy regular flying & glidingopportunities at RAF Woodvale, going on camps, whilst taking part in all kinds of action,adventure and sports one full afternoon per week.

23

The Leadership ArcIt is a fundamental aim of King’s that we place asmuch emphasis on both leadership and characterdevelopment as we do on academic success.Good leaders are people who have a good visionof where they are going in life, are articulate inthat they have the ability to communicate andalign people with that vision and the confidenceto take people with them. They also display bothintegrity and humility. At the heart of theacademy therefore is the firm belief that we mustaim to create moments when our students cansee and believe in themselves as never beforeand to translate such moments into lessons foreveryday life. In order to unlock leadershippotential in our young people, leadership isdelivered through five components: theoreticalleadership, practical leadership, enterprise, serviceand professionalism.

Leadership Delivery Foundation ProgrammeLeadership is delivered as part of all students’core curriculum in two ways. Firstly, leadershiptheory is delivered by King’s Academic Tutorsthrough novel and exciting leadership packageswritten by our educational partner, TFLEducation, and endorsed and accredited by theRoyal Chartered Management Institute (CMI). TheCMI is the only chartered professional body inthe UK dedicated to promoting the higheststandards in management and leadership

excellence. As part of the King’s drive on literacy,students also complete 5 essays on leadershipevery year and undertake a weekly homelearning task on a famous leader. Every week,and within our House structure, students alsohave a daily ASPIRE session with their AcademicTutor, which focuses on a particular leadershiptrait, famous leadership quote and the work of afamous leader. Secondly, the practical applicationof leadership is delivered through a weekly lessonin Public Speaking, through a raft of leadershipcourses delivered through the creative arc andthrough discovery and adventure withinunfamiliar, outdoor based environments providedthrough our unique partnership with the BrathayLeadership Trust and other leading outdooreducation providers including the Armed Forces.Students can also promote their learning withother schools nationally, through the King’sStudent Leadership Day, and internationally, aswe combine our work with other schools globallyas part of our lead school status within the WorldLeadership Academy.

Senior ProgrammeFrom Year 9 all students begin their Duke ofEdinburgh (DofE) Award. Students continue tostudy Leadership theory as part of their corecurriculum through the 21 unit ‘Being a GoodLeader’ programme. Leadership programmes ofstudy from Year 10 onwards are then accreditedby the Chartered Management Institute. Students

will now gain professional awards from Year 10to 13, through the Key Skills for SuccessProgramme in Year 10-11 and then through theCMI’s Professional Awards in Team Leading andFirst Line Management. This provides ourstudents with a leadership trajectory from Years 7through to 13. For practical leadershipdevelopment, students will continue to undertakeannual leadership residentials through theBrathay Leadership Trust, with the aim to havecompleted DofE Bronze by the end of Year 9,DofE Silver by end of Year 11, and either theGold Award, John Muir Award or NationalCitizen Service by the end of Year 13.

The Leadership Arc “The only real training for leadership is leadership.”Antony Jay

24

The Professional ComponentThroughout the foundation programme in Years7 & 8, students have opportunities to begindiscovering who they are and what possibilities lieahead for them. Our outward-looking approachand our belief that we can and must change theworld we live in is also reflected in our ambitiousand extensive ‘Flight path’ programme. Learninghow to set and achieve goals, finding the perfectuniversity match, life planning and self-discoveryare part of this highly individualised, custom,student-focused experience which begins in Year 7. Working in partnership with prestigiousnational universities, including Oxford andCambridge, we will equip your child with theexperience, skills and qualifications necessary toachieve their goals. In addition, once perfortnight, King’s hosts an external speaker frombusiness and enterprise sectors as part of our‘World of Work’ programme.

The Professional Arc is also designed to allow ourstudents to spend ‘internship’ time in aprofessional setting from Year 10 onwards thusfurther increasing their personal aspiration andambition and giving them a greaterunderstanding of the wider world. Each studentis also allocated a professional mentor drawnfrom the world of business and commerce. Theprofessional mentor will meet with the student

on a regular basis and assist them with theirannual enterprise project.

The Enterprise ComponentA major aspect of the enterprise curriculum is thedevelopment of 5 essential attributes of Businessand Enterprise. We summarise these traits in theacronym DRIVE:• D – Determination • R – Risk Taking • I – Inspiration • V – Vision • E – Effective Teamwork

All students develop these 5 essential traitsthrough their normal programmes of study, yetthrough the formation of strong partnershipswith industry in the local area, students willundertake a variety of curriculum enhancementsthat aim to broaden horizons, raise ambitions andmake the curriculum come alive within the worldof work and enterprise. For example, each yearstudents develop their entrepreneurial and projectmanagement skills through an ‘enterpriseproject’. These projects raise money for local ornational charities whilst our students are taughthow to lead, manage and evaluate the success ofeach project.

The Service Component All students are expected to take a leading role ina number of school programmes each year. Thisincludes school productions, concerts, sports galasand events. As a values-led academy oureducational programmes and structures help ouryoung people develop their leadership skills on adaily basis by creating scenarios where ourstudents readily accept positions of responsibilityand experience their first taste of leadership.Examples of such experiences are listed below:• Homework monitors who collect homework

on arrival in lessons• Leader of the day who checks on all other

leader duties and is responsible for an orderlyline up each morning and afternoon

• Team leaders who check the uniform ofindividual team members during line-ups

• Sports Leaders who are responsible for thedistribution and collection of equipment atbreaks and lunchtime

• Individual Sport Captains• Classroom Greeters who meet visitors when

necessary• Lead Learners who lead learning teams in our

classrooms• Members of the Student Parliament who act

as a ‘voice’ for the student body

The Leadership Arc continued “Without exception, the standard has been exemplary. The attention to detail, thecontinuous feedback, constructive criticism, advise and ability to keep my son ‘on track’

and always ready for the following semester has been superb.”Year 8 Parent

25

Adventure and challenge are inextricably linkedwithin the King’s Leadership Programme. Yourchild will have many opportunities to attend aleadership residential at the Brathay Centrelocated in the heart of the Lake District, offeringthrilling outdoor and indoor adventure activities,with secure and controlled residentialaccommodation. King’s Leadership Academy’sresidential programme uses the outdoors as amedium for learning, allowing students to:• Develop independence through self-

confidence, self-direction and self-knowledge• Sharpen their reflective and critical-thinking

skills• Enhance their appreciation of, and respect for,

the natural environment• Discover personal strengths• Learn how to be effective leaders and

cooperative team members• Gain highly valued Duke of Edinburgh Awards

Through experiential learning of the outdoors,students hone their leadership and team-buildingskills while learning about themselves, aboutothers and about the world around them. Theexpectation is that students will return havingfaced challenges, risks and adventure in theoutdoors and be able to apply the learning toeveryday life.

Leadership ResidentialsThe leadership programme is mandatory in Years7 through to 13, and becomes increasinglychallenging as each year progresses. Specificobjectives are set for each course, as studentsprepare for their senior expedition through theDuke of Edinburgh Gold Award – a 5-daynational/international adventurous expeditionthat includes three days of monitored solitude.All outdoor education instructors are affiliatedthrough our leadership partners, The BrathayLeadership Trust.

The cost of each leadership residential includestravel, meals and accommodation. On return toKing’s, students will then build upon thesepractical experiencesby undertaking theirclassroom basedleadershipprogramme throughour ‘Learning toLead’ curriculumwhere they will gaincertification throughthe CharteredManagementInstitute as part ofour unique status asa World LeadershipAcademy.

Leadership Residential Curriculum

YEAR LOCATION DURATION LEADERSHIP

7 BRATHAY, LAKE 36 HOURS Level 1: PERSONALDISTRICT LEADERSHIP

8 BRATHAY, LAKE 2 NIGHTS, Level 2:ACTION CENTREDDISTRICT 3 DAYS LEADERSHIP

9 LOCAL TRAINING 2 NIGHTS, Level 3: DUKE OF AREA 3 DAYS EDINBURGH BRONZE

(Effective team leader)

10-11 NATIONAL EXPEDITION 3 NIGHTS, Level 4: DUKE OF 4 DAYS EDINBURGH SILVER

(Situational leadership)

12-13 INTERNATIONAL 6 NIGHTS, Level 5: DUKE OF EXPEDITION 7 DAYS EDINBURGH GOLD

(Transformational leadership)

26

At King’s Leadership Academy we define ‘gifted’as having a unique ability in one or more of thesubjects taught in our Academic Arc; whilst‘talented’ is defined as having a unique talent inone or more of the subjects taught in theCreative Arc. We encourage all of our students totake part in our ‘REACH’ programme and havecarefully tailored the programme to meet thepersonalised learning needs of each of ourstudents. This is achievable at King’s because weare committed to being a ‘small school whereeverybody counts’ and we want all students toreach for the stars!

What does ‘Reach’ stand for?Research, Explore, Analyse, Create andHypothesiseWe encourage all of our students to use thelibrary and internet to thoroughly research thetopic they are learning; explore the newknowledge or ideas that they find; analyse theirfindings; create their own ideas and produce ahypothesis which relates to their new thinking. Byfollowing this methodology we enrich, extendand accelerate our gifted students. The ‘Reach’programme permeates our entire curriculum as:• We encourage enrichment, extension and

acceleration in our Academic Arc throughdeeper immersion in each subject and breadththrough the introduction of such extra-curricular studies as critical thinking, chess andphilosophy.

• We encourage enrichment, extension andacceleration in our Creative Arc throughdeeper immersion on each subject andbreadth through the introduction of suchextra-curricular studies as digital creativemedia, photo-shop and digital musiccomposition. Our after school provision alsoenables our most talented students withinphysical education, the arts and performingarts to receive additional tuition.

Whilst we recognise national programmes forGifted and Talented students, we believe all ourstudents to be gifted and talented in manydifferent ways. We ensure that everybody hasaccess to excellence and that whilst there aremany students who are identified as Gifted andTalented, the REACH learning for all students isgiven equal priority. As with all students,stretching and challenging tasks are provided inall lessons, as well as extra-curricular classes andworkshops. Their progress is monitored afterevery learning cycle.

King’s Gifted and Talented Programme

27

As part of the ASPIRE experience, all King’sstudents have an entitlement to a characterdevelopment programme which permeates thelife of the school. This programme ensures thatall of our students become successful learners,confident and responsible citizens as well aseffective contributers to our society through theparticipation in a diverse range of experiencesevery year, covering all facets of school life(music, drama and sport), the local community(charities, community service), and the extendedcommunity (cultural, historic and internationalvisits and residentials). To help students monitorthis journey, they are issued with a King’sPassport. The passport is designed for students toreflect on the wider key skills that the experiencehas provided which is essential for when theycome to ‘sell’ themselves in an interview for a topuniversity or profession. An example of some ofthe experiences that all students have had theopportunity to take part in 2015-2016 include:

• A visit to 2 universities (Oxford and LiverpoolInstitute of Performing Arts)

• A visit to watch a professional performance ofthe Holes production.

• A visit to a world Museum • A leadership residential at the Brathay

Leadership Trust, Lake District • A 2 day city experience to London • A Charity experience supporting the local

community

• A literary experience led by a visiting author • A World of Work programme of visiting

business speakers • A 7 day 'Project Week' experience including a

range of academic and cultural super learningdays

• Certification in professional awards of SwordFencing and Ju-Jitsu

• Certification in leadership awards through theChartered Management Institute

We are also very proud of the opportunities forstudents to participate in a wide variety ofdramatic and musical performances throughoutthe year. Every child also has the opportunity to

take up a musical instrument including the violin,flute, trombone and piano.

Costs of VisitsThe Academy seeks to ensure that the costs ofany visit are kept to a minimum and will look tosubsidise visits wherever possible. However, inorder that these visits can take place a letter isalways sent home well in advance of the visitasking for a parental contribution to be made. Ifthere are genuine financial difficulties we wouldask that you contact your child’s Academic Tutorto discuss the matter further.

The King’s Passport“..a key objective for the school and one that I believe clearly differentiates ‘Kings’ from the standard

comprehensive /high school. The projects completed, real business introductions, school trips andexperiences offered is a credit to school and reflected in the student’s abilities after 12 months.”

Year 8 Parent

28

Young people thrive in an orderly atmosphere where they know exactly whatis expected of them and where the boundaries are. This applies not just tohelping them modify their behaviour but also to the way they learn. Prior totransfer to secondary school the majority of students in primary schools weretaught by just one teacher who, in the imaginative primary school, skilfullywove together the discrete national curriculum programmes. Moving tosecondary school students are presented with discrete subjects, each withtheir own curriculum and attainment targets thus separating the curriculum into a series of well protected silos. During the Foundation Programme at King’swe are trying to open these silos without losing the excitement of studyingindividual subjects. Our two year curriculum is based on ten ‘lines of enquiry’which guide the Learning Plans of each subject area. Consistency in ourapproach helps to maximise their success. To this end all students at King’sfollow five Learning Cycles in all Academic Arc subjects throughout the year.

Summary of Learning Cycle ModelDuring their time at King’s each of our young people will follow up to 35Learning Cycles in each subject with each new module building upon theknowledge, skills and attributes of the previous module. Put simply, aLearning Cycle is not a stand-alone programme of study. It is an importantpart of a five year learning journey that will take your child from the end oftheir primary education to graduation at GCSE. Each subject’s ‘Learning Plan’details the programme of study for the next 7 weeks, setting out theknowledge, skills and understanding that students will be taught eachlesson, over the course of the learning cycle. Learning Plans are downloadedonto student’s iPads and placed into their exercise books in order to refer tothe learning objectives and outcomes each lesson.

Learning Cycles ‘In lessons…expectations were consistently high and there was a wonderful climate forlearning in every classroom. Planning is robust, use of hypothesising appropriate and tasks

challenging…there is a high level of student engagement in every part of each lesson.Students are committed to learning and really enjoy working with each other and with

staff.’ Independent Education Advisor 2013

Learning CycleOne

BREAKDOWNThursday 8th September to Friday 4th NovemberTotal Length = 7.2 weeks 2 Day ASPIRE Induction

Teaching Weeks 1-5Assessment WeekGAP Teaching WeekStudent October Holiday

Battle of Hastings

DATES

6/9 - 7/9

8/9 - 14/1017/10 - 21/1031/10 - 4/1124/10 - 30/10

Autum/Winter

Learning CycleTwo

BREAKDOWNMonday 7th November to Friday 6th JanuaryTotal Length = 6.6 weeks

Teaching Weeks 1-5Assessment Week GAP Teaching WeekStudent Christmas Holiday

Christmas Concert & Production

DATES

7/11 - 9/1212/12 - 16/124/01 - 6/01 19/12 - 3/01

Week beginning7/12

Learning CycleThree

BREAKDOWNMonday 9th January to Friday 3rd March Total Length = 7 weeks

Teaching Weeks 1-5Assessment WeekStudent February Spring HolidayGap Teaching Week

DATES

9/01 - 10/0213/02 - 17/0220/02 - 26/0227/02 - 3/03

Winter/Spring

Learning CycleFour

BREAKDOWNMonday 6th March to Friday 5th May

Total Length = 6.8 weeksTeaching Weeks 1-5Student Easter Holiday Assessment WeekGAP Teaching Week

DATES

6/03 - 7/0410/04 - 23/0424/04 - 28/042/05 - 5/05

Learning CycleFive

BREAKDOWNMonday 8th May to Friday 7th JulyTotal Length = 8 weeks

Teaching weeksStudent Summer Holiday 1Assesment WeekGap Teaching WeekAnnual Review

Year 7 London/Cambridge and French Trip

Project Week

DATES

8/05 - 23/0629/05 -4/0626/06 - 30/063/07 - 7/074/07 - 20/07

Week beginning10/07

10/07 - 14/07

Summer

Brathay 2016/17

Year 7: Mon 17th - Tuesday 18th OctYear 8: Wed 10 - Fri 12 Feb

29

Introduction,over-archingquestion,objectives

GapTeaching

Reports senthome

Assessmentand super

learning day

We firmly believe that when students have a thorough understanding ofwhat they are learning NOW, and how this fits into both previous andfuture learning, they are more likely to fully grasp the context and bigpicture, and their learning will be accelerated. This is known as theAccelerated Learning Cycle. Each learning cycle includes a series of standardprocedures:

Learning Cycles continued

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7

Mid-cycleprogresscheck

Each week’s chunk of knowledge, skills and practices builds upon those of the previous week thus buildingand consolidating the learning gain.

The structure of content for each weeks learning is as follows:

Teach – learn – stretch – REACH – assess - reinforce

30

At the start of each Learning Cycle we set ourstudents a ’challenging question’ in every subject,led by the overarching question from History. Thisproduces lateral cohesion and interconnectivityacross the Foundation Programme which placesthe expected learning in a common context andchallenges students thinking. Each subject areaadjusts the overarching question to suit theirlearning. For instance, the first overarchingquestion of the Foundation Programme is:

‘How did we arrive at where we are today?’

Each subject area for Year 7 Learning Cycle 1,over the seven week learning module, produces atime line from the early beginnings of the subjectthrough to the present day. The secondoverarching question of the programme is:

‘What makes a successful invasion?’

Whilst history examines the success of theNorman invasion, geography examines thechallenges of terrains on successful invasions;science investigates the invasion of ‘alien’ speciesinto the British countryside; mathematicsexamines maps and distances; English examinesthe concept of ‘persuade or invade’ and Frenchuses, as a source, the language that will beneeded to assist in whole academy role play ofthe ‘Battle of Hastings’. Students will then betaught along Subject Specific Challenging

Questions and weekly Lines of Enquiry which willcreate lateral links throughout the wholecurriculum. The purpose of this approach is todeepen the way students process their learningby constantly challenging their own thinkingthrough our hypothesis based approach.

This is further reinforced by the requirement forstudents to respond to each weekly line ofenquiry with higher levels of thinking. To do this,every lesson at King’s is taught within the contextof Bloom’s ‘Thinking’ Taxonomy with lessonoutcomes aligned to national curriculumequivalents at a progressively increasing level ofchallenge each week.

Project Based Learning Students and staff take part in 2 Super LearningDays at the end of each Learning Cycle. The normaltimetable is suspended and students participate in awide variety of activities. This involves creativeactivities, problem-solving tasks, leadershipprogrammes, research projects and more. Forexample, at the end of Learning Cycle 1 andlinked to the challenging question, the HistoryDepartment lead a live re-enactment of the Battleof Hastings. In Learning Cycle 2 and 4, the Mathsand Science departments lead a space andastronomy programme culminating with a visit byan astronaut from NASA.

Enquiry Based Learning

CreatingEvaluating

Analysing

Applying

UnderstandingRemembering

“Leaders, managers and governors’ relentless drive to provide a high quality education foryoung people is becoming a reality.”

Ofsted 2014

31

EXAMPLE OF YEAR 7 ENQUIRY BASED LEARNING

PLACING OUR STUDIES IN CONTEXT THROUGH CHALLENGING QUESTIONS

Enquiry Based Learning continued

Overarching Challenging QuestionFrom History Subject Related Interconnection

Why are we wherewe are today?

What makes asuccessful invasion?

How has society beeninfluenced in the

past?

How life has changedin Great Britain?

What makes a goodleader?

History

An examination of themajor events that haveshaped our history

An examination of theRoman, Viking andNorman invasions

An examination of thechanges to English lifeafter the Normaninvasion. How Williamgained control; theinfluence of the church

How life has changedfrom medieval timesthrough the agriculturaland industrialrevolutions to thepresent day

An examination of thesuccess of Englishmonarchs

English

An examination of howthe English language andliterature has changed

How different languagesand literature haveinfluenced the Englishlanguage

Does persuasion have toinvolve deception? Howhistorical characters haveused persuasion toinfluence behaviours

How has the reporting ofnews changed over thecenturies? Anexamination of methodsof reporting major andminor news stories

What makes a goodcommunicator?

Mathematics

How we have built upour present knowledgeof mathematics

An examination ofpopulation densities’sizes of armies, distancesmarched to battle etc.

How did proportion andnumber skills helpWilliam to gain and keepcontrol of England? Howland was divided andstructures set up

How ‘living space’ haschanged since medievaltimes. An examination ofpopulation and housingdensity from castles tohome ownership

What makes a goodmathematician? How weuse our mathematicalskills in everyday life

Science

How we have built upour present knowledgeof science?

An examination of the‘alien’ species that haveinvaded Great Britain

How does energyinfluence the future ofsociety? Importance ofenergy, energy transfer,electricity, nuclear fuelsand energy shortages

How science haschanged our lives;modern medicine,transport and life styles.

What makes a goodscientist? How we usescience in our everydaylives

Geography

How we have built upour present knowledgeof geography

How terrain can affectboth invasions andinvasion strategies

How living conditionshave been determinedby location and climate

How changes in lifeexpectancy andpopulation demographicsare changing our societyin terms of health andwealth

What makes a goodgeographer? How weuse geography in oureveryday lives

1

2

3

4

5

Gap Analysis Assessment Each subject in the Academic Arc has fiveLearning Plans in the Foundation and SeniorProgramme. Each of these Learning Plans has twoassessment points. The first assessment point, atthe end of the third week of study, is an informalassessment where our students are given informalfeedback on their progress using an ‘assessmentfor learning’ pro-forma and an individualinterview to discuss their progress. At the end ofthe sixth week of the module a formalassessment takes place. Each teacher sets an endof Learning Module assessment paper in line withthe ‘assessment framework’ that goes with thelearning plan, building synoptically over the year.The assessment paper is constructed in such afashion that not only assesses each student’sunderstanding of the module’s objectives but alsoexposes individual errors, misunderstandings andmisconceptions.

Gap TeachingSchools usually use assessment processes tomeasure the learning progress of their students.However, assessment at King’s goes further. Ifeach of our students is to maximise his/herpotential then it becomes essential that we alsoconcentrate on finding out what a student doesnot know or does not understand. We alreadyknow how much progress they must make tomaximise their potential and, if this is to beachieved, then these errors must be correctedbefore they become deep rooted. The week

following the assessment is designated ‘gapanalysis’ week. This is a specific period of time inwhich students are regrouped according to theirspecific errors and that part of the subject is re-taught until mastery is achieved. Only through‘gap analysis’ teaching will we ensure that all ofour students achieve their full potential.Following this, each student’s ‘current cumulativeprogress’ for each subject is then ascertained.This information is summarised as both a King’sGrade Point and effort grade for each subjectand is sent home to parents as a report. Aconsultation evening for parents/carers is thenheld at regular intervals.

Progress Check PointsEach student’s test outcome is then compared tohis/her target grade and a ‘traffic light’ system is usedto highlight progress.

Green indicates above targetYellow indicates on targetRed indicates below target

Students graded as redimmediately have a personalinterview with their academicor subject tutor andadditional support is put in to place to bring thestudent’s progress back to on target.

Plotting Academic ProgressAt the end of each Learning Cycle, all studentsplot their outcome (On, Above or Below Target) forall subjects within the academic arc (see examplebelow)

Each Learning Cycle displays a student’s positionand progress over the year can be seen.King’s Grade Point Target is shown for each subjectat the bottom of the table. This is an end of yeartarget.

A student’s personal progress chart is also theirhome screen on their iPad so they can focus onareas of mastery and areas of development for thelearning cycle ahead.

32

Assessment “Every pupil knows his/her quantitative learning targets in every subject. Furthermore eachknows his/her Aspire qualitative targets pervading everything which is done.”

Independent Education Advisor 2013

33

Home-LearningHome-Learning is an important part of life atKing’s and all students are expected to completea minimum of 1 hour per night. Learning Planssignpost the Assessment procedures including thehome-learning, which will be set for 1 hour eachweek for subjects within the Academic Arc(English, Maths, Science, French, Geography,History & Aspire). The day that home-learning is due in will bedifferent for each of the 7 disciplines but willremain constant throughout the year. Home-learning is checked for punctuality andquality in the lesson, and students whose home-learning does not meet our expectations will berequired to stay until 4.30pm on the subject’sdesignated day.

King’s also provides a unique home-learningsupport service with staff being available on-lineto help with any general questions and queriesvia e-mail. Students will not be given the answersto their home-learning, but will be signposted torelevant resources and websites that will helpthem complete their work successfully. Staff willalways endeavour to reply to student emailswithin 48 hours of receipt.

Students record Home-learningin their E-Planner via their iPad.

Planners are checked weekly byAcademic Tutors to ensurestudents are receiving home-learning on a regular basis.

Student Planner and Student HandbookStudents are given a student planner at thebeginning of the academic year in which they areable to record information including homework,involvement in activities, progress grades, notes,and achievements. The Planner is an importantdocument which all students in King’s areexpected to use and value. It is a vital means ofrecording homework and achievement and ameans by which staff and parents cancommunicate.

If problems arise then we would ask you tocontact your child’s Academic Tutor or write anycomments in the Planner’s weekly notes section.Academic Tutors will check regularly that theStudent Planners are being used correctly. If, forany reason, a student loses their planner, they willbe expected to pay the full cost for a replacementimmediately.

The handbook contains all key information forstudents at King’s such as routines, policies,reading logs and support.

“The use of technology is exciting, forward thinking, most effective and leads to a high level of independence.Good use is made of this by almost every student when undertaking homework as they are able to email their

teachers for guidance every day until 6.30pm.”Independent Education Advisor 2013

34

At King’s, we believe that it is absolutely vital forparents/carers to be provided with a multitude ofopportunities to take an active interest in thelearning that their child is experiencing. As such,we believe that our home communicationpackage is unique.

Learning Plans: Learning Plans are available atthe start of each learning cycle for parents andstudents to access from home via our websiteand Parent Portal. These are written for English,Maths, Science, French, History, Geography, Artand PPE (Public Speaking, Philosophy and Ethics).By following the Learning Plan, parents cansupplement the work being done in the Academythrough further enrichment activities orindependent study detailed on the plans.

Progress Reports: At the end of each LearningCycle and following formal assessments in eachsubject within the Academic Arc, parents receivea report on their child’s progress which providesdetails of their current attainment against end ofyear and Aspire targets. The report includes abreak down of their ATL count. We also gradestudents on their progress within each of theAspire values to provide you with the fullestpossible picture of your child’s progress 5 timesper year. Finally, grades of 1-4 ensure an indicatorof effort is also given to parents within eachsubject:1. Excellent/Outstanding2. Good

3. Room for Improvement4. Cause for ConcernAll students transfer their progress grades intotheir e-planners and exercise books so they toocan see how well they are doing. All studentsalso have progress meetings with their AcademicTutor to review their overall progress andachievements, and set personalised targets forimprovement for the learning cycle ahead.

Parent/Carer Consultation: In addition to aProgress Report 5 times per year, Year 7 parentswill meet with their child’s Academic Tutor inOctober to discuss settling in, target grades andnext steps for the year ahead. Parents/Carers willbe invited to a subject review evening in the yearwhere they have the opportunity to discuss inmore detail specific subject progress with theirteachers. We believe that these meetings arereally important, as teacher, parents and studentsneed to know where each child is at NOW, notwhere they could be at by the end of the year.

Dates of the Parent Conferences will be availableon the King’s Website.

In addition, all parents/carers are given secureaccess to the King’s Parent Portal, enabling youto view the current progress of your child on-line and also view important information linkedto our attendance and behaviour targets. Target Setting: Forward planning is a key

feature of progress review evenings. Followingeach of the five consultation events, parents canwork with their child to set a series of Academicand Aspire targets based on their currentattainment. This goal setting framework thenbecomes a discussion tool the next day during amentoring session between your child and theirAcademic Tutor.

Home Communication

35

LiteracyLanguage is power! It empowers, enables andenriches the individual. The acquisition of literacyskills enables the individual to express him/herselfcreatively and imaginatively, to communicateeffectively and participate fully in a democraticsociety. Literacy is therefore at the core of King’sand is an essential tool for success.

To do this:• All students have their reading ages tested

prior to entry and then again at regularintervals every year.

• All students keep a reading log which ismonitored weekly by both Academic Tutorsand parents.

• All iPads have free access to a wealth ofreading books, including classic novels.

• Additional time and resources are given to allstudents with low reading ages. A detailedaction plan is also put in place, which includesreading recovery and addresses literacyconcerns across the full range of abilities.

• A daily ‘power’ word is sent out to allstudents via their iPads for them to researchand use during their lessons and withinwritten work.

• A weekly literacy focus is used throughout theacademy and in all subjects.

• A weekly period of silent reading isincorporated into mentoring time.

• Students will read at least one book forpleasure each learning cycle and will submit areview on the King’s Literature Blog.

Literacy InterventionAt King’s we have an academy wide target thatall of our students will have a reading age equalto, if not exceeding, their chronological age bythe end of Year 8. Where students may requireextra support in their Literacy learning we havecreated a formalised programme in order todevelop specific Literacy skills. These have beencreated to target three areas:

• Lexia. This is an IT programme that focuses onstudents’ reading ability. It is designed to impacton and increase students’ reading ages. Withregular and specific activities being completed,in timetabled sessions, students are able toheighten their skills and gain confidence withintheir own reading.

• Phonics. This is an exciting and dynamicapproach to Literacy support. Again, wetimetable regular sessions so that students whorequire this support are fully catered for, to helpthem achieve their potential. Each session willprovide a range of activities designedspecifically to develop skills in phonics,handwriting, motor skills and sequencing. Thisis a fast paced and effective programme thatencourages students to develop all areas ofliteracy learning.

• Spelling and handwriting. Once again, we offerregular, timetabled sessions where studentscomplete packs that focus on phonic patternsand groupings of letters, in order to improve

spelling. We also believe that the size andshape of handwriting should be consistent andso specific handwriting apps are used to ensurethis.

• Students whose reading skills fall significantlybelow their chronological age take part in thePaired Reading Programme. These are three 20minute sessions each week where students readage appropriate books to an advanced reader (a‘Reader Leader’) in the Senior Programme.

“The attention to language acquisition, listening andpublic speaking is outstanding.”

Department for Education Consultant DfE - 2012

36

The society in which our students are expected tosucceed is significantly different from that of evena decade ago. Revolutionary changes intechnology, the demands of the globalmarketplace and significant social, political andenvironmental issues dramatically affect what theymust now know and be able to do if they are tobe successful when they leave us. King’s studentsare therefore twenty-first century learners, ‘digitallearners’ who are at the forefront of theinformation age. Being a student at King’s will beexciting, challenging and fulfilling, as we equipeach of our learner’s with the latest tablet devicefor both academy and home learning. The iPaddevelops students independent learning skills andallows them to have more control over how andwhen they work. Students also use their iPads tocomplete home-learning, and for absent students,to continue learning from home, as presentationsfrom staff and pre-reading are sent out the nightbefore.

Every classroom at King’s is equipped with AppleTV and every student and member of staff hasthe latest tablet device. To use the King’s ITnetwork, all students and parents must agree andsign our ICT Usage Contract. Students who breakthe Contract will have their network accountdisabled and iPad confiscated.

Username and PasswordOn joining King’s students are issued with an

Apple account for access to the network system.Students are not allowed to sign out of theaccount to use the system with a personalusername or password. If students do this, theywill need to be signed back in by a seniormember of staff and will risk having their iPadconfiscated.

Computer GamesComputer games are not allowed to be broughtinto or played in the Academy. This includes web-based games on the Internet.

E-mailThe Academy is keen to ensure that wecommunicate with parents as quickly andeffectively as possible. We hope that you are ableto provide an up to date e-mail address for usthat will facilitate this form of communication.It will allow us to send important reminders ande-mail alerts as well as up to the minute copies ofthe fortnightly King’s Newsletter.

Social Networking GuidanceThe widespread availability and use of mobiletechnology and social networking applicationsbrings opportunities to understand, engage andcommunicate with audiences in new ways.Whilst we embrace these technologies our MobilePhone and e-Safety Policies do not permit studentsto access these sites during the school day.Please be aware that Facebook is targeted at

older teenagers and adults. They have a no under13 registration policy and recommend parentalguidance for 13 to 16 year olds. Their privacy policy and guidance for parents canbe found at:https://www.facebook.com/note.php?note_id=%20322194465300

Use of mobile technologies and social media sitesdoes on occasion lead to incidents of “cyberbullying”. Whilst we have a zero tolerance tobullying, by adopting the recommended no useof mobile phones/social networking sites onschool premises, bullying issues linked to use ofthis media outside of the school day will not bedealt with unless it is directly impacting onstudents’ relationships in school. It is theresponsibility of parents/carers to monitor theirchild’s mobile phone/social networking site usage.

E-learning ‘The school’s work to keep students safe and secure is outstanding.’Ofsted 2014

37

Internet safetyYou can make a huge difference if you talk toyour children about their Internet use, let themknow you are there to guide them, and pass onessential safety advice. For the great majority ofchildren, their use of the Internet will be perfectlysafe and enjoyable. But nothing in life is 100%safe, all the time, and the Internet is no different.Just like in the real world, we need to takesensible precautions on the Internet to protectour families from harm.

1 Talk to your child about their Internet useand take an interest. Your involvement is thebest way of keeping them safe.

2 Pass on the safety advice in this handbook –talk over the advice given.

3 Be positive! The Internet is a fantasticresource for learning, entertainment andcommunication. Just like in the real world, youneed to take a few sensible precautions.

4 Let your child know they can come to you ifsomething they don’t like happens online.

5 Try not to overreact! This could simply makeyour child secretive about their Internet useand close down lines of communicationbetween you.

6 Remember that all the safety advice here alsoapplies to going online with a mobilephone.

7 If you decide to usesoftware to filter ormonitor information fromthe Internet, talk this overwith your child. Anyground rules you agreewill be much more effective.King’s supports parents withthis by ensuring there aresessions/assemblies aboutInternet Safety and CyberBullying (please refer to theSharp Programme, page43).

Online Safety Tips• Remember, everyone you

meet online is a stranger, even though theymight seem like a friend.

• Always use a nickname when you log onand never give out any personal details thatwould allow someone you meet online tocontact you. This means full name, home orschool address, telephone number, personalemail or mobile number.

• Never arrange to meet up alone withsomeone you make friends with online, butif you are going to anyway, take an adult youtrust and meet in a public place.

• Try to have your online conversations inpublic; people are less likely to hassle you ifother people can see them doing it.

• Accepting emails or opening files frompeople you don’t really know, can get youinto trouble – they may contain viruses, nastymessages or annoying links to stuff you don’twant to see.

• Talk to an adult you know well and ask forhelp if you’re worried or upset about anythingyou’ve seen or been sent online.

E-learning continued

“Parents, staff and students are unanimously positiveabout the safety of students. Students spoke highly of

the care which the school takes and all agreed thatthere were no incidents of bullying or of cyber

bullying despite the wholesale use of iPad technology.”Department for Education Consultant DfE - 2012

38

We believe that the pastoral care your childreceives is incredibly important and underpinsevery other aspect of life at King’s. Our dedicatedAcademic Tutors through a robust house networkcompletes the pastoral provision and ensures fullintegration of students. Strong house identity,team spirit and lasting friendships are the firmfoundations of a very happy community.

Students’ aspirations are nurtured throughouttheir time at the school; we know when tochallenge and when to support our students tohelp them become the best that they can be. Inthis regard, we also recognise that parents arecritical members of the support team. Thus, wekeep parents updated about the progress andachievements of their children 5 times during theacademic year and welcome them to attendschool events.

Attendance “Attendance of 98% and punctuality of 99% areoutstanding”.

Department for Education Consultant DfE - 2012

The academy has a very strong stance onattendance and regular attendance at King’s isexpected. Children cannot succeed if they areabsent from lessons and it is a legal obligation forparents to ensure that their child attends everyday. It is vital that your child aims for 100%attendance. The reasons for this are obvious:students learn best and receive most from school

when they are actually there and it is important toavoid missing valuable lesson time and fallingbehind. Employers also place great emphasis onconsistent attendance, and good punctuality andattendance are important features of student’sProgress Reports every Learning Cycle.Attendance is also highlighted regularly in theKing’s newsletter and is featured on the AspireContract. 100% attendance is also a key featureof our regular praise assemblies. Students fallingbelow 97% are placed on the Academy’simproved attendance strategy, initially led by theAcademic Tutor, to improve attendance by puttingsupport measures in place. The Parent Portal alsoprovides current records of your child’sattendance.

AbsenceRegisters are completed electronically daily bothmorning (8.40am) and afternoon (midday) inaccordance with the instructions given by theDepartment for Education. If your child is ill andunable to attend the Academy, please contact usby telephone as soon as possible. When your childis absent please encourage them to use the onlineLearning Plans or email their Academic Tutor tokeep up to date with any work they are missing.Should your child need to be absent for a longperiod, the Academy will ensure that work isprovided. It is important that they attempt tocatch up on the work missed. However, medicalevidence must be provided.

Unless the Academy has already been notifiedevery morning of absence, parents will receive atelephone call from the Academy requesting areason for absence. Truancy from school or failureto provide a reason for absence will result in theAcademy coding the absence as unauthorised.This in turn could lead to the issue of fixedpenalty notices if attendance falls below anacceptable level.

A written explanation for every absence isnecessary upon a student’s return to school andall students have a return to school interview withtheir Academic Tutor, or when absence isprolonged, with their Academic Leader. Studentscan only be absent in times of serious illness, theacademy adheres strictly to the guidance from theHealth Protection Agency, which is available fordownload online from our website or by request.As a supportive measure, students who miss timeoff will also be required to catch-up duringholidays (summer school) which is a compulsorymeasure. Not attending summer school will meanthat your child cannot graduate into the followingyear. The purpose of this measure is to ensurepupils make as much progress as possible and notfall behind. Not meeting our standard of 97% canalso result in pupils missing trips and activities inorder to catch up on work missed. Goodattendance is the key to good success.

Pastoral Care ‘Attendance has been consistently high and there have been no exclusions this year.’Ofsted 2014

39

Holidays during term timeParents must not take students on holiday duringterm time. Unfortunately, this is breaking the lawand the Academy cannot legally grant permissionfor this. Amendments to the 2006 regulationsfrom the Department for Education (which cameinto effect from September 2013) removereferences to family holidays and extended leave.“Head Teachers may not grant any leave ofabsence during term time unless there areexceptional circumstances”. Please note‘exceptional circumstances’ do NOT include asituation where parents choose to take studentsout of school to fit in with their work relatedholiday dates. Please refer to the DfE“Amendments to School AttendanceRegulations” for further details.

Parents do not have the right or entitlement toexpect term-time leave to be granted, researchhas shown that the cost savings on holidays aremassively outweighed by the financial losses infuture careers the child may experience by notreaching the grades necessary to attend a topUniversity. As educators, we have noticed astartling correlation between children who misstime during the academic year and the negativeimpact this has down the line on their progress,sometimes many years later. Only under veryexceptional circumstances can a child be allowedauthorised absence during term time. If this is thecase you should contact the Principal by letter

giving at least 4 weeks’ notice. Fixed penaltynotices may be issued if this procedure is notfollowed.

Please understand that we take this hard stancebecause we care passionately about the lifechances of each of our students and regret anyinconvenience this may cause families.

PunctualityYour child is expected to be in the Academy byno later than 8.25am each morning. After thistime, your child is late and will have to enter theAcademy by main reception where s/he will needto sign the late register. If a student is late, forwhatever reason, they must make this time up, ifthey are repeatedly late further action may betaken.

Medical visitsMedical treatment which is not urgent should,whenever possible, be made outside of schoolhours. Occasionally students will need to leavethe Academy during the day for an urgent visit tothe doctor, hospital or dentist. They must bring anote from you to show their Academic Tutor inadvance and explain to the member of staff whois teaching them at the time that they need toleave. At the correct time students should excusethemselves from their lesson and go to Receptionwhere they must sign out. When they return theymust sign back in and go straight to their current

lesson. King’s requests that as far as possiblemedical and dental appointments are made outof school hours. These appointments will stillimpact your child’s attendance as they are not inschool to learn.

Home Contact detailsIn light of the above, it is essential that we areable to contact parents at the earliestopportunity. Please ensure that all contact detailsare correct including emergency phone numbersand e-mail addresses. Students are in effect aHealth and Safety risk if we are unable to contactparents should an emergency arise.

Pastoral Care continued

40

Praise and Rewards ‘Students are taught to be leaders. They exhibit maturity beyond their years; they are polite, wellmannered, considerate and caring. This is because of the academy’s core values.’

Ofsted 2014

Shout Out AssemblyAs part of our reflection every Friday, all studentstake an active part in our unique ‘Shout OutAssembly’. Here all students have the chance toreflect on the behaviours and ASPIRE values oftheir fellow colleagues and can give a 'shout out'to someone who has displayed outstandingexamples of our ASPIRE values. Examples include;

Aspiration/Achievement - seeing a fellowstudent work hard to meet their target gradeSelf-Awareness - witnessing a student improvetheir behaviour or an area for developmentProfessionalism - nominating someone who hasimmaculate uniform consistentlyIntegrity – seeing a student hand in moneywhich they have foundRespect - seeing a fellow student hold the dooropen for everyoneEndeavour – seeing a student try very hard at asubject over the learning cycle

House Point CriteriaHouse Points can be awarded for:• Outstanding effort• Representing the Academy• Attending an extra lesson or revision class• Showing the ASPIRE values• A full cycle’s attendance and punctuality• Progress/achievement• Participation in extra-curricular activities• Setting a good example• Effort and ASPIRE scores of 1 in Progress Reviews

In addition, further awards for positive behaviourinclude:• Verbal praise• Merits • Praise postcards home• A mention to your Academic Tutor, teacher or SLT• Leadership responsibility• Reward assemblies• Note in planner• Phone calls home

Positive referrals in ClassOver the past year we have introduced a newreward policy at King’s where students arerewarded for their endeavours both in and outsideof the classroom. The system involves collecting ofmonarchs, which can be saved over time andspent in the school’s rewards auctions. Thestudents can earn and lose monarchs in a varietyof ways.

Firstly inside of the classroom students are scoredon their attitude to learning each lesson. Eachscore matches to a specific number of monarchsthat are added electronically to the studentsbalance weekly. In addition, students earn papermonarchs for exemplary pieces of work orhomework.

Attitude to learning score Corresponding monarchs

Outstanding +5Good 0Poor -5Unacceptable -10

Outside of the classroom students receivemonarchs for leadership within the schoolcommunity. This can be by showing professionalismin their meal choices, being leader of the day, astrong classroom greeter, or representing theschool in a sports team. Finally the students aretaxed on their incoming monarchs each weekbased on their attendance for that week.

TrackingThe system provides students with an electronicbank style account from which they receiveweekly statements which allows them to keeptrack of their behaviour.

LC5 Statement

AuctionEach learning cycle the students have theopportunity to spend their monarchs during anauction event. Students’ use their iPads to bid ona range of lots varying from teacher homeworks,sub-house films, subway lunches and beautymakeovers. We believe that students achieve well throughconstant encouragement and well deserved praise.

Graham K Normandy Harlech Year 8

Earnings DeductionsPriorsavings

313

Monarchs

3 x ATL 1s

Bonus Monarchs

FFAK Monarchs

Total Earnings

3

1554

20

Auction spending

1 x ATL 3s

0 ATL 4s

Total Deductions

Tax Rate

Taxed Earnings

Final Balance

0

-3

0

0

0

20

333

41

ProfessionalismThe Academy can only flourish successfully in anatmosphere of trust, mutual understanding andgood order. We expect the highest standards fromour students and encourage them to beprofessional at all times.

Classroom Behaviour The following strategies are used in the King’sclassroom when a student’s behaviour adverselyaffects the learning environment. It is designed toassist implementation of the ‘Academy Routines’and is separate to the formalised rewards systemswhich we operate. There will be times whenextreme behaviour ‘fast tracks’ the normal processbelow or triggers intervention from a seniormember of staff.

Parents are advised that as part of our BehaviourPolicy, the Academy has the legal authority toissue no-notice detentions to students. Where anafter-school detention has been set (incident 3 orhigher for example), the Academy will make everyattempt to ensure sufficient notice is provided toparents/carers. It should be noted that undereducation law however, the Academy is notlegally required to inform parents/carers of adetention, nor is it required to have theirpermission to keep a child in detention.Recurrence of sanctions will often require parentsto attend a meeting to discuss the next course ofaction.

The Academy also operates a ‘Restart’ programmefor level 4/5 incidents which may be used as apreventative measure to avoid a fixed termexclusion. Students will work in isolation with amember of the senior staff for a set period oftime and parents will be notified by phone calland letter. Should behaviour be serious enough,the Principal may decide to issue an exclusion(fixed term or permanent). Exclusion from theAcademy is used in exceptional circumstances,where all other remedies have failed, or to dealwith a particularly serious incident. Suchexclusions are carried out in line with DfEguidance. A re-integration meeting will take placeon the child’s return to school with parents andthe student, led by their Academic Leader.Occasionally there may arise the need toinvestigate an incident which will require us tointerview students and ask them to write astatement to clarify their involvement. At suchtimes, and in accordance with current nationalpractice, we reserve the right to search andinterview students without parental permission,although we would always seek to inform parentsat the earliest opportunity.

“Students’ behaviour around school, in the playground and diningroom was excellent. Relationships between staff and students,

and between students themselves was always respectful,appropriate and warm.”

Department for Education Consultant DfE - 2012

42

The King’s CharterKing’s has worked hard at devising well-reasonedstructures that will guide young people todeveloping the traits of calmness, self-responsibility and a determination to succeed.Each routine is carefully explained to thestudents, modelled and practised until thebehaviour becomes a positive habit. The King’sCharter ensures the smooth running of theAcademy and fosters good working relationsbetween staff and students. If a student breaksany of the rules, then they are given anappropriate sanction. Students are taught thatbehaviour is a choice which can bring positive ornegative consequences: good behaviour isexpected and rewarded, and poor behaviour issanctioned. Students breaking the rules regardingpunctuality, uniform and appearance, behaviour,or use of facilities will be dealt with either by asubject or Academic Tutor in the first instance.There may be occasions when behaviour isserious enough to necessitate the referral to aSenior Leader. Incidents of unacceptablebehaviour are recorded on SIMS. The types ofbehaviour for each level are found in theBehaviour Policy. We also apply the same Code ofConduct whilst travelling to and from Kings.Sanctions will apply in the same way whenAcademy rules are broken, whether on the busesor walking to and from school.

A full copy of the King’s Charter can be provided onrequest.

King’s RoutinesAt King’s we use the word ‘routine’ to describeany activity that all staff ensure students followwhen in school. Our routines cover such things asentry to class; starting a lesson; answeringquestions and leaving at the end of the lesson.We do not consider our routines to be draconianin nature. They are often seen as fun by thestudents but they do encourage a sense ofrecognition and belonging as well as building thecharacter of our students.

They also produce a ‘rhythm’ to the life of theschool and demonstrate our high expectations ofthe students. Examples of such structures(routines) are illustrated in the following table.

Professionalism continued ‘Students are patient when listening to each other’s reasons for their opinions, they are confident to standalone and justify their choices; they are not followers, they are leaders.’

Ofsted 2014

Routines

Reading silently upon arrival

Lining up in the yard

Responding well to student leaders checking uniform

Shouting ASPIRE during the line up

Walking in silence to the classroom

Shaking hands with teacher on entry

Placing bags and coats away and standing silentlybehind their chair

Reciting the mantra

Handing in homework on time to staff in lessons

The ‘do now’

Hands up to answer questions

Shaking hands on exit

Rationale

Improving your reading is a really important skill and study starts assoon as you arrive at school

Encourages collegiality, demonstrates self-discipline and respect forstudent leaders

Encourages professionalism, self-respect and self-discipline

Focusses student on aspiration and values

Encourages self-discipline and readiness to learn

Strengthens the bond between the teacher and the student

Encourages self-discipline and a quick start to the lesson

Focuses attention on reason for being in the classroom

Homework is meant to be completed at home and ready to hand in

An immediate exercise completed in silence at the start of eachlesson to set a positive climate for learning

Shows respect for other learners by not shouting out

Further ‘adult – child’ bonding

43

Working in PartnershipOur aim is to underpin all that our students dowith a system of support and encouragement.Parents are encouraged to feel a vital part of theAcademy, and that they are welcome whenever itis convenient to discuss their child’s future withus, and to share their concerns.We rely on the commitment and support of allparents to make this partnership work. We oftenrun events to support this partnership and arealways open to new ideas and feedback so pleasecontact us whenever you feel the need to.

Partnership AgreementAt King’s we know how important it is to buildpartnerships with parents. That is why allstudents sign the ASPIRE contract during ourunique ‘tie ceremony’, a public forum held duringweek 2 of Year 7 in front of parents, carers,students and staff. Furthermore, the contract isthen countersigned by parents/carers and thestudent’s Academic Tutor.

KING’S LEADERSHIP ACADEMY CONTRACTAspire at King’sAt King’s School we firmly believe that strengthof character is the fundamental cornerstone ofacademic success. Each letter of the word ASPIRErepresents the qualities that we wish to see youdevelop.Aspiration as in having a real ambition and dream inlife and Achievement of your goals through highexpectations and sustained effort.

Self-awareness as in developing a full understandingof yourself.

Professionalism as in self- pride and acting correctlyin all that you do.Integrity as in being honest and truthful at all times.Respect for yourself as an ambitious learner, yourpeers and environment.Endeavour as in your ability to work hard andachieve your dreams.

At King’s wefirmly believein each ofthesequalities. Ourmotto is‘Credimus’,Latin for ‘webelieve’.

Outside Services, Agencies and ProfessionalsHere at King’s we are committed to a whole-school approach for teaching and learning tobenefit and support every individual learner andtheir needs.

We are committed to the safety and well-beingof our pupils. We understand that Partnershipworking is a key aspect of the 21st centuryschools agenda; whenever necessary King’s willwork with outside services to co-ordinate multi-

agency working systematically enough to ensurethat if there are issues or barriers for our pupils,they are supported in the most effective andtimely way.

This also supports our work to maintain the highstandards around pupil behaviour, attendanceand as a result their academic achievement.We have well-established links to other localagencies engaged in the protection, safeguardingand well-being of our pupils, as part of our widerstrategy to keeping them safe. King’s have good links with Cheshire Police (TheSafer Schools Partnership) who work with usaround areas relating to attendance, behaviour,good citizenship, internet and personal safety. Asa result supporting our pupils within the schooland in the local community.

In addition to this, King’s have introduced TheSHARP System (Student Help Advice ReportingPage System) which allows young people to reportany incidents which occur within the school andlocal community anonymously and without fear.Aside from the reporting tool SHARP deliverseducational content to raise awareness on a widerange of subjects including: Bullying, Health,Community Issues and Hate Crime.

The SHARP System promotes inclusion,safeguarding, e-safety and provides additionalopportunities for students to report theirconcerns (please see website for furtherinformation).

As a student of King’s Leadership Academy, I agree to:• Follow the ‘ASPIRE’ code• Follow all classroom routines quickly and quietly• Attend King’s everyday• Work hard as a young leader• Not bring the Academy’s name into disrepute

Signed ...........................................................................................Date

As a parent of King’s Leadership Academy, I agree to:Support our child and help them become a successful student atKing’s Leadership Academy

Signed ...........................................................................................Date

As your Academic Tutor at King’s Leadership Academy,I agree to:Work hard on your behalf, and to help you develop the academicskills, intellectual habits, qualities of character and leadership traitsnecessary to succeed at all levels and become a successful citizenin tomorrow’s world.

Signed ...........................................................................................Date

44

Uniform & AppearanceRationale for School Uniform King’s has its own, specially selected uniform andPE kit (available through our online shop), so thatstudents will feel part of the school community.Items of clothing have been chosen carefully sothat they are not unduly expensive, but areexceptionally smart. It is the policy of King’s thatuniform is to be worn by all students. We havehigh expectations of all students and personalpresentation is important as a leader in the worldof work.

Uniform StandardsAll items of clothing must be clearly marked withyour child’s name.

Day UniformBlazer King’s Blazer with wine trim and logo.

Shirt Plain white with tidy stiff collar (long sleevedesign is mandatory with no patterns ortrademarks).

Tie King’s tie knotted close to the collar with theKing’s emblem showing. The length of the tiemust extend to the trouser belt, short ties are notpermitted.

Pullover King’s pullover only, grey with winecollar stripe.

Boys Trousers Dark charcoal and of sensible style.Denim, cords or cotton trousers may not be worn.

Boys Socks Plain and Black.

Girls Skirt Dark charcoal, box pleated worn toknee length. Skirts above knee length are notpermitted. Trousers are permitted duringinclement weather. Please refer to guidance forboys above, only plain straight legs styles areallowed.

Girls Socks Black tights (not sheer); if socks arepreferred they must be black in colour and wornto knee height, trainer socks are not permitted.

Shoes Black polished and lace tied shoes of aplain style. Trainers, suede shoes, boots, shoeswith coloured stitching or pump type shoes arenot permitted.

Physical Education Uniform Indoor Sports: King’s Tracksuit; King’s blackshort sleeved polo shirt, plain black shorts, plainblack sports trainers (lace tied), plain white sportsocks, King’s drawstring bag.

Outdoor Sports: King’s Tracksuit; King’s longsleeved outdoor top; thick football type blacksocks; shin pads and plain black football bootsand trainers, King’s drawstring bag. Pumps,plimsolls or high-tops are not acceptable for P.E.lessons since they do not provide adequate anklesupport.

Other Uniform ItemsSchool Coat Plain dark sober anorak style tocover blazer. Hoodies are not permitted.

Stationery King’s pencil case, 2 black King’spens, 2 King’s pencils, ruler, protractor, eraser,tipex is not permitted.

Additional Guidance SectionTravelling to and from school full uniform mustbe worn, this demonstrates pride in the school.

School bagsA King’s bag is compulsory. There are only 3styles of bag which are permitted, all of whichare King’s branded: Rucksack, holdall and iPadbag. Handbag / fashion style bags are notpermitted.

PE Additional Information Regardless of illness or injury, students areexpected to bring full P.E. kit to all lessons in orderto participate in a variety of leadership roles.

Hair and MakeupStudents are expected to wear hair in a neat andacceptable style. Hair must be of one colour andnatural in appearance. Hair styles (includingshaved heads of less than grade 3) judged to beextreme by the Principal are not permitted. Make-up, including coloured nail varnish, lip gloss andfake tan, is not to be worn. Hair fashionaccessories are also not to be worn. False nails orother such accessories are not acceptable. If hairbands are worn they should be black only. AtKing’s School we expect the highest standards ineverything we do, this includes appearance.

45

JewelleryWith the exception of a personal watch, jewellery(including studs, rings, earrings or any otherbody/facial piercings) are not permitted. This isbecause of the potential risk from accidentaldamage when wearing such items, studentswearing jewellery will have their itemsconfiscated. We will do our best to assist yourchild in safeguarding their property. However, theschool does not take any responsibility for the lossof or damage to personal possessions brought onto site. Large amounts of money or items of value(including personal audio equipment [such asMP3 players, expensive phones], electronic games)are best left at home. Such items will beconfiscated by staff if they are visible in lessons oron corridors without a teacher’s permission. Underthese circumstances a receipt will be issued andthe property can then be collected by parentsfrom the registrar at the school reception.

Mobile PhonesWe advise that students do not bring mobilephones into school. However, we do recognisethat some parents may wish their child to have amobile phone with them as they travel to andfrom King’s. Any mobile phones brought in mustbe both switched off and put away whilst on thepremises. We do not take any responsibility forloss of or damage to mobile phones.Inappropriate use of phones in school will resultin confiscation without notice (under thesecircumstances a receipt will be issued and theproperty can then be collected by parents fromthe Registrar at the school reception). Should youneed to contact your child in an emergency,

please use the main school number which isavailable on our website.

Religious Dress The School recognises that some students maywish to wear distinctive garments for religiousreasons. However, the school reserves the right todetermine the religious garments that will beallowed after consultation with representatives ofparents/carers and local leaders of the relevantreligious groups. No dress will be allowed thatcovers any part of the face from forehead to neckin the interests of safety. It is vital that the schoolstaff can recognise at all times who is in school.Should parents/carers require their child to wear aspecifically religious garment or symbol, theyshould contact the School who, afterconsultation, will contact the parent/carer with adecision. Current guidelines permit the following:• Religious head covering may be worn but mustbe plain, as well as of an agreed colour to befixed upon by the School. In most cases, thestandard colour would include black or white,although exceptions may be made inconsultation with the school.

Outdoor Wear in Classrooms Coats and other outdoor wear should not be wornin classrooms. Storage facilities will be available tostudents and should be used at all times.

OtherChewing gum, sweets and fizzy drinks, includingsports/energy drinks, are not permitted. Westrongly advise that students arrive at school

every morning with a full water bottle which canbe replenished at break times.

Sanctions Students who do not conform to the school’suniform and appearance policy will be subject tothe school’s assertive discipline procedures.

Complaints If a parent or carer is dissatisfied with theresponse made by the School regarding thewearing of school uniform he / she may make acomplaint in accordance with the School’sComplaints Policy. Requests for long term changes to uniform mustbe put in writing and sent to the Principal.

Monitoring, Evaluation and Review Great Schools Trust will review this policy at leastevery two years and assess its implementationand effectiveness.The Principal reserves the right to make the finaldecision on what is or what is not appropriate.

IMPORTANT: Insurance Notice We recommend that parents/carers make their own arrangements for insurance of bags, clothing, watches, mobile phones, iPads, pens, bicycles etc.- usually by an extension of your home insurance. Please never allow your child to bring anything expensive or of sentimental value into school,particularly pens, watches, jewellery or large sums of money. Students should report anything lost to staff immediately.

46

Medical Treatment Including First AidProvision for Students with Medical Needs• Students with medical needs entering the

Academy from local primary schools willusually be identified through discussions withthe Year 6 teacher. Such information will bechecked with the parent to ensure appropriaterecords are kept and appropriate provision canbe made.

• Parents are requested to approach theAcademy with any information that they feelKing’s will need to care for individual students.The parent will be required to complete aMedical Statement form to identify anymedical needs. This may require endorsementfrom the student’s General Practitioner.

• Parents are responsible for informing theAcademy of medical issues that arise duringthe student’s time at King’s.

Medicines in the School • Relevant Academic Tutors and Leaders should

be informed of any medication brought intothe Academy at any time.

• Information regarding any prescribedmedication should be made available to thestudent’s Academic Tutor.

• In the event of any special form ofadministration of medication being required,the parent must contact the Academy so thatarrangements can be made for this to occur.

• Written permission must be obtained from

parents for the administration of prescribedmedication in the Academy.

First Aid The First Aid representative for King’s (SchoolRegistrar) has responsibility for: • administering all prescribed medication and

accurately recording that it has taken place; • administering any non-prescription medication

in exceptional circumstances which he/she isauthorised to administer or oversee;

• ensuring the safe storage of medication; and • providing staff with guidance on medical

conditions and how they may affect theeducation of individual students.

Procedures Illness in the School • The Academy has a strict policy that no

medication or treatment will be given orally orexternally unless permission has been given bythe parent. Parents will be contacteddepending upon the nature of the medicalproblem.

• In more serious cases, where hospitalattention is deemed necessary, the Academywill contact parents, who will be expected totake their child to hospital.

• In an emergency, an ambulance will be calledand the parent contacted by the Academy. Inthe absence of a parent, a member of staffwill accompany the student to the hospital

and remain there until the parent arrives. • If a parent cannot be contacted, the Academy

will act in loco parentis and give permissionfor any emergency treatment.

47

Academy DiningKing’s works very hard to maintain the qualityand variety of meals with every effort being madeto respond to students’ requests. King’s is veryfortunate to have secured the services andexpertise of a ‘Roux scholarship’ semi-finalist asits principle on site Chef and catering manager.

The Dining Hall is open during break between11.00am and 11.15am. Lunchtime lasts for 45minutes from 1.15pm-2.00pm Monday toThursday, and from 12.15pm-1.00pm on Friday.The school restaurant is situated in the main halland provides a healthy range of foods and catersfor students with specific dietary needs. Studentscan bring a packed lunch into school or purchaseschool dinners from as little as £1.50 per day.Students must order lunches at least 1 day inadvance and all payments are made on-linethrough our parent portal system. At King’s wepride ourselves on upholding strong family values,with all students eating their lunch together as aHouse, and with their Academic Tutor in our‘Family dining’ environment. Students are onlyallowed outside once their table has finishedeating, their table has been cleared away andcleaned and members of staff are on duty andsupervision is evident and sufficient.

Please find below a range ofsample menus for varioustimes during the day.

Breaktime (Sample Menu)Cake SlicesFresh fruitYoghurt pots

Lunch (Sample Menu)Dish of the DaySelection of vegetablesBaked Potato with fillingsRange of freshly madesandwiches/baguettes/Panini’s Selection of healthy biscuits & cakesSelection of fruit

Packed LunchesIf you wish your child to bring a packed lunchthen this is be eaten in the Main Dining Hall. Nofood or drink can be taken out of the Dining Halland eaten elsewhere during lunch time. Onlywater and healthy fruit juices may be brought onsite as refreshments for break and lunch. Pleasetry to give your child a healthy variety each dayand encourage them to eat fruit rather thansweets. The lunch break does not allow your childto go home for lunch and they must stay in theAcademy site so we can supervise them.

Free School MealsApplication forms and further details can beobtained via the Local Authority website. Allapplications are treated in the strictestconfidence. Please claim if you are eligible and ifyou are unsure don’t hesitate to contact thePrincipal or Vice Principal for confidential adviceand guidance.

Cashless Dining Hall SystemThe Dining Hall operates a cashless systemwhereby meals are paid for with credits using anew biometric system. Money can be credited toaccounts using the online portal. Payment bycheque should be given to the Academy Registrarand be made payable to Great Schools Trust.

48

Appendix A: Routines at King’s

At King’s we firmly believe that structure liberateslearning and enhances academic progress. This is theadvice we give our students.The routines outlined below are designed to produce atension free school in which everyone knows exactlywhat is expected of them and how we expect ourstudents to behave.

The night beforeCheck what home-learning is due in for the next fewdays and check your planner to confirm when youneed to complete it:• Complete all of your home-learning which is due for

the following day.• Mark it off in your planner.• Check your timetable for the following day and

ensure your bag is packed with the correctequipment (PE Kit, pencil case, calculator, readingbook, etc.) for your lessons and extended schoolactivities.

• Get your uniform ready so you can quickly put it onin the morning.

• Ensure you have your keys in one place ready forthe morning.

• Set your alarm to give yourself more than enoughtime to get to school on time.

• Read for at least 20 minutes before bed.• Remember to enter a summary of your reading into

your reading log in the student handbook.

Getting ready for School• Double check you have everything for your lessons

and extended school activities.• Eat a healthy breakfast that will help your learning• Ensure you drink at least one glass of water before

you leave.

• Bring a full bottle of water using your King’s WaterBottle.

• Remember to remind your parent/carer what timeyou will be home.

• Ensure your lunch is organised. Do you need tobring it with you?

• You should aim to be at school for 8.20am at thevery latest. This will ensure you are on time in theevent of delays and that you are in the hall for silentreading by 8.25 am.

• Check your uniform is perfect before leaving.

Arriving at School• Always greet staff politely. • Make eye contact. • Shake hands if the member of staff offers their

hand. • Say good morning politely. • Politely answer any questions they ask.

Coming into School• You can arrive at school any time after 7.45am.• Always check your uniform as you reach the school

gates.• Politely greet the member of staff on duty.• If you have brought your mobile phone, turn it off

and place it in your bag. It must not be used or seenduring the school day.

• When you arrive, go straight to the main hall andsilently read on your iPad and keep up to date withcurrent affairs through the daily e-newspaper.

• You must be in school no later than 8.25am.• Follow the instructions of the student ‘Leader of the

Day’ from 8.25am.

Lesson Transitions• Walk on the left.• Speak quietly; Corridor volume only.• Walk in single file.• Walk calmly and purposefully to your next lesson

using the most direct route.• Do not eat or drink in between lessons or go to the

toilet.• Follow the instructions of the Greeter.

Arriving at your classroom• Line up in silence. • When your teacher greets you, respond to the

greeting with a smile, eye contact and his / hername. Your teacher may ask an ‘entry question’based on prior learning.

• Go to your assigned seat, stand by your chair, getyour equipment out and start working on your DoNow activity once the King’s mantra has been said.

At the start of the lessonYou should complete the following five tasks in the first5 minutes of the lesson:• I am on time, in correct uniform and ready to learn • I have my planner open and my equipment on my

desk and am sitting in the correct seat.• I know what the progress objectives for the lesson

are. • I have copied down any home learning in my

planner.• I am doing the do now activity.

If you arrive late for a lesson you must knock on thedoor and wait for the teacher to let you in. Apologisefor being late, explain why and then take your seat tostart working as quickly as possible.

49

Appendix A: Routines at King’s

During the lesson• You must remember that you need to meet the

success criteria by the end of the lesson.• If at any time you are not sure what to do raise

your hand.• When you are asked a question try your hardest to

answer it.• If a teacher asks you to do something then carry

out that request as quickly as possible and withoutdissent.

• When a teacher is talking give him / her your fullattention by ‘tracking’ them at all times.

You must not leave a lesson without the teacher’spermission. If you do have to leave the lesson thenyour teacher will give you an ‘exit pass’.

The Aspire CallWhen your teacher says ‘ASPIRE’ he / she would likeyou to:A Ask questions, especially if you do not understand

the work.S Sit up straight in your seat.P Pay attention (listen).I Show ‘interest’ by nodding your head if you

understand.R Reflect on what you have learned so far.E Make ‘eye contact’ with who ever is speaking.

Rewards and consequencesHard work, good behaviour and making a positivecontribution to the school will always be rewarded:• You will gain a Monarch as a reward for

demonstrating behaviour above and beyond theASPIRE code.

• You may be awarded several Monarchs forexceptional performance and be given a 1 in theregister for recognition of being an outstandinglearner.

• If you fail to follow the ASPIRE code in class youwill be given a reminder of how we expect you tobehave. Your name will be placed on the board asa warning.A second incident will lead to your name beingcircled and a 3 on the register. You will have anessay to complete that evening. Further incidentswill see you going through the levels on theclassroom behaviour policy

• Two detentions in a week will mean a detention onthe Friday afternoon.

• Three detentions or a Level 4-5 incident may meana Saturday morning detention.

Visitors to lessonsAt King’s we have many visitors who will wish to seehow good you are and how hard you are working. Weexpect all visitors to knock on classroom doors andwait until they are invited to come in:• A ‘Greeter’ is nominated in advance for each day. • If you are the nominated Greeter, you should go to

the classroom door, open it and introduce yourself.• You should then tell the visitor who your teacher is

and what you are learning in the lesson. Youshould inform them of your university and careeraspirations, your King’s GP targets and attendance.

• You should ask the visitor if they have anyquestions then invite the visitor in to the classroom.

At the end of the lesson• Lessons do not end until you leave the classroom• You must keep working until your teacher asks you

to stop.• This is the signal to pack away your equipment.• When packed away you should place your chair

under the table and stand behind it in silence.• The teacher will then indicate the order that you

will leave the room.• When you leave the room please do so quietly and

following the instructions of the greeter.• You may be given an ‘exit ticket’ question by the

teacher based on what you have studied thatlesson.

Break and lunchtime routinesUnless you are working with a teacher you should gooutside and enjoy your break. The exception to this rule is when you are eating yourbreak snack or lunch in the school dining hall. This isthe only place where you should eat food.When you are playing outside you must:• Always be considerate of others.• Look after our environment.• Keep it litter free.• Follow the no contact rule.When the bell rings, you must line up in yourclass/group in silence. The Greeter of the day will checkuniform standards before the Leader of the Day givesthe instructions to move to the next lesson in aprofessional manner.

At the end of the dayWhen you are going home you must remember thatyou still represent King’s Leadership Academy and allthat we stand for:• Make sure that your uniform looks smart at all

times.• Go home quietly and do not disturb your

neighbours.• Do not drop any litter on the way home.• Be proud of our school and all that we stand for.

50

At King’s We ASPIRE

At King’s we believe that education is not just about academic success. We believe that it is also about developing excellent character qualities in ourstudents. We believe that in developing these qualities you will become a much better person; a person who can balance academic success with

personal and social responsibility; a person who understands the need to be truthful and honest; a person who will work hard and never give up; aperson who fully understands his or her own strengths and areas for development and, eventually, a leader within our future society.

Because we believe in all of these things we have adopted ‘Credimus’ as our motto. Credimus is Latin for ‘we believe’.We believe in your ability to succeed; to become an excellent, fair minded person who is a credit to the school, their family and our community. Why?

Because we believe in you.

What our ‘Characteristics’ mean

ASPIRATION ACHIEVEMENT SELF-AWARENESS PROFESSIONALISM INTEGRITY RESPECT ENDEAVOUR

High expectations Completion of tasks Knowing your strengths Acting in the correct manner Telling the truth Being courteous Being hard working

Enterprise Becoming successful Knowing your challenges Maintaining high work Being honest Being considerate Making sufficient effortstandards

Being enthusiastic Becoming a leader Showing humility Maintaining high dress Being honourable Being a good citizen Being conscientiousstandards

What our ‘Characteristics’ do NOT mean

ASPIRATION ACHIEVEMENT SELF-AWARENESS PROFESSIONALISM INTEGRITY RESPECT ENDEAVOUR

Lacking ambition Not completing tasks Not being honest about Not acting in the correct Being dishonest Being disrespectful Not trying hard enoughyourself manner

Lacking drive Not trying to be Not recognising where Not being proud of your Lack of pride in Not caring Giving up easilysuccessful your weaknesses are school or its uniform yourself about others

CREDIMUS

“Teaching character not only benefits children at school - it also plays a vital role in ensuring theseyoung people leave school prepared” Nicky Morgan, Secretary of State for Education, March 2015.

“King’s Leadership Academy is leading the character charge and Ihope other schools can learn from its success”

Nicky Morgan, Secretary of State for Education, March 2015.

PHOTOGRAPHY and COPY © GREAT SCHOOLS TRUST