The Romsey School
“Your Gateway to Success”
This prospectus is intended to share with you why everyone at The Romsey School is passionate about nurturing young people and in turn assure parents that their child will get the very best secondary education. If you require further information do not hesitate to contact us.
Please do not just take our word for it, if you would like to see our school in action please contact reception to arrange a tour.
We look forward to welcoming you to The Romsey School soon.
Executive Headteacher: Mr J de Sausmarez Headteacher: Mr C McKavanagh
Headteachers’ welcome
Dear Parents
We hope that our prospectus reflects the ethos and values of The Romsey School. We are a highly successful and popular school with a strong emphasis on the traditional values of hard work, honesty, responsibility and respect for others.
Our school has high expectations of pupils, staff, parents and governors alike and we work in close partnership in order to ensure that everyone strives to give of their best.
For all pupils we provide: • a rich and varied curriculum • high quality teaching “The school is a caring and happy place where • effective pastoral care students feel safe because they are well • excellent well-maintained facilities supported by staff. Behaviour is outstanding.” • outstanding academic results. Ofsted 2013
In return we expect: • high standards of work and behaviour • a positive attitude to learning • a commitment to “improving on our previous best”.
By treating pupils as individuals and building on their personal strengths, we aim to prepare them to contribute positively to the wider community. We also aim to develop an enthusiasm for learning, which we hope they will carry into adult life.
Education at The Romsey School is exciting, challenging and fulfilling and we hope that, once you have read our prospectus, you will want to arrange an appointment to see the school in action. With this in mind, we look forward to meeting you.
Jonathan de Sausmarez Colm McKavanagh Executive Headteacher Headteacher
CONTENTS
Page number
Introduction 5
SECTION 1 GENERAL INFORMATION Admissions – general information 12 Admissions Policy 13 Getting to School 16 Uniform and dress 17 KS3 Grouping Arrangements 19 Organisation of the school day 20 Term and holiday dates 20
SECTION 2 SCHOOL ETHOS Introduction 21 Home School Partnership 21 Behaviour for Learning 22 Achievement and Rewards 23
SECTION 3 SCHOOL POLICIES Anti-bullying Policy (Summary) 25 Drugs Policy (Summary) 25 Examinations Policy (Summary) 25 Homework Policy 26 Governors’ Charging and Remission Policy 28
SECTION 4 CURRICULUM INFORMATION Allocation of time 29 Aspergers Resourced Provision 30 Children with Special Educational Needs 31
SECTION 5 EXAMINATION RESULTS The Romsey School 2015 Examination Results 32 Destinations of Year 11 Leavers from Romsey School 2014 33
THE ROMSEY SCHOOL A Community School
Introduction
The Romsey School sets out to teach pupils in a well-ordered happy and caring environment, and aims to give every pupil high levels of achievement combined with social success. The school enjoys excellent academic success with results amongst the best in Hampshire.
The school has a long history of producing one of the best educational environments. We were recognised with the Eco School award in 2009 and the gold standard for our professional development of staff. We achieved the Arts Mark, the Inclusion Mark and the ICT Mark in 2011. Since acquiring academy status we have continued to enhance the school environment, with many improvements, including refurbished classrooms and new windows across the school. During this summer, we have completely re-designed our Modern Foreign Languages suite and are currently completing a major building programme to provide new Design and Technology workshops and a brand new Expressive Arts classroom. With new technologies at the heart of our development we are very much a 21st Century school. Our GCSE results from 2013 to 2015 make us one of the highest performing schools in the local area, achieving our best ever results this summer.
School ethos The school has a distinctive ethos that successfully combines success and achievement within a happy, supportive and caring environment. It is very important to us that every child should have an opportunity to thrive within a highly personalised curriculum that recognises the diversity of talent within our pupils. The last Ofsted report commented that this was a school where staff went the extra mile for children. This was again recognised by The Romsey School being the first school in Hampshire to gain the prestigious Inclusion Mark. In many ways we are a traditional school in terms of uniform and a belief in firm but fair discipline. But we are also a school that recognises that we have a responsibility to prepare pupils for this fast changing world we live in. Our belief is that individuals who are well balanced, who feel good about themselves, have good social skills, are resilient and above all happy will be able to take on any challenges life will throw at them.
Academy Status
The Romsey School converted to academy status four years ago. This meant that we had a more direct influence over the provision of the school while maximising student outcomes.
Academy status means that we now operate in partnership with the Local Authority but are not directly part of Hampshire County Council. The additional funds this has bought to the school has meant that we can make focussed decisions based on student need and also helps in continuing high quality education in challenging financial times.
As a direct benefit the school is able to offer fully qualified members of staff and improving educational provision as seen by the many refurbished buildings. We believe that academy status has not only given us a cushion against any educational cuts but enables us to improve the educational experience of all our students.
As a result we are pleased to witness that in recent, and future, years the school can continue to grow.
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Catering for particular needs
Gifted and Talented pupils Pupils who achieve very high scores in our standardised tests, or who display exceptional talents in areas of the curriculum are identified on our gifted and talented register. Teachers stretch them in lessons using specifically designed activities and techniques. There are also additional opportunities beyond the curriculum. For example, in Key Stage 4 pupils may take additional GCSEs in Sociology, Latin and Italian. There are also many competitions such as the Maths Challenge programme, Poetry Slam, ‘Youth Speaks’ and Business Enterprise. Talented pupils have additional opportunities in sport, music, drama and art.
Our most able pupils achieve particularly well at GCSE. For example, in 2015: 79 of our pupils achieved 3 or more A or A* grades (with 21 pupils achieving 10 or more) 87% of our pupils achieved at least 1 A or A*
Pupils with special needs There is a strong special needs department with an excellent reputation in the County. It provides pupil support through withdrawal and in-class support. It also draws on expertise from outside school. There is a particular focus on raising the literacy levels of pupils who enter the school below Key Stage 2 Level 4 to enable them to gain full access to the curriculum. All pupils who are behind in their literacy and numeracy are given support through the pupil premium programme.
At Key Stage 4 the school offers a wide and diverse range of GCSE courses and BTEC courses to ensure all pupils have an opportunity to thrive. In some instances we arrange vocational courses, extended work placements and link courses with local colleges to enable these pupils to achieve the best outcomes possible and to ensure they are employable beyond school.
Aspergers Resourced Provision In September 2002 a new provision known as “The Base” was opened in a purpose built area for small numbers of pupils in the autistic spectrum. Entry to the provision is via a child’s statement of special needs and is determined by the County placement panel. The curriculum is personalised for each of these children. Where possible they are educated in mainstream lessons with specialist support. Additional activities are provided for them, and we develop a close partnership with their parents. There is also the opportunity for one to one tutoring and support in social time.
The Resources Provision has an excellent reputation and achieved an “outstanding” grade in our most recent inspection.
Preparing pupils for their future
KS4 Courses In years 10 and 11 all pupils study and are examined in Maths, English, ICT and at least one science subject. Pupils then select one subject from 5 different option blocks. There are an extensive range of subjects suited to all abilities and talents and include over 20 GCSE subjects and other more applied courses. There is a curriculum pathway to suit everyone.
Pupils take between 8 and 13 GCSEs in core and optional subjects. Most of these courses are examined at the end of Y11, but pupils also follow a GCSE short (half) course in Religious Education which is examined at the end of Y10. Other features of the curriculum include:
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An options process based on pupil choice rather than pre-determined blocks to maximise the opportunities for pupils to study their first preference courses. An options system which enables pupils to take English Baccalaureate subjects eg, Maths, English, Double Science, a Humanity subject and a Modern Foreign Language as well as two other subjects, for example, in the arts or technology. Pupils achieving higher levels in KS3 science have the opportunity to study separate sciences, and the great majority of pupils study at least double science. A course in ICT leading to a recognised qualification. All pupils in KS4 follow a PE course which includes off-site physical activities. Some pupils supplement this course by opting for GCSE PE or BTec Sport.
A very high percentage of pupils enter further education. Many pupils achieve scholarships to further and higher educational establishments including Oxbridge.
There is an extensive and successful programme of support to enable pupils to achieve their best in their exams. This includes a mentoring programme for those pupils at risk of underperforming.
Caring for pupils
We place a very high value on enabling our pupils to develop into happy, well-rounded people who are stretched to achieve their best. Pupils are placed in mixed ability tutor groups and each subject sets pupils according to ability at an appropriate time. Setting in Maths and Modern Languages takes place early in Year 7. The role of tutors is important in supporting the personal, social and academic development of pupils. Tutors act as academic mentors to their tutees, analysing their working, attainment and attitude levels three times a year (often with parents) and setting appropriately challenging targets.
There is a programme for personal development learning delivered through the drama curriculum in lower school. The Personal Social and Health Education programme is delivered by a specialist team throughout the school and they are supported by tutors in tutor time. It is intended that tutors remain with their group throughout their time in school.
The oversight of the care of pupils is the responsibility of the five year leadership teams and the Pastoral Deputy Head. The pastoral team maintains close liaison with educational welfare services and parents to ensure as much co-operation and support as possible. The school is open to parents at any time of the day so there are considerable opportunities for parental involvement.
We are very keen that pupils who are new to the school are well looked after. We have peer supporters who are older pupils trained to support their younger counterparts when they join the school and who stay with their tutor group throughout the first year. We are in close contact with all the feeder schools and at least one member of staff will visit each child in each school before they join us.
Guidance Pupils are also prepared for the world of work through the careers guidance programme, which begins in year 9, and the successful Enterprise Project in year 10 which brings in consultants from business and commerce to work alongside pupils.
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“Teachers promote tolerance and equality within the curriculum, which contributes to the positive and inclusive climate in the school.” Ofsted 2013
British Values and Diversity
The school places high importance in enabling pupils to distinguish right from wrong and to respect the civil and criminal law. We encourage pupils to accept responsibility for their behaviour, show initiative and to understand how they can contribute positively to the lives of those locally and nationally. We promote tolerance and harmony between different cultural traditions by enabling pupils to appreciate and respect their own and other cultures. Extra-curricular Activities
The school extends beyond the normal curriculum by means of clubs and activities, sporting and cultural. As well as providing opportunities for enjoyable and worthwhile experiences the extra curricular dimension also helps to cement the good pupil/teacher relationships which are the cornerstones of the success of the school.
Our aim is that every pupil is involved in some sort of extra-curricular activity. Our sports teams do particularly well in competitions with other schools. Our music and drama productions are of the highest standard. There are also special interest clubs, homework clubs, coursework clinics and revision sessions prior to examinations.
There is a significant programme of Educational Visits both at Key Stage 3 and Key Stage 4, with notable trips to Fairthorne Manor and Paris in Year 7 and then an opportunity to visit Iceland, the Jurassic coast and Kenya at Key Stage 4. Our extra-curricular programme is a particularly strong area of the school highlighted in our latest OFSTED inspection.
Teaching, Learning and Achievement At The Romsey School, achievement is not only a number and we teach explicitly the skills needed for successful life-long learning and a fulfilling life. These habits of mind are our language for learning and they are overtly taught in lessons so that pupils learn how to learn. Our teaching staff are highly skilled and fully qualified experts in their curriculum areas and work closely with the pupils to make sure that their programmes of study are matched to their individual needs.
Facilities
The school stands in very pleasant grounds on the edge of the town of Romsey with views of the Abbey. There has been considerable work in recent years to update and improve the facilities. There is a modern sports hall, and a floodlit all weather pitch as well as a gymnasium, tennis courts and playing fields. Recently we have added an all weather volley ball court, outdoor table tennis and a huge outdoor chess board. Our facilities are also well used by the community.
There is a modern performing arts block which is being further enhanced. This will consist of two music teaching rooms, a well-equipped drama studio with removable tiered seating and a further brand new drama room. There will also be a World Music Room, available for the local community and a radio station which we intend to set up this academic year. Theatrical productions and concerts can also be performed in the school hall. The school choir and orchestra produce high quality performances in
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school, in Romsey Abbey and, more recently, in venues overseas during our popular and highly successful international tours. Of equal standard is the popular annual drama production involving large numbers of pupils and staff. Considerable investment has been put into our performance stage with state of the art sound and lighting to enhance productions. There is a modern library and resources room with stock partly funded by the highly active parents’ association.
There are up-to-date facilities for the teaching of the arts, humanities, science, mathematics and modern languages, and curriculum areas each have their own suite of rooms. Over the summer 2014 we completely refurbished our kitchen facilities and have an exciting new catering provider who will cook bespoke meals for our pupils, staff and visitors. We also upgraded our Art suite and one of the Food Technology classrooms.
ICT Facilities There has been significant investment in IT in recent years, which has been matched by a dramatic rise in the number of pupils achieving good qualifications in ICT. We now have:
A well protected, wireless system to enable pupils to use their own device across the school to support their learning More than 400 up-to-date computers for pupil use; 9 computer suites some of which can be accessed before and after school and at lunchtime; Digital projectors in virtually every classroom, and interactive whiteboards in many; The Romsey Learning Platform (RLP) containing a mass of information, many teaching and learning resources as well as all homework tasks. The RLP can be accessed from anywhere through the internet; Every pupil with their own network account, email address and digital learning space
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Prefects & Student Leadership
We are committed to facilitating leadership opportunities for our students and developing their leadership skills and behaviours. An exciting and evolving programme enables all students to have the opportunity to lead in a happy and safe environment in a variety of ways, including the school council, school tour guides, staff interviews, anti-bullying ambassadors and leading assemblies. Our senior students also have the opportunity to apply to become a School Prefect in Year 11 and Peer Supporters in Year 10. These students act as role models for younger students and have a wide range of responsibilities, which supports our Lower School students with their transition from the Primary Sector. Each year we appoint a Head Boy, Head Girl and Deputies which are high profile leadership roles from within the student body.
A school for the community
Pupils benefit from belonging to a genuine community school, which results in:
increased investment in the site and facilities; opportunities for pupils to contribute to and work within the community; a wider range of learning opportunities both during the day and beyond.
There is considerable community activity on the site which is open from 7.00 am to 10.00 pm on most days. There is a full programme of adult education classes, as well as the use of the facilities by local groups and organisations.
The success of the community dimension was recognised by the achievement of the prestigious Schools’ Curriculum Award on three occasions and winning the national Community School of the Year Award in 2006 and 2007.
Keeping in touch with parents We believe that home-school communication is vital to pupils’ success at Romsey. The school communicates with parents through an email system for letters and messages which is direct from school to parents. Every pupil has a pupil planner, which is used to record homework, credits and remarks by teachers about issues affecting individual children. There is a daily stamper record which will reflect pupils progress and attitude to learning and provides parents with immediate feedback about how well their son/daughter is doing in each lesson. The pupil planner can be used by parents to communicate with the school.
We have regular meetings and parents evenings throughout the academic year.
Parents’ newsletters are sent once a term to keep families in touch with the schools achievements and events. There is also a weekly bulletin for parents which is called the Romsey Record and it outlines the events for the coming week.
We place particular emphasis on direct contact with parents and there is always someone who you can talk to directly on the telephone or in reception should the need arise.
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Catchment and intake The Romsey School serves the greater part of Romsey and the surrounding villages of Ampfield, Awbridge, Braishfield, Sherfield English, Michelmersh and Timsbury. The part of Romsey within the catchment area lies to the north of the old Eastleigh to Romsey railway line, east of the Sun Arch, north of the A27 from the Sun Arch to the Plaza roundabout, continuing along the bypass over Middlebridge.
In addition to pupils from our catchment area the school benefits from pupils travelling to school from a wide area including the surrounding villages, Wiltshire and Southampton.
There are 1120 pupils on roll with an admission limit of 224.
Interested? If this sounds like the sort of school you would like to be part of, call us for a tour so you can see for yourself The Romsey School in action.
Email: head @ romsey.hants.sch.uk Web: www.romsey.hants.sch.uk Tel: 01794 512334 Fax:01794 511497 11
ADMISSIONS – GENERAL INFORMATION
Applications for Year 6 pupils are made to Hampshire County Council either directly or through feeder primary schools in the Autumn term. Any other applications are made via Hampshire County Council. A form can be obtained from the school or from Hampshire County Council Admissions team directly. Applications will be considered with reference to the agreed Admission Policy. Enquiries should be made, in the first instance, to Hampshire County Council or the school office.
For those seeking Admission in September we provide, during the autumn term, a number of opportunities to visit the school and see us at work. We believe this provides an opportunity to see the school as it really is.
For those requiring admission during the course of the academic year we will provide an opportunity to meet with the Headteacher and have a tour of the school. Appointments can be made, either in person or by telephoning, the School Office.
Our published admissions number is 224.
Open Evening: 6 October 2015
Parents Tours: 12-15 October 2015 19-22 October 2015
New Intake parents’ evening: 5 July 2016
Executive Headteacher Jonathan de Sausmarez and Headteacher Mr Colm McKavanagh accompanied by the Senior Prefect Team, Joss Digweed, Beth Hutchinson, Alex Robinson, Georgia Allen
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THE ROMSEY SCHOOL ADMISSION POLICY 2016-2017
Governors of The Romsey School Academy Trust Admission Policy
Admission Criteria The Governing Body of The Romsey School Academy Trust is the admission authority for the school. The admission arrangements are determined by the Governing Body after statutory consultation. Hampshire County Council, as the Local Authority for the area, will manage the process on behalf of the school according to the coordinated admissions scheme which is published on the Hampshire County Council website (www.hants.gov.uk/admissions).The Romsey School works closely with Hampshire County Council to ensure that the admission arrangements and over subscription criteria are complied with.
The County Council will consider first all those applications received by the published deadline of midnight on Saturday 31 October 2015. Notifications to parents offering a secondary school place will be sent by the County Council on 01 March 2016.
Applications made after midnight on 31 October 2015 will be considered after all on-time applications have been fully processed unless exceptional circumstances merit consideration alongside on-time applications.
This policy will apply to all admissions from 1 September 2016, including in-year admissions. It will be used during 2015-16 for allocating places for September 2016 as part of the main admission round for Year 7. Outside the normal admissions round, Hampshire County Council’s Fair Access protocol will be applied alongside this policy to secure the admission of vulnerable pupils from specific groups
The published admission number (PAN) for The Romsey School for 2016-2017 is 224.
For the normal admission round, all preferences will be considered simultaneously and ranked in accordance with the admission criteria. If more than one school can offer a place, the parent’s highest stated available preference will be allocated. If the school is oversubscribed, places will be offered up to the published admission number (PAN) in the following priority order. Places for applications received after the deadline will be allocated using the same criteria.
Oversubscription criteria.
1. Looked after children or children who were previously looked after (see (a) in Definitions).
2. (For applicants in the normal admission round only) Children or families who have a serious medical, physical or psychological condition which makes it essential that the child attends the preferred school rather than any other. (Appropriate medical or psychological evidence must be provided in support.)
3. Children living in the catchment area of The Romsey School (see (b) in Definitions).
(i) Children who at the time of application have a sibling (see (c) in Definitions) on the roll of the school who will still be on roll at the time of admission. [See 4(i) for additional children who may be considered under this criterion.]
(ii) Other children living in the catchment area of the school.
4. Children living out of the catchment area of the school:
(i) Children who at the time of application have a sibling (see (iii) in Definitions) on the roll of the school who will still be on roll at the time of admission. [Where a sibling was allocated a place at the school in the normal admission round in a previous year because no places were available at the catchment school for their address, the application will be considered under 3(i), above, subject to the address being the same for both applications. In future normal
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admissions rounds a younger sibling will be considered to have been displaced where they were allocated a place at the school under this criteria as a consequence of their elder sibling’ displacement and the address remains same.
(ii) Children who at the time of application are on the roll of a linked junior or primary school. Ampfield C E Primary School; Awbridge Primary School; Braishfield Primary School; Cupernham Junior School; Romsey Abbey C E Primary School; Romsey Primary School.
(iii) Children of staff (see (d) in Definitions) who have, (i) been employed at the school for two or more years at the time at which the application for admission to the school is made, or (ii) have been recruited to fill a vacant post for which there is a demonstrable skill shortage.
(iv) Other children.
Definitions (a) This criterion provides priority for children who are (a) in the care of a local authority, or (b) being provided with accommodation by a local authority in the exercise of their social services functions (see the definition in section 22(1) of the Children Act 1989). It can also be used for children who were previously looked after but immediately after being looked after became subject to an adoption, residence, or special guardianship order. An adoption order is an order under section 46 of the Adoption and Children Act 2002. This has been extended to include children adopted under the 1976 adoption act, in line with the Admissions code Dec 2014. A ‘residence order’ is as an order settling the arrangements to be made as to the person with whom the child is to live under section 8 of the Children Act 1989. Section 14A of the Children Act 1989 defines a ‘special guardianship order’ as an order appointing one or more individuals to be a child’s special guardian (or special guardians).]
(b) The child’s permanent residence is where they live, normally including weekends and during school holidays as well as during the week, and should be used for the application. The permanent address of children who spend part of their week with one parent and part with the other, at different addresses, will be the address at which they spend most of their time. The catchment area of The Romsey School is as defined by Hampshire County Council; a map is available for inspection in the school office and can be viewed on the Hampshire County Council website.
(c) ‘Sibling’ refers to brother or sister, half brother or half sister, adoptive brother or adoptive sister, foster brother or foster sister, step brother or step sister living as one family unit at the same address. It will also be applied to situations where a full, half or adoptive brother or sister are living at separate addresses. Criteria 3(a) and 4(b) include children who at the time of application have a sibling for whom the offer of a place at the preferred school has been accepted, even if the sibling is not yet attending.
(d) ‘Staff’ includes all those on the payroll of the school. ‘Children of staff’ refers to situations where the staff member is the natural parent, the legal guardian or a resident step parent.
Tie-breaker
If the school is oversubscribed from within any of the above categories or subcategories, straight line distance will be used to prioritise applications; applicants living nearer the school have priority. Hampshire County Council’s Geographic Information Systems (GIS) will be used to determine distances (normally from the Ordnance Survey home address point to the school office). Distances to multiple dwellings will give priority to the ground floor over the first floor and so on. On individual floors, distances will be measured to the stairs leading to the communal entrance. If it still not possible to decide between two applicants who are equidistant then a draw will be made to allocate the final place.
Additional Information
1. Pupils with a statement of special educational needs or an EHCP The governors will admit any pupil whose final statement of special educational needs or Education, Health & Care Plan (EHCP) names the school. Where possible such children will be admitted within the PAN.
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2. Multiple births Where a twin or child from a multiple birth is admitted to a school under this policy then any further twin or child of the same multiple birth will be admitted, if the parents so wish, even though this may raise the number in the year group above the school’s PAN.
3. In-Year Fair Access placements by the local authority The local authority must ensure that all pupils are placed in schools as quickly as possible. It may therefore sometimes be necessary for a pupil to be placed by the local authority, or a local placement panel acting on behalf of the authority, in a particular school even if there is a waiting list for admission. Such placements will be made in accordance with the provisions of the local authority’s In-Year Fair Access Protocol. The Protocol is based on legislation and government guidance.
4. School Closures In the event of a school closure, pupils from the closing school may be given priority for any school nominated as the receiving school. Specific arrangements will be determined by the Local Authority in accordance with the School Admissions Code and will be published at the time for the specific schools affected.
5. Waiting lists When all available places have been allocated, waiting lists will be operated by schools on behalf of the local authority. Any places that become available will be allocated according to the criteria of the admission policy with no account being taken of the length of time on the waiting list or any priority order expressed as part of the main admission round. Fair Access admissions and school closure arrangements will take priority over the waiting list.
The waiting list will be reviewed and revised – each time a child is added to, or removed from, the waiting list; when a child’s changed circumstances affect their priority; At the time of receiving an offer of a school place parents will be advised of the process for adding their child’s name to a school’s waiting list. Parents may keep their child’s name on the waiting list of as many schools as they wish.
The waiting list will be maintained until 31 August 2017, at which point all names will be removed. Should parents wish their child to be considered for a place at the school in the following school year they should complete and submit a fresh in-year application in the August preceding the new school year. Schools will send a decision letter within the first 10 days of the new term.
Admission of children outside their normal age group Parents can seek places outside their normal age group. Decisions will be made on the basis of the circumstances of each case; parents may be offered a place in another year group at the school.
Appeals Parents seeking admission for their children, who do not secure a place, have a right to appeal to an Independent Appeals Panel. Details of the procedure will be sent on receipt of written request to appeal. The appeals time-table will be published on the School’s website on 28th February 2015.
Other information The school prospectus gives information about the school and details of the Admission Procedures. Parents are encouraged to visit and view the school with their child on the school’s Open Evening.
Legislation This policy takes account of all relevant legislation including the legislation on sex discrimination, race relations, and disability, together with all relevant regulations and the School Admissions Code (DfE 2012 and DfE 2014).
Adopted by the Governing body on 11th March 2015 after consultation with the LA and Cluster Schools.
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GETTING TO SCHOOL
The school is a busy site, particularly at the start and end of the school day. We have worked with residents, the County and the Borough Councils to produce a travel plan with the aim of minimising car journeys to school. Children are encouraged to use public transport, to walk or cycle to school. If a car is essential we ask our parents to try to:
Organise a car share with another family. Arrange a pick up point away from school. You can drop off by Romsey Abbey and pupils can walk down to school via the footpath alongside the school field. Abide by parking and traffic restrictions.
Buses
For families who live in the school catchment area and are more than three miles away from school the child will be entitled to free transport which is organised via Hampshire County Council.
The School offers a bus service to the Southampton area and the Landford area. For information on costs and how to arrange for a place on these services please contact the school office. Timetables can be found at the end of the prospectus.
After School Bus
A minibus service runs on Tuesday, Wednesday and Thursday evenings which leaves school at 4.15 pm. There is a nominal charge of £1.50 to use this service. Children attending an after school club can book a place on the mini bus via the school office the day before they need to use it. The minibus will deliver children throughout the catchment area and into Southampton.
Public Transport
There are alternative routes available for travel into school either by train or Bluestar bus. The train station is a 10 minute walk from school and is regularly used by pupils from the Southampton area.
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UNIFORM
The school has an unambiguous approach to uniform as we believe uniform contributes to the learning ethos. Pupils are, therefore, expected to wear the official school uniform for the full five years they attend the school. It should be worn correctly both in school and on the journey to and from school.
We also explain our standards on hairstyle and colour (extremes are not allowed). We discourage the use of make-up at school. If worn it must be kept to an absolute minimum. Pupils wearing excessive make-up will be required to remove it.
The official School Uniform stockists are D W Stevenson Limited who can be contacted on 01727 853262 (press option 1). Uniform can also be obtained from Direct4Logos in Romsey Industrial Estate, Tel: 01794 511550. Some smaller items and second hand uniform are available from the school reception.
Details of the uniform are as follows:
BOYS’ UNIFORM Blazer Black with School Badge and house colour on pocket. Shirt Plain white with buttons and collar. Trousers Dark grey or black, No Jeans or Cords, No large belt buckles Tie School tie (with house colour stripe). Socks Grey or black. No White Socks. Shoes Black. All black leather lace-up or sensible slip-on shoes with non-slip soles. Patent leather and suede are not acceptable. Boots are not acceptable. Trainers and pumps are not acceptable. Pullover Plain grey V Neck. No Cardigans. Top Coats / Plain. Large designs or motifs are not acceptable. Leather and Denim jackets are not Anoraks acceptable. Hats must be removed around school
GIRLS’ UNIFORM Blazer Maroon with School Badge and house colour on pocket. Shirt Plain white with buttons and collar Skirt Plain grey, knife or box pleat, knee length. No split, button up or pencil skirts. No additional contrasting belts. Trousers Uniform grey, parallel legs worn from the waist down with waistband. (Optional) Tie School Tie (with house colour stripe). Tights/ Maroon tights. Plain white ankle socks without coloured patterns may be worn in the Socks summer. No skin coloured tights. Shoes Black sensible shoes with wide low heels (height not to exceed 2 inches measured from the instep) - no sling backs or unnecessary buckles or decorations are allowed. No suede shoes, boots, pumps or trainers. Pullover Plain grey V Neck. No Cardigans. Top Coats / Plain. Large designs and motifs are not acceptable. Leather and Denim jackets are not Anoraks acceptable. Hats must be removed around school. Headscarves/ Should these be worn, they should be in the school colours of black, grey or burgundy. Hajib Hair Bands/ Hair bands or accessories should be subtle and correspond with school colours of Accessories black, grey or burgundy.
PHYSICAL EDUCATION BOYS Maroon Rugby Shirt with white stripe For soccer, rugby and hockey Black Shorts For all activities Maroon Socks For soccer, rugby and hockey White Polo Shirt For all indoor activities White ankle socks For indoor PE
Email: head @ romsey.hants.sch.uk Web: www.romsey.hants.sch.uk Tel: 01794 512334 Fax:01794 511497 17
Football Boots. Training shoes or plimsolls, no dark soled footwear GIRLS White polo shirt For indoor and Summer PE Maroon socks Outdoor PE and Games Maroon shorts For all PE White ankle socks For indoor PE Hockey boots, training shoes or plimsolls, no dark soled footwear
During winter months, for outdoor work, boys and girls may wear maroon tracksuits or maroon or black jogging bottoms. Gymnastics is done in bare feet or plas sox for boys and girls. All pupils must provide a towel. All kit must be properly named and labelled. The wearing of shin pads is now compulsory and we also strongly advise the wearing of a mouthguard for rugby and hockey, please contact the PE Department if you need specific advice about this.
Technology And Science Appropriate clothing as specified by staff must be worn for these subjects.
Jewellery The school policy is that jewellery should be kept to an absolute minimum for health and safety reasons. The school will allow the following only: One charity band may be worn One plain ring may be worn on the hand with no edges or ornamentation that might cause cuts or scratches on contact One, small plain ear stud may be worn in either or both earlobes only. No loops, stretchers, skin colour fillers or earrings are permitted No facial jewellery e.g. nose studs, eyebrow studs, tongue studs etc. Other piercings are inappropriate for school and will need to be removed. Any pupil not following these rules will be asked to remove any items that do not conform. It is not acceptable to cover forbidden items with plasters etc. for health and safety reasons Wrist or ankle bracelets are not acceptable
Hoodies are not an acceptable part of the school uniform.
Extremes in hair style and colour are not acceptable at school eg shaved (grade 2 or less) coloured braiding, hair extensions or unnatural hair colour. Make-up, nail varnish/extensions, wrist or ankle bracelets are not acceptable in school. One charity band may be worn.
Whilst not guaranteeing their safekeeping nor indemnifying the parents from any claim and liability arising from injury or damage to whatsoever person or thing occasioned by the wearing of sleeper earrings or wristlet watches, these articles will be permitted provided that the above conditions are adhered to.
Financial Assistance For Uniforms If you are receiving Income Support or Family Credit from the Department of Health and Social Security, a limited amount of financial assistance is available to help provide the essential clothing or footwear that your child needs to attend school.
Applications are considered at the beginning of year 7, 9 and 10 and forms are available from the school.
If you have any difficulty in providing your child with essential items of clothing or footwear for Physical Education, a limited amount of financial assistance may be available.
Email: head @ romsey.hants.sch.uk Web: www.romsey.hants.sch.uk Tel: 01794 512334 Fax:01794 511497 18
KS3 GROUPING ARRANGEMENTS
Upon entry pupils are placed in mixed ability tutor groups. The average number of pupils in a tutor group is 28. It is intended that pupils remain in the same tutor group with the same tutor throughout their time in school. There are 8 tutor groups in each year (with the exception of year 7 where there are 9 tutor groups to reflect the greater number of pupils). The pastoral care of the year group is co- ordinated by a Progress Leader who is responsible to the Deputy Headteacher.
Year 7 is arranged into three equal populations for timetabling purposes. In Year 7 pupils are taught in mixed ability groups for all subjects except:
Mathematics and French where they are organised into sets according to their ability using data from primary schools. These sets are monitored throughout the year and amended to reflect pupil progress; PE where half the programme is taught to single sex and half to mixed set groups;
7 8 9
English Mixed ability Set across half Set across year year groups group Mathematics Set across 3 Set across half Set across year equal bands year groups group
Science Mixed ability Set across half Set across year year groups group
History Mixed ability Set across half Set across half year groups year groups
Geography Mixed ability Set across half Set across half year groups year groups
RE Mixed ability Set across half Set across half year groups year groups
Music Mixed ability Mixed ability
Mixed ability Drama Mixed ability Mixed ability following mini-
options process Art Mixed ability Mixed ability
Technology Mixed ability Mixed ability Mixed ability following mini- options process Modern Set across half Set across half Set across year Languages year groups. year groups group
PE Mixed ability Banded by ability Banded by ability across half year across half year groups groups IT Mixed ability Set across half Set across year year groups group
Email: head @ romsey.hants.sch.uk Web: www.romsey.hants.sch.uk Tel: 01794 512334 Fax:01794 511497 19
ORGANISATION OF THE SCHOOL DAY
There are five lessons and a tutor period each day. Consequently, excluding breaks and registration, the taught week is 26.25 hours for all pupils. The day is scheduled as follows:
8.45am Tutor time 9.05am Period 1 10.05am Period 2 11.05am Break 11.20am Period 3 12.20pm Period 4 1.15pm Lunch 1.55pm Period 5 3.00pm End of Day
TERM AND HOLIDAY DATES
The dates for the academic year 2015/2016 are as follows:
Autumn Term 2015
Term Starts: Tuesday 1 September Half Term: Monday 26 October – Friday 30 October Term Finishes: Friday 18 December
Spring Term 2016
Term Starts: Monday 4 January Half Term: Monday 15 February – Friday 19 February Term Finishes: Thursday 24 March
Summer Term 2016
Term starts: Monday 11 April Half Term: Monday 30 May – Friday 3 June Term Finishes: Wednesday 20 July
Email: head @ romsey.hants.sch.uk Web: www.romsey.hants.sch.uk Tel: 01794 512334 Fax:01794 511497 20
SECTION 2 – THE SCHOOL ETHOS
The Romsey School has gained a reputation for the care and support that staff give all pupils and each other. Before you can have effective learning a person needs to feel safe, supported and happy. With outstanding learning comes exam success and all the opportunities life will bring. Therefore it is equally important that every child is successful in terms of examination success and also their development as a caring person. Our school partnership recognises that when parents, school and child work together that learning and life chances are optimised.
HOME SCHOOL PARTNERSHIP
As a school we shall do our best to: As a parent I shall do my best to: care for your child’s safety and happiness see that my child attends school daily, on time ensure that your child achieves his/her full and properly equipped for work potential as a valued member of the school make the school aware of any concerns or learning community problems that might affect my child’s work or provide a balanced curriculum and meet the behaviour individual needs of your child support the school’s policies and guidelines for achieve high standards of learning and behaviour behaviour through planning meaningful support my child in homework and other learning experiences and building good opportunities for home learning relationships which develop a sense of ensure the planner is signed weekly responsibility attend parents’ evenings and discussions keep parents informed about general school about my child’s progress
matters and about your child’s progress get to know about my child’s life at the school be open and welcoming at all times and offer ensure my child wears the correct school opportunities for you to become involved in the uniform life of the school
AS A PUPIL, I SHALL:
GIVE MY BEST EFFORT TO ALL MY LEARNING: do my best to develop the ‘Romsey learning habits of mind’ of curiosity, self-management, collaboration, resilience, creativity, reflection and empathy record my stamps each lesson and aim for as many credits as possible listen carefully to the instructions when the teacher is talking follow the instructions the first time they are given ensure that my work is presented neatly Proof read all my work for spelling, punctuation and grammar
TREAT OTHERS WITH RESPECT AS PART OF OUR CARING COMMUNITY: contribute to our school by giving suggestions and thinking of new ideas that will make a difference always be respectful, helping others and treating others and their property as I would want to be treated be proud of being a member of our school community help my teachers to teach and my to peers learn avoid physical contact with others, never use bad language, name call or tease others pick up any litter and never drop it
BRING THE CORRECT EQUIPMENT EVERY DAY IN A SCHOOL BAG WHICH IS ORGANISED WITH: basic writing and drawing equipment the correct exercise and text books for each lesson the extra equipment needed for Technology, PE, etc. my planner homework when required A calculator
ATTEND SCHOOL REGULARLY AND ON TIME
WEAR THE SCHOOL UNIFORM AND BE SMART AT ALL TIMES
Email: head @ romsey.hants.sch.uk Web: www.romsey.hants.sch.uk Tel: 01794 512334 Fax:01794 511497 21
BEHAVIOUR FOR LEARNING
At Romsey School we understand that outstanding learning takes place when all members of our school community develop positive ‘habits of mind’ and when all learners consistently display a thirst for knowledge and a love of learning.
As a result, we have a strong commitment towards ensuring that pupils are curious about their own learning and that they are consequently proactively engaged in the learning process, whilst developing their character and self-confidence alongside positive working relationships.
What are we aiming for with regard to Behaviour for Learning?
To accept only the highest expectations around how our pupils can behave and learn. These expectations are based on both trust and challenge so that they make a strong and active contribution to an exceptionally positive climate for learning.
To ensure that pupils enjoy learning and that they cultivate excellent ‘habits of mind’ including curiosity, resilience, reflection, self-management, creativity, collaboration and empathy. These positive ‘habits of mind’ have a very strong impact on pupil progress.
To embed the above ‘habits of mind’ and learn from all incidents of poor behaviour so that all pupils display impeccable behaviour whether in their lessons, across the school site or beyond the boundaries of our school environment.
To ensure that our pupils have a pride in their school. This is demonstrated by their excellent conduct, manners, attendance and punctuality.
To develop positive climates for learning which apply whether learning as a whole class or working on their own or in small groups.
To generate a climate whereby incidences of low-level disruption in lessons are extremely rare.
To elicit excellent improvements in behaviour over time for individuals or groups with specific behaviour needs.
To ensure that pupils are fully aware of different forms of bullying, including cyber-bullying and prejudice-based bullying, and that they are actively involved in trying to prevent it from occurring. Bullying and derogatory or aggressive language in all their forms are very rare and dealt with highly effectively.
To involve our whole community in the development of our positive climate for learning so that parents, staff and pupils are unreservedly positive about both behaviour and safety and pupils are keenly aware how good ‘habits of mind’ and impeccable behaviour contribute to school life, adult life and work.
How do we do this? We provide pupils with excellent and meaningful learning experiences which motivate and inspire.
We ensure that pupils’ efforts are celebrated. We do this by providing daily feedback via our stamper system in the pupils’ diaries. We also reward excellent behaviour for learning with our system of stampers, credits, curriculum leader’s credits, praise postcards and certificates. The credits are awarded in the pupils’ diaries for excellent effort with regard to ‘Habits of Mind’. When pupils show their tutor that they have received 25 credits, these are recorded on SIMs by the tutor. These accumulate to accrue praise postcards. We also use termly attitude grades to give feedback to pupils on their attitudes to learning.
Email: head @ romsey.hants.sch.uk Web: www.romsey.hants.sch.uk Tel: 01794 512334 Fax:01794 511497 22
On the rare occasions where behaviour drops below our high expectations, we follow our sanction and referral system in a highly consistent manner. The classroom teacher will manage the misbehaviour in the first instance. They will speak to the pupil in question building rapport, focusing on the behaviour not the person and investigating the reasons for the transgression. They will give a maximum of three warnings and give the child a chance to ‘earn off’ their warnings.
If warnings are not heeded, then where appropriate, the classroom teacher will set an appropriate sanction such as a detention, they will contact home, mark ‘B’ in the planner, and note the misdemeanour on SIMs.
The classroom teacher will focus on positive restorative techniques, ensuring that the pupil has had a chance to reflect on the mistake they made, whilst assuring the child that they will be able to move on with a fresh start, leaving the transgression behind. This reflection might include taking the child through the following questions:
. What am I personally responsible for doing? . What was the impact of this mistake? . What could I have done instead? . What can I do to fix it?
Should there be no improvement in behaviour with their own strategies, the classroom teacher refers the pupil to their Curriculum Leader (when the repeated misbehaviour occurs in lessons) or to the Tutor and Progress Leader (when the misbehaviour occurs across more than one subject or during tutor time and out of class times). Our ‘Stepped Approach to Behaviour’ then ensues (see separate document on website). The main purpose of the ‘Stepped Approach to Behaviour’ is for the child to learn how to behave appropriately and step down to level zero whenever possible.
We ensure that all staff believe that high standards of behaviour are built on developing strong working relationships with learners who are challenged beyond their starting points and who are consequently engaged in their own learning, displaying excellent ‘habits of mind’.
We generate a belief whereby every teacher takes an active responsibility for pupil behaviour. They do this by ensuring that they are following the school’s system of rewards and sanctions consistently. They also encourage pupils to aim beyond compliant behaviours (following instructions) towards deep engagement in their own learning.
There are regular INSET sessions with a specific focus on key aspects of Behaviour Management. Subject leaders have responsibility for the climate for Learning in their subjects. Progress Leaders have responsibility for the attitudes and behaviour of their year group across their subjects and outside of their lessons. Curriculum Leaders and Progress Leaders work closely together to ensure that Behaviour for Learning is optimised across the school.
“Students’ behaviour, in and out of lessons, is exemplary. Students like coming to school. They are polite and courteous, and have positive attitudes to learning.” Ofsted 2013
Email: head @ romsey.hants.sch.uk Web: www.romsey.hants.sch.uk Tel: 01794 512334 Fax:01794 511497 23
ATTITUDE AND LEARNING
The key to success at school (and in life) is a positive attitude. At The Romsey School we have developed a system of defining attitude, and identifying criteria so that we can measure it. Each pupils is, therefore, given an attitude level in each subject, each term. We report these attitude levels to parents at the end of each term along with the level at which their child is working, the target level we think they are capable of achieving and their attendance.
The attitude level is a simple 4 point scale which enables the parent, the pupil and the teacher to see whether the pupil is working in the right way to succeed. We can see the change in attitudes over time, and we can compare attitudes from one subject to another. The system provides a wealth of information that we use to maximise learning.
The attitude levels also help us to write references when pupils leave, and to determine who should be appointed to positions of responsibility (such as prefects).
ACHIEVEMENT AND REWARDS The ethos of the school is to encourage pupils to do well by recognising and rewarding their achievements. The rewards system is comprehensive and detailed but the following provides a brief summary of the awards available to pupils: Summary of Awards At the end of every lesson and registration a pupils planner will be stamped if the pupil has achieved well in Behaviour, Equipment, Uniform, Progress and Punctuality. On a daily basis parents can monitor their childrens work. Pupils are motivated to gain as many stamps as possible as they equate to rewards. A commendation for each subject where the attitude is level 1 (presented in the lesson or at achievement assemblies) A certificate for excellent attitude across the curriculum – 5 or more commendations - (presented in the achievement assembly) A certificate for significantly improved attitude across the curriculum – average attitude level +0.4 or better - (presented in the achievement assembly) A curriculum leader’s credit for achieving above expectations in a subject (presented in the lesson) A certificate for excellent achievement across the curriculum – 5 or more CLCs - (presented in assembly) Credits for a particular piece of work (presented in the lesson) A credit certificate if they are in the top 15% for numbers of credits in the year group (presented in the house assembly) 100% attendance certificate (presented in the achievement assembly) 98.5+% attendance certificate (presented in the achievement assembly) Active citizen awards (presented in the citizenship assembly) Extra-curricular certificate for significant contribution (presented in the achievement assembly at the discretion of the progress leader)
Email: head @ romsey.hants.sch.uk Web: www.romsey.hants.sch.uk Tel: 01794 512334 Fax:01794 511497 24
SECTION 3 – SCHOOL POLICIES
INTRODUCTION The school has a full range of policies including all those that are statutorily required. In this section we have included a summary of some that may be of particular interest to those who are joining the school. All our policies are available on The Romsey Learning Platform (RLP)
ANTI-BULLYING POLICY (Summary) Bullying is conduct intended to cause hurt, either physical or psychological, which is unprovoked and which continues over a long period. It includes physical and/or verbal abuse. Bullying includes, for example, taking someone's food or money; deliberately damaging another's work or equipment; forcing another to steal; racial and sexist abuse.
Any behaviour which is the illegitimate use of power in order to hurt others is bullying behaviour. Bullying is not just part of growing up.
Romsey School’s anti bullying policy is rigorous and simple; bullying will not be tolerated. This policy is positive rather than punitive, it seeks to raise awareness of issues involved in harassment and is based on trust between staff, pupils and parents. We seek to ensure that victims of bullying are confident of support and redress while aggressors are helped to see the error of their ways. The message is delivered to all members of the school community. Pupils are in no doubt as to the outcome - bullies have no place in our midst. Our policy extends to all pupils and staff when travelling to and from school and throughout the school day.
DRUGS POLICY (Summary) Romsey School recognises that many young people will be presented with the opportunity to try drugs. The school condones neither the use of illegal substances, alcohol or tobacco, nor the misuse of glue, solvents, prescribed and over the counter medicines.
Romsey School acknowledges the importance of its pastoral role in the welfare of young people, and is committed to integrating drug education across the curriculum. The school recognises the need to work in partnership with parents and the wider outside community to ensure the young people make healthy informed decisions to safe-guard their own well-being.
EXAMINATIONS POLICY (Summary) Principles Upon entry to The Romsey School, all pupils are regarded as examination candidates. All Key Stage 4 courses will lead to a DfES recognised qualification except for the core programmes of Physical Education.
Purposes To motivate pupils. To promote and record achievement at an appropriate level of ability. To prepare pupils with the relevant academic qualifications for further study or employment post 16. Practice Pupils are entered for the appropriate examination towards the completion of the Key Stage 4 course. However, in exceptional circumstances, it may be appropriate for a pupil not to be entered for public examination. The criteria applicable for possible non-entry are: failure to complete required coursework; prolonged or frequent unauthorised absence; specific request from the pupil, which must be supported by parent(s) and staff.
Parents will receive written notification of examination entries prior to entries being finalised. If a pupil fails, without good reason, to complete the examination requirements for any public examination for which the school has paid or is liable to pay an entry fee, then the school may recover the fee from the parent.
Email: head @ romsey.hants.sch.uk Web: www.romsey.hants.sch.uk Tel: 01794 512334 Fax:01794 511497 25
HOMEWORK In Years 7, 8 and 9 the homework curriculum can be viewed via the school website- parent drop down menu. Homeworks in red are extended tasks and ones in green are shorter, evening homeworks . The extended tasks are designed to be motivational and encourage pupils to think more deeply, to solve problems and be creative in a real world context. All the extended homeworks for a term can be accessed throughout the term allowing parents to support and monitor their child's work. Each extended task is designed to take at least 2 hours and must be handed in two weeks after being set. The homework might result in an essay, a piece or research, a model, a presentation, a piece of drama- in short much more varied with greater opportunity for pupils to be creative. Homework is important because it:
supports work done in lessons develops research and study skills promotes the skills and attitudes needed for independent learning encourages self-discipline helps manage the demands of examination coursework involves parents in their child’s learning EXPECTATIONS AND RESPONSIBILITIES The parents role - To support their child by: providing, where possible, a quiet, suitable place for homework to be done; making alternative arrangements, where possible, if home circumstances prove temporarily unsuitable for doing homework; encouraging: homework to be recorded in the homework diary; deadlines to be met; work not to be rushed but to show care and attention in its presentation; work to begin early on longer term projects, to avoid a last minute rush; checking and signing the homework diary weekly; giving advice and support when needed to enable the homework task to be completed; supplying a note when exceptional circumstances prevent homework being completed. The School’s role - To support pupils by: setting appropriate and regular homework tasks; organising a homework timetable to make the workload manageable; ensuring: o homework is recorded in the homework diary; o deadlines are being met; o work is done to a reasonable standard and not rushed; o checking and signing the homework diary once per two week teaching cycle; o giving comment and feedback on homework to enhance learning; o “normal” homework tasks within the two week teaching cycle; o “extended” homework tasks within a longer, specified period of time; o taking appropriate action when a pupil fails to produce homework; o providing information where homework may be done, other than at home. The pupils’ role - To help their learning by: writing homework in the homework diary; doing homework on the night it is set whenever possible; handing it in on time; asking for help if necessary (but not copying other people’s work; seeing the teacher the next day if there is a problem with the homework (not leaving it until the next lesson); showing care and attention in the content and presentation of work; getting the homework diary signed by their parent every week and showing it to their tutor; acting on the advice the teacher gives about the completed homework; never leaving blank spaces in the homework diary (‘absent’ or ‘homework not set’ should be recorded instead); starting work early on longer term projects, to avoid a last minute rush
Email: head @ romsey.hants.sch.uk Web: www.romsey.hants.sch.uk Tel: 01794 512334 Fax:01794 511497 26
WORKING DETAILS Time spent on homework: There are no hard and fast rules as a number of variables come into play (e.g. ability of the pupils, the speed at which they work, nature of the work set, number of subjects set, absence). The following are offered as guidelines: Yrs 7,8 & 9 - 20 to 30 minutes per subject (average 40 mins to 1½ hours per day) Yrs 10 & 11 - 35 to 45 minutes per subject (average 1 to 2 hours per day) If pupils are working significantly more or less than this, there may be a problem and school should be contacted.
The nature of homework: Traditionally most people’s idea of homework is a written piece of work. Often this is still the case. However, homework may also take a number of forms, which are equally valid. For example: posters, reading, preparatory notes, learning for tests planning research on-going projects producing a tape / model / game role-plays design work Frequency of homework: The homework schedule is devised to provide pupils with regular, manageable homework. There are times however, when it is not sensible or possible to set homework. Such occasions may include absence, trips, major school events and the beginning or end of modules of work. These should be the exception rather than the rule and there is an expectation that at least three quarters of the allocated homework will be set.
Homework venues: The following places are available for pupils to do their homework:
In school - The Learning Resource Centre - lunchtimes & after school until 4.00pm. Homework Club in S Block for pupils who receive learning support - lunchtimes Out of school - Romsey Town Library, Station Road, Romsey Incomplete homework: When a pupil fails to complete or hand homework in on time without good reason, a range of sanctions will be applied. These include a verbal reprimand, extra work and a detention held during the lunch break or after school. Twenty four hours notice will be given for an after school detention and parents, who will be informed via a detention slip, are responsible for arranging transport home. If there is problem with homework in a number of subjects the Pastoral Leader will become involved and parents will be contacted to discuss the matter.
KS3 Homework schedule checker on the school website Our aim is to provide a termly calendar showing scheduled homework for pupils in years 7, 8 and 9. Each week a number of short homework tasks will be set that may take 20-30 minutes each to complete. In addition several extended homework tasks will be set each term. These tasks are to be completed over a 2 week period. They are designed to be an integral part of the learning within the scheme of work. The tasks are differentiated and aim to develop independent learning skills. Once listed on the homework checker on the website, they will provide a direct link to the documents required for pupils to complete the task. The homework is accessible to parents through the parent area on the website to enable parents to fully support their children to complete the tasks.
Parents: Parents will be given information about how to access homework in a letter at the start of the new year. Parents are shown how to access information on the homework schedule and the extended homework tasks at the Esafety, RLP and Homework Checker information evening. The extended homework task sheets have an area included for parental comments on the work undertaken by their son/daughter. Teachers: Teachers will ensure that they follow the published homework schedule. Extended homework tasks will have hyperlinks to the relevant documents to enable parents and pupils access to information relating to the tasks set. Governors: SLT will monitor the setting of homework through the RLP. KS4 homework is set in all subjects and pupils will expected to complete up to an hour in each subject each week. This may amount to approximately 10 hours of homework each week.
Email: head @ romsey.hants.sch.uk Web: www.romsey.hants.sch.uk Tel: 01794 512334 Fax:01794 511497 27
GOVERNORS’ CHARGING AND REMISSIONS POLICY
Introduction The Governing Body recognises the valuable contribution that a wide range of activities including clubs, trips and residential experiences can make towards pupils’ personal and social education. The Governing Body aims to promote and provide such activities both as part of a broad and balanced curriculum for the pupils of the school and as additional optional activities. The Governing body may, from time to time, amend the categories of activity for which a charge may be made. Nothing in this policy statement precludes the Governing Body from inviting parents to make a voluntary contribution towards the cost of providing education for pupils.
1 Charges A charge may be made in the following circumstances for activities organised by the school;
a) School journeys in and out of school hours. b) School trips – cost of transport and entry fees, board and lodging for any residential trip
c) Examination Fees: Where a pupil has not been prepared for a prescribed public examination by the school, the school may make a charge of the cost of entering the pupil for the examination, just as they may for entries to non-prescribed examinations whether or not prepared by the school. If a pupil fails, without good reason, to complete the examination requirements for any public examination for which the school has paid or is liable to pay an entry fee, then the school may recover the fee from the parent.
d) Individual Instrumental Tuition - Instrumental tuition from peripatetic music teachers is provided. In order to provide sufficient and wide ranging instruction, a charge is requested, these charges are reviewed annually.. The cost of hiring a musical instrument will be met by the parents.
e) Ingredients and Materials - A charge may be made for ingredients and materials (or require them to be provided) if the parents have indicated, in advance, that they wish to own the finished product (eg in Food Technology and Art, Design and Technology)
f) Freedom of Information Requests - Where there is a charge for this the minimum charge will be £5.00 to cover administrative costs will be made for such items. In addition a charge of £1.00 per copy will be made for more than two pages of copied information. For more detailed information about this please see the Publication Scheme on information available under the Freedom of Information Act 2000
g) Fixed Penalty Notices - If term time leave is taken without prior permission from the school, the absence will be unauthorised and if the number of sessions absent hits the thresholds set down in Hampshire’s Code of Conduct parents/guardians/carers will be issued with a fixed-penalty fine, or other legal action in accordance the code. For more detailed information please see the Attendance Policy.
2 Remissions Where the parents of a pupil are in receipt of Free School Meals, income support or family credit, the school may reimburse the cost of board and lodging for any residential activity that it organises for the pupil if the activity is deemed to take place within school hours or where it forms part of the syllabus of the National Curriculum. In other circumstances, there may be cases of family hardship which makes it difficult for pupils to take part in particular activities for which a charge is made. When arranging a chargeable activity, the school will invite parents to apply, in confidence, for the remission of charges in part or full. Authorisation of remission will be made by the Headteacher in consultation with the Chairman of Governors.
Linked Policies: Publication Scheme on information available under the Freedom of Information Act 2000 Attendance Policy
Date: September 2015
Email: head @ romsey.hants.sch.uk Web: www.romsey.hants.sch.uk Tel: 01794 512334 Fax:01794 511497 28
SECTION 4 – CURRICULUM INFORMATION
Allocation of time: - Current arrangements for 2015-16
KEY STAGE 3 KEY STAGE 4
CORE Year 7 Year 8 Year 9 Year 10 Year 11
English 6 6 6 6 7
Maths 6 6 6 6 7
Science 6 6 6 10 10
Separate Sciences 15 15
Technology 4 4 5 5 5
French 5 5 5 5 5
Core PE 4 4 4 2 2
Core RS/PSHE/Citizenship 3 2 4 2 0
Computing 1 2 2 4 4
OPTIONS
History 4 4 3 5 5
Geography 4 4 3 5 5
RE GCSE/Sociology 5 5
Spanish/ German 5 5
Art 2 2 5 5
Music 3 2 5 5 6 Drama 2 3 5 5
Dance 5 5
PE GCSE/BTEC Sport 5 5
Business Studies 5 5
Media Studies 5 5
Construction 10 10
Beauty 5 5
Numbers represent hours per fortnight cycle – total of 50 lessons per cycle. The curriculum is under constant review, particularly the range of options in KS4. Full details of the programme on offer will be made available at the time that choices are made.
Email: head @ romsey.hants.sch.uk Web: www.romsey.hants.sch.uk Tel: 01794 512334 Fax:01794 511497 29
Autistic Spectrum Disorders Resourced Provision
The Resourced Provision was established in September 2002 to meet the needs of pupils with an Autistic Spectrum Disorder. All pupils have a cognitive ability within the range normally found within a mainstream comprehensive school.
In mainstream schools it is quite usual to find many children on the Autistic Spectrum, some children have statements of special educational needs and some do not. There are a number of pupils whose ASD needs are more complex and without the additional support of the Resourced Provision they would find not only learning, but surviving the normal daily events in a large school impossible to deal with. The resource has been established to meet the needs of these pupils.
The resource is staffed by two specialist teachers plus a team of Learning Support Assistants who have all been trained to work with pupils on the Autistic Spectrum. We also have a Speech and Language Therapist and an Occupational Therapist who work in the resource one day a week.
The resource consists of a large base room and a small tutorial room. The base room reflects the TEACCH (Treatment and Education of Autistic and Related Communication Handicapped Children) approach and is divided into clear zones – a teaching and IT zone, social zone, group work zone and individual bays. Pupils know that if they become anxious they are able to return to the base at any time during the day. It is also a safe haven at break and lunchtime.
The aim of the resource is to ensure that the ASD pupils are included within the mainstream school as much as possible and to be active members of the Romsey community, whilst maintaining a balance between their educational and ASD needs. The levels of in-class support are dependent on individual pupils but will generally reflect a higher level of support for more formal or practical subjects.
Admission to the resource is controlled by a specialist LEA panel which considers the needs of all ASD pupils and allocates places in terms of needs. The LEA sets the admissions criteria for the provision. Generally all pupils should be able to access learning within a mainstream classroom but also require an ASD curriculum including social skills and life skills.
Please see the Hampshire website for the Local Offer which includes the provision offered at The Romsey School www.hantslocaloffer.info
“Students who are disabled or who have special educational needs make faster progress than similar groups of students nationally” Ofsted 2013
Email: head @ romsey.hants.sch.uk Web: www.romsey.hants.sch.uk Tel: 01794 512334 Fax:01794 511497 30
Children with Special Educational Needs - code of practice requirement
A child has a special education need if the child:
"has significantly greater difficulty in learning than the majority of children of the same age".
"has a disability/impairment which either prevents or hinders him from making use of educational facilities of the kind generally available for children of his age".
In this school: i) all children are valued equally regardless of their abilities. ii) all children are entitled to have access to a broad, balanced and relevant curriculum which is differentiated to meet individual needs.
Mrs Carol Sim (Special Needs Co-ordinator (“SENCO”)) leads a team which includes a number of experienced Learning Support Assistants. All members of the team are encouraged to participate enthusiastically in in-service training and are well informed of school and county SEN practice.
The strong liaison programme with feeder schools highlights the needs of the new intake. This is undertaken by the SENCO. Those highlighted are assessed in September by the LS Department. These formal assessments are carried out at least annually (usually termly) to monitor progress and achievement and results circulated to all subject teachers.
Pupils apparently under performing in any year will be investigated further to assess any reasons for the under performance and the process of providing appropriate support begun.
This takes the form of either i) in-class learning support or ii) small group curriculum withdrawal.
Both forms of support are discussed with curriculum managers and parents to establish agreed areas of concern. The SENCO reviews and monitors progress of individuals both formally and informally as a matter of course.
The SENCO enjoys regular contact with external Support Agencies. The agencies vary according to the needs of the pupils but a "core support team" include i) Hampshire Educational Psychology Service ii) Hampshire Ethnic Minority Achievement Service iii) Educational Welfare Service iv) Hampshire SEN Teacher Support Services v) Speech and Occupational Therapists vi) School Doctor and Nurse vii) Child and Adolescent Mental Health Service
To improve the continuity of experiences and learning with SEN the SENCO passes relevant documentation to key personnel in 16+ establishments and when needs cannot be met in mainstream, to identified Special Schools.
Disability Provision
The school has an Accessibility plan which outlines all of our requirements under the Disability Discrimination Act. A copy of this is available on request.
Please see the Hampshire website for the Local Offer which includes the provision offered at The Romsey School www.hantslocaloffer.info
Email: head @ romsey.hants.sch.uk Web: www.romsey.hants.sch.uk Tel: 01794 512334 Fax:01794 511497 31
SECTION 5 – EXAMINATION RESULTS 2015
79% of pupils achieved 5 or more A* - C grades
74% of pupils achieved A* - C passes in both English and
Maths
72% of pupils achieved 5 or more A* - C grades
including English and Maths
36% of pupils achieved 3 or more A* and A
33% of pupils achieved the full English Baccalaureate
99% of pupils achieved at least one A*-C pass
98% of pupils achieved 5 or more A* - G grades including English and Maths
71% of boys achieved 5 or more A* - C grades including English and Maths
74% of girls achieved 5 or more A* - C grades including English and Maths
Email: head @ romsey.hants.sch.uk Web: www.romsey.hants.sch.uk Tel: 01794 512334 Fax:01794 511497 32
DESTINATIONS OF YEAR 11 LEAVERS FROM ROMSEY SCHOOL 2014
Total number of students = 219
Destination % of total
Full time Education 95.6%
Full time employment 0.4%
Modern Apprenticeships 3.1%
NEET (Not in Education, Employment or Training) 0.9%
Email: head @ romsey.hants.sch.uk Web: www.romsey.hants.sch.uk Tel: 01794 512334 Fax:01794 511497 33
Southampton Bus Routes – 2015/2016
Time Time Time 1 Luccombe Road 07.41.00 1 Bellemoor/Wilton 07:47:00 1 Avenue Road 07:40:00 2 Vincent Ave 07:43:00 2 Branksome/Wilton 07:49:00 2 Northlands Road-Cowherds 07:41:00 3 King Edwards Ave/Romsey Road 07:48:00 3 Radway/Wilton 07:52:00 3 Highfield Church 07:47:00 4 Shirley Precint via Newmans St 07:52:00 4 South View/Wilton 07:53:00 4 Shaftesbury Ave 07:49:00 5 Emsworth Road 07:54:00 5 Kellett/Hill Lane 07:56:00 5 Kitchener Road 07.50.00 6 Villiers Road/Opp Fitness First 07:55:00 6 Kineton/Hill Lane 07:57:00 6 Burgess Road/McDonalds 07.53.00 7 Brass Monkey 07:55:00 7 Bellemor/Hill Lane/Tauntons 07:58:00 7 Burgess Road/Woodcote 07:54:00 8 Lumsden Ave/Jester Inc Shop 07:57:00 8 Warwick/Hill Lane 08:01:00 8 Burgess Road/Glen Eyre Road 07.55.00 9 Howard Road/St Marks School 08:00:00 9 Burgess/Hill Lane/ 08:02:00 9 Bassett Avenue/Burgess 07:56:00 10 Walnut Tree Crt 08:01:00 10 Woburn Road 08.10.00 10 Rockleigh Road/Hill Lane 08.00.00 11 Raymond/Thornbury 08:04:00 11 Lordshill Way 1 08.11.00 11 Dale Valley Road 08.01.00 12 South View Road 08:05:00 12 Lordshill Way 2 08.12.00 12 Tesco Express/Cross Roads 08.02.00 13 Bridlington Ave 08:06:00 13 Lordshill Way 3 08.13.00 13 Rownhams Road North 08:05:00 14 St James/Shirley Ave 08:08:00 14 Lennox Close 08:06:00 15 Turners Oak Crt 08:10:00 Bus B - Yellow Route 15 Bakers Drove 08:07:00 16 Winch/Wordsworth 08:11:00 70 seater 16 Telephone Exch 08:10:00 17 Redbridge Hill/Kingdom Hall 08.13.00 17 Motorway Bridge 08:10:00 18 Ordnance Survey 08.14.00 18 Hoe Lane 08:11:00 19 Green Lane 08.16.00 19 Bedes Lea PH 08:15:00 20 Lower Brownhill Road Via 08.17.00 20 Botley Road 08:15:00 21 Malin Close 08.18.00 22 Redbridge Lane 08.19.00 Bus C - Red Route 23 Balmoral Inn 08.20.00 70 seater 24 Upton Crescent, Nursling 08.21.00
Bus A - Green Route 67 seater
Email: head @ romsey.hants.sch.uk Web: www.romsey.hants.sch.uk Tel: 01794 512334 Fax:01794 511497
Landford Minibus – 2015/2016
BUS A BUS B Drop off Drop off Stop Time Pick up point Stop Time Pick up point approx. approx.
1 7.45 Layby A27 at top of Newton Lane – 15.20 1 7.40 New road - Top 15.25 (By Garage) 2 7.50 Bus Stop in Layby opposite Cuckoo Inn 15.30 2 7.43 New Road - Bottom 15.28
3 7.55 End of School Lane 15.35 3 7.45 1st Bus Stop on corner of Lyndhurst Road 15.35
4 7.58 End of Whitehorn Drive 15.38 4 7.55 Beech Grange Bus Stop, Lyndhurst Road 15.38
5 8.02 Layby end of Stock Lane 15.40 5 8.05 Bus Stop A36 Opposite BP Garage 15.45
Email: head @ romsey.hants.sch.uk Web: www.romsey.hants.sch.uk Tel: 01794 512334 Fax:01794 511497