We Welcome Your Interest in This School s2

NEWPORT GIRLS’ HIGH SCHOOL ACADEMY TRUST

PROSPECTUS FOR SIXTH FORM

2016/2017

1 CONTENTS

Welcome to Post 16 Education 2 Student Ethos and Values 4 The Curriculum 5 Careers Education, Experience of Work 6 Personal & Social Education 7 The Tutor System 7 Enrichment Opportunities 7 Community Service 7 The Cultural Weekend 7 Drama 8 Physical Education & Sport 8 Money Matters 8 General Matters 9 Choosing a Course of Study 9 Advantage of the High School Education 10 Uniform Policy 11 A Level Results 2015 14 GCSE Results 2015 15 National GCSE and A Level Statistics 2014 16 Destination of Leavers Years 11 – 13 16 Destination of Leavers Year 13 17 The School Day 20 School Term/Holiday Dates 2015/2016 20 SEN Arrangements 21 Child Protection, Safeguarding and Prevent Statement 21

2 WELCOME TO POST 16 EDUCATION

This guide is an introduction to the opportunities available to sixth form students choosing to study in Newport Girls’ High School. You will, however, only be able to assess the true value of what is on offer by a personal visit – meeting the staff, the students and viewing the facilities. Prospective students are always welcome. If you are unable to attend our Sixth Form Open Mornings or Open Evening, please make an appointment for a guided tour by contacting the school office.

The grades achieved by our students at A level are outstanding – a result of the commitment shown by all concerned. We have an excellent record of entry to Higher Education, including Oxbridge and the Russell Group, and the majority of students go on to attend their first choice university. However, we offer far more than a traditional education. You will have many chances to develop organisational and leadership skills. You will also learn about yourself, become involved with others and grow in wisdom and understanding. The atmosphere in the school is relaxed and friendly with the students happy and cheerful. You will quickly be known as an individual – with all your strengths and areas for development. There is a strong tutorial programme as we aim to support your education whilst moving you from the rigour of school to the freedom of Higher Education. There is an informality and flexibility in the system which encourages you to make your mark and leave Newport Girls’ High School well prepared to be independent and able to manage future learning. We do our best to ensure you enjoy your time in the Sixth Form.

The main buildings are red brick dating from the 1920s but have been added to over the years. Facilities have been, and continue to be, developed to meet the changing needs of education. In Summer 2011, a new technology room, music room and recording studio and a languages suite were completed to a high specification. Four additional classrooms and a new multipurpose hall were opened in October 2012 and over the summer of 2013 our science facilities were significantly improved and we are currently working on further expansion plans and development of Sixth Form facilities.

Transport may be available in conjunction with other providers from Telford, Market Drayton and Wolverhampton. Public service buses run from Stafford, Telford, Market Drayton, Stone and Shrewsbury. A number of local arrangements are also coordinated by parents. A leaflet detailing bus routes and times is available from the school.

Applications are welcome from Year 11 pupils at any school. The entry criterion is six GCSEs at grades B or above including English and mathematics, preferably with a minimum of grade A in the subjects to be studied at A level. In specified subjects a grade above grade B will be required. Please see specific subject details. We will always consider special circumstances. Entry to the Sixth Form is not restricted by area or residence.

A small school based Sixth Form has many advantages. You will be able to separate your social life and academic studies whilst continuing to develop both.

3 The Sixth Form has:

 a wide, challenging curriculum delivered in small teaching groups  high level information, advice and guidance and pastoral support  an outstanding record of academic success  detailed induction programme, including social and cultural weekend to support integration  highly qualified, committed and enthusiastic staff  full extra-curricular PE programme including netball league fixtures  opportunities for leadership and whole school improvement  a common room and study area  a well-stocked library and independent study area  good access to ICT and resources  research facilities for careers and higher education  work shadowing  assertiveness training  self-defence lessons  visits to the Arts  Engineering in Education Scheme  music recording studio  Arkwright Scholarship  mentoring training

“I regard it as a privilege to be Head Girl and I thoroughly enjoy being able to represent the school at events and meetings and take pride in doing so. As Chair of the Student Council, I am able to receive pupils’ feedback and use this to improve the school in a positive way. This role is both rewarding and motivating, whilst developing my leadership and teamwork skills, as well as allowing me to give back to the school for all they have provided me with.”

(Head Girl)

4 STUDENT ETHOS AND VALUES

Our School is a community of learning, we value…

Respect and Equality

This is demonstrated by:

 Respecting each other’s right to learn.  Following the school’s behaviour guidelines and showing respect for school property and our surroundings.  Valuing and celebrating each other’s contributions in lessons and other school activities.  Treating one another with dignity and respect.  Accepting individual differences and supporting one another with patience and compassion.

Friendship

 Actively helping to integrate new members to the form and to school.  Showing commitment and courtesy to others.  Looking for opportunities to get involved in school and House activities to forge links within the school community.

Contribution

 Putting our best effort into our studies and allowing others to achieve their potential also.  Taking pride in our work and in our School overall.  Following the behaviour and conduct guidelines at all times.  Utilising the opportunities to show our talents and helping others to develop theirs too.  Encouraging and participating in form, House and community activities.

5 THE CURRICULUM

Most institutions can offer a full range of A levels, but not all with our outstanding academic success. When choosing where to study you must also consider what else is available. At Newport Girls’ High School the curriculum is further enriched by access to an enrichment programme which develop complementary strengths. All Year 12 students are offered a varied programme, enabling the development and accreditation of personal and social skills in a variety of educational and community contexts.

The enrichment programme starts with an introduction to the Sixth Form and also include:

 Careers Education  work experience  an Extended Project linked to Higher Education courses  Personal & Social Education (PSHE)  community service and volunteering opportunities  Information Technology (IT) skills  aspects of science and technology  cultural and aesthetic awareness  communication and linguistic skills (including Critical Thinking)  physical education and healthy living  student leadership  driver safety training

The emphasis is upon student centred approaches to teaching, learning and study skills.

All students who accept a place at Newport Girls’ High School are invited to sample lessons during an Induction Day held after their GCSE examinations. They are able to meet other students, subject tutors and find out more about the subjects they are interested in.

6 CAREERS EDUCATION, EXPERIENCE OF WORK

Throughout your time here you will be encouraged to look forward and set realistic targets. You will be guided in your investigations into career options and paths by personal tutors and specialist staff. The following events and experiences are specifically directed towards this: i) Each student will have the opportunity to have a careers interview with a specialist advisor. ii) Students also have two days off timetable to focus on their university applications. Specialist advice is available during these sessions. iii) Each student in Year 12 undertakes a two-day period of Work Shadowing in a chosen career area. You will be expected to carry out a project in some work-related task during this time. This is seen as a valuable contribution to later choices and decisions. Considerable student involvement is expected in the preparatory phase of this shadowing. Other careers experience can also be arranged on an individual basis if required. iv) A Looking Ahead event is organised in the Spring term, where the emphasis is upon career paths and Higher Education applications. A university representative gives a talk on applications to Higher Education. v) Careers conventions and talks are held where students have the opportunity to meet with representatives from a range of professions. vi) Online software resources are available providing advice on an aptitude for careers and Higher Education courses. Visits are arranged to Careers Fairs. vii) Engineering in Education is a scheme for aspiring scientists and mathematicians. It is linked to real life study briefs supported by our business partner Schneider Electric Ltd. Students involved in this have the opportunity to spend a week at Birmingham University during Year 12. viii) The Higher Education Fair gives students the opportunity to talk to representatives from universities about specific courses of study.

7 PERSONAL AND SOCIAL EDUCATION

This course responds to the particular needs of students and is delivered during enrichment time as well as off timetable days. There is an emphasis on personal effectiveness and social skills – addressed through short courses in, for example, assertiveness, self-defence, personal finance and interview techniques.

THE TUTOR SYSTEM

Under the guidance of the Sixth Form Team, you will be offered a comprehensive programme which is operated through the tutor system. You will meet your tutor regularly and receive information and guidance on your progress and possible career and Higher Education pathways.

The Student Progress Record is an integral part of the procedures for assessment and reporting to parents. It constitutes the basis of all discussion between students and tutors. You will also be given the opportunity to reflect upon your performance as well as to record achievements which are other than academic.

ENRICHMENT OPPORTUNITIES

As a student at Newport Girls’ High School you will get the opportunity to take part in a wide range of study and work related programmes ranging from Sports Leadership, Young Enterprise and Critical Thinking. In addition, students are encouraged to undertake useful work experience placements, volunteering and the Duke of Edinburgh programme.

COMMUNITY SERVICE

An element of community service is encouraged but this can range from collecting waste paper to helping at local junior schools. This enables students to play a role in the local community and gives a realisation that this is a responsibility for all. Personal interests are catered for.

THE CULTURAL WEEKEND

Although an extra-curricular provision, the cultural weekend constitutes an important dimension of the Core Course. Originally organised for students following Arts and Literature courses, the cultural weekend has been extended to all students in Year 12 who wish to participate. It comprises opportunities for a range of cultural activities which includes visits to art galleries and museums, a major theatrical production, an overnight stay in a city and opportunities for shopping and sightseeing. The weekend has proved an invaluable cultural and social experience which is repeated in different locations.

8 DRAMA

Newport Girls’ High School is now offering Years 12 and 13 lessons which prepare students for LAMDA examinations in Acting. Beginners will work at Grade 5 but more experienced students may work at Grades 6, 7 or 8 and will travel to Birmingham to take the LAMDA examination. LAMDA examinations are designed to equip candidates, whatever their age or aspirations, with a range of skills that will serve them throughout life. Preparation for an examination can:

 unlock the imagination and creative thinking  develop communication skills  refine technical skills and artistry  promote team-working  build self-confidence and self-esteem

UCAS points are awarded to students who obtain Passes, Merits and Distinctions at Levels 6 to 8, ranging from 20 for a Pass at Level 6 to 65 for a Distinction at Level 8.

Details of syllabuses, fees etc. are available online at www.lamda.org.uk.

PHYSICAL EDUCATION AND SPORT

Sixth form students have opportunities to take part in extra-curricular physical education during lunch time and after school. These include netball, badminton, tennis, dodgeball, rounders and athletics. We also have a team who play in the Harper Adams Netball league on Tuesday evenings.

In addition we run the level 3 certificate in Higher Sports Leaders Award as an enrichment option in year 12. Furthermore, there are many opportunities for you to be involved in helping to assist the running of clubs, teams and even lessons for the younger pupils. Sixth Form students also form their own clubs where there is interest.

Students also have the opportunity to take on responsibility. The House games captains work closely with the PE staff helping to administer sport within the school. The school has a House system with three Houses. Each has a games captain and a deputy games captain, who are responsible for selecting and helping to prepare teams for House sport competitions.

You also have the chance to represent school and county in several sporting activities. The importance of committing themselves to regular exercise is emphasised to all students.

MONEY MATTERS

Education is free at Newport Girls’ High School but we ask that parents make a small contribution to School Fund. The money is used to finance the minibus, which is often used for post 16 activities. An information leaflet and the appropriate forms will be distributed at the start of term.

For those on low incomes, the school will assist where it can through our 16-19 Bursary Fund. Please contact the school for more information. 9 GENERAL MATTERS

Post 16 Facilities

A designated large, comfortable common room equipped with a kitchen area, is available. The Higher Education reference library is here. Study time can be spent informally here or in the adjacent private study area. The library in the main school has open access to post-16 students.

The library has a combination of essential areas which greatly enhance study facilities and students’ access to ICT and other resources. These include a comfortable and quiet study and reference area, a well-stocked careers section, IT networks with internet access and reprographics facilities. You will have access to all of these as an important support to your studies and interests. The centre is invaluable for those students for who independent research is part of an A level course.

CHOOSING A COURSE OF STUDY

Option blocks will be developed around student choice and students are encouraged to choose three to study in Years 12 and 13. The new ‘linear’ A level courses will have no AS examinations at the end of the year but ‘legacy’ subjects will continue with AS entry.

In Year 13 students will continue with three and complete the A level courses. In addition, most students will follow an enrichment programme and an Extended Project (EPQ).

For September 2016 there will be two different types of A level course on offer as the changes to A levels are phased in by the government. The following ‘legacy’ subjects will be examined as AS in Year 12: Product Design, Mathematics, Further Mathematics, Government & Politics, ICT In new style qualifications, the AS and A level have now been ‘decoupled’ which means that the AS becomes a free-standing qualification which does not contribute to the final A level grade. These courses are now a two year ‘linear’ qualification and will be examined at the end of Year 13.

Students seeking a university place will be expected to achieve three A levels at the end of Year 13 and will be given offers based on their courses. Different grades will be allocated a point score, and offers from universities will be made on a points, or grade, basis.

Your choice of subjects will ideally combine interest with aptitude, and will cover a broad range of subject areas.

You should know from the beginning of the Sixth Form which ones you wish to choose, keeping in mind any restrictions dependent on career aspirations. Please discuss this with Sixth Form staff if you are unsure on which combination of subjects to take. We are committed to providing choice and flexibility for all students.

All details contained in this prospectus are correct at the date of publication (October 2015). Readers are advised that circumstances may dictate changes after this time due to A level reform. You are invited to contact the school about specific points, which you may wish to verify. 10 ADVANTAGE OF THE HIGH SCHOOL EDUCATION

The pursuit of post 16 education in a centre attached to a school offers many opportunities not available in a sixth form college. It is also in complete contrast to Year 11. The Sixth Form has its own uniform, and many students in Year 13 are granted one morning or afternoon home study in their free time. There is a strong musical tradition both within the school and we have a thriving orchestra and choir made up of students from all year groups. Sport has a high profile, and students help to organise and play in House and school teams. Furthermore, the school’s House system provides opportunities for interested students to use their initiative in organising money- raising events for charity, and for House contributions in other areas, such as to the drama competition. There are opportunities to run extra-curricular clubs and to attend them.

‘Relationships in the school are based on mutual respect. It is evident that most pupils respect their teachers and recognise their efforts in helping them to succeed. In turn it is equally evident that teachers respect the pupils they are teaching and enjoy the intellectual challenge of stretching pupils to their full potential.’

‘It is undeniably that the average attainment of students entering the Sixth Form is high but each year students gain results at A level which are significantly above those predicted by their prior attainment. In comparison with other grammar schools students’ results are very high. There are many factors which account for this. Students are very well motivated to achieve highly. Students work hard in their lessons and are conscientious in the assignments. In lessons students are fully challenged. Teachers are very knowledgeable about their subjects and of what students need to do to gain the higher marks. The quality of teaching and learning is very good. The level of intellectual challenge in lessons is high and the pace of working is fast. Students have well-developed skills for working independently. They are interested in their lessons and have a fierce determination to succeed. Retention rates are very high for all courses.’

‘Sixth form provision is outstanding. Teachers have excellent subject knowledge and build up a good rapport with their classes. Care, guidance and support are outstanding, and students’ personal development is too. Those who join the Sixth Form from other schools speak highly of the induction programme and how welcome they feel in the school.’ OFSTED Report

Results consistently rank Newport Girls’ High School as one of the top performing schools nationally at A level.

11 NEWPORT GIRLS’ HIGH SCHOOL

UNIFORM POLICY FOR SIXTH FORM

Our uniform policy and dress code has been drawn up in consultation with students, parents, staff and members of the local community, including faith groups.

A high standard of personal appearance is expected of all students. Through our uniform and dress codes we aim to:

 Encourage pride in the school  Support teaching and learning  Enable students to be comfortable, safe and secure  Ensure that girls of different social, religious and ethnic groups feel welcome  Encourage a sense of equality and cohesion  Protect students from social pressures to dress in a particular way

In this way, the uniform and dress codes contribute to the overall aims of the school.

Issues arising from the policy

Parents should raise any issues relating to school uniform, dress codes or other aspects of appearance with the Headteacher. Requests to vary the uniform requirements for particular reasons, such as medical needs, will always be carefully considered.

Students should raise issues with their tutor and Head of Year; they may also request that uniform matters, including proposals for change, be put onto the agenda of Year and School Council meetings.

Policy reviews

Our uniform regulations are reviewed annually; the review includes consideration of uniform items, supply, cost and value for money. Parents, students and staff are consulted regularly and no less frequently than every two years.

12 UNIFORM

We expect you to observe a smart dress code with a high standard of tidiness and smartness. Although we wish you to be able to exercise some personal choice, the code of dress is one suitable for a working environment, avoiding items which are too casual.

The current list is as follows:

 Plain black smart jacket  Smart black trousers (extreme styles such as denim, cropped trousers, hipsters and leggings are not permitted) OR  Smart black skirt, not tight, worn close to the knees (no tube styles)  A smart white blouse (long or short with arms, no T-shirts or vest tops)  Black or grey plain long sleeved cardigan or jumper if required  Belt – should be discrete and self coloured  No trainers, casual shoes or ankle boots

In addition, please observe the following dress code:

 Subtle jewellery and make-up  Beading and unnatural hair colouring are not permitted, the interpretation of ‘unnatural’ is as follows: - a colour that is not found within the natural hair colour spectrum, ie. bright, extreme or vivid colour (eg. crimson red or purple) - a combination of colours that is easily visible or stark in contrast (eg. dip dye hairstyle)  Small earrings may be worn in the lower part of the earlobe only  Other facial piercings are not permitted  Garments covering the face or whole body are not permitted  Muslim students who wish to wear the hijab (headscarf) may do so, provided that the fabric is plain, lightweight and black  Outdoor clothing, including coats, hats and scarves, must be removed on arrival at school and not worn around the main school building.  Outdoor coats should be smart (no extremes of colour or style).

The Head of Sixth Form will deal with all matters relating to uniform.

13 EXEMPLAR UNIFORM

14 A LEVEL RESULTS 2015

Past A Level Results Summary

Percentage passes at each grade Cand Total Total Year s A* A B C D E N U Passes Entries % at A-E % at A*-B 2015 71 10.9 29.9 28.7 19.5 7.4 2.4 0 0.6 334 338 98.8 69.5 2014 69 15 30.7 28.8 14.7 7.36 2.8 0 0.6 324 326 99.4 74.5 2013 81 10.9 30.2 30.6 19.2 6.7 2.1 0 0.2 278 279 99.8 71.7 2012 63 17.6 32.7 23.3 16.7 6.3 2.5 0 0.9 202 204 99.1 80.4 2011 60 15.5 33.3 30.9 16.9 2.9 0.5 0 0.0 204 204 100 79.9 2010 74 11.8 27.1 30.7 20.8 8.2 0.7 0 0.3 295 296 99.7 69.7 2009 42 n/a 32.0 33.6 21.9 6.3 4.7 0 1.6 165 167 98.8 66.4

15 GCSE RESULTS 2015

Past GCSE Results Summary

16 NATIONAL GCSE & A LEVEL STATISTICS 2014

% achieving 5+ A*-C % of pupils at the GCSEs (or GCSE end of KS4 equivalent) including English and Maths

LA Average 51.7% England Average 53.4% Newport Girls' High School 100% 100%

Average point score Average point score A LEVEL per A level student per A level entry (full time equivalent)

LA Average 776.0 211.5 England Average 787.1 215.5 Newport Girls' High School 996.0 239.7

Information taken from the DfE website.

DESTINATIONS OF LEAVERS 2014 – 2015

Further Gap Year followed by Education/ Employment Higher Education Higher Education School

Year 11 56 (100%) Year 12 66 (98.5%) 1 (1.5%) Year 13 0 (0%) 3 (4%) 10 (14%) 58 (82%)

17 DESTINATION OF LEAVERS Year 13: 2015

Ali, Sadiyha Birmingham City University Psychology Business Management and Arnold, Francesca Nottingham Trent University Marketing International Relations with Political Barrett, Kate The University of Birmingham Science Bartlett, Anna University of Reading Zoology

Bennett, Leyla University of Manchester Environmental Science

Bentham, Rachel The University of Birmingham Chemistry with a Modern Language

Berry, Ruth The University of Birmingham Drama and Theatre Arts English Literature with Creative Bodger, Natasha Lancaster University Writing St Mary’s University, Twickenham Bradley, Isabel Sport Science (2016) Bradley, Jessica University of Kent (2016) Criminology

Bromley, Rachel The University of Birmingham Philosophy and Sociology

Burnett, Hannah Lancaster University Geography

Burton, Florence University of Brighton (2016) Business Management

Campbell, Holly Lancaster University (2016) Mathematics

Chapman, Charlotte Loughborough University Economics with Accounting

Clapp, Eleanor University of Sussex Music

Cox, Chloe Apprenticeship Quantity Surveying

Daniels, Liberty Apprenticeship Civil Service - HMRC

Das-Gupta, Jourdaine Gap Year – Applying 2016

Downward, Eleanor Staffordshire University Paramedic Science

Dudley, Rebecca University of Bath (2016) Chemistry (with Study Abroad)

Edwards, Megan (Year 12) Harper Adams University Agriculture Geography with Study in Europe, Evans, Beth Manchester Metropolitan University North America or Australia Ford, Lois Liverpool John Moores University Architecture

Franklin, Sophie University of Edinburgh History

Gardner, Megan Birmingham City University English

Gormley, Alexandra University of East Anglia English Literature

18 Gough, Serena University of Nottingham Civil Engineering

Hanna-Beards, Tanisha University of Manchester History and French

Holland, Emily University of Leeds Geophysical Sciences (International)

Holmes, Rachael Birmingham City University Psychology

Hopkins, Emily Writtle College Veterinary Physiotherapy

Johnson, Georgia Aston University Politics and Economics

Jones, Holly University of Manchester Fashion Management Mechanical Engineering with a Year Kenyon, Georgia University of Sheffield in North America University of London Institute in Larvin, Hannah French Studies Paris Logan, Alice Oxford Brookes University (2016) English Literature

McCormick, Molly University of Warwick Politics and International Studies Secondary Science (Biology) McCurdy, Lorna Edge Hill University Education with QTS Mooney, Claudia Durham University Economics and Politics

Ndebele, Fikile University of Warwick Politics and Sociology

Norman, Danielle Liverpool John Moores University Biomedical Science Mathematics with International O’Donavan-Dimond, Martha University of Exeter Study Partridge, Freya University of Warwick English Literature

Payton, Lauren Swansea University Mathematics and French

Reza, Hajirah The University of Birmingham Pharmacy

Richards, Katherine Gap Year – Applying 2016 Korean Massachusetts Institute of Roberts, Amanda Astrophysics Technology Roberts, Isabel University of Leicester English

Rowe, Hayley Queen Mary, University of London Law

Rudd, Lucy University of Nottingham Veterinary Medicine Chemistry with Study in America (4 Sahota, Annpreet University of Sheffield years) Scott, Alison The University of York Music Geography with an International Sherlock, Bethany The University of Birmingham Year Simmonds, Lucy The University of Birmingham Law Simons, Alice University of Derby (2016) Sound, Light and Live Event

19 Technology Advertising and Brand Management Smith, Hollie Manchester Metropolitan University (with placement) Smith, Sarah University of Manchester French and Spanish

Sran, Jasimran University of Kent Law and History

Swindley, Hannah Apprenticeship Jaguar Land Rover

Taylor, Stevie University of Sheffield Mechanical Engineering (4 years)

Thomas, Alexandra De Montfort University Contour Fashion Royal Holloway, University of Thompson, Bridget Geography London Thorne, Georgia Lancaster University French Studies and Geography

Whittingham, Elizabeth University of Manchester History

Widdows, Lisa University of Liverpool Geology

Wilkes, Megan University of Sheffield International Relations and Politics

Williams, Eleanor Northumbria University Law (Exempting)

Williams, Francesca University of Warwick Politics and International Studies Pharmaceutical and Cosmetic Wilson, Robyn De Montfort University Science Yip, Olivia Imperial College London Biology

Zahid, Emman Gap Year – Applying 2016

DEFERRED ENTRY LEAVERS 2014

Baden, Harpriya Birmingham City University Psychology

Clarke, Jennifer University of Lincoln Pharmacy

Crabb, Emma University of Sheffield (2016) Physics (3 years)

Farquharson, Renee University of Huddersfield Psychology with Criminology

Mistry, Dimple Keele University Law with Criminology

Moudgil, Nikhita University of Nottingham Medicine Business Management with a Year in Orr, Corrine University of Liverpool Industry Wait, Hannah Lancaster University Marketing and Design

Wiggin, Helen Coventry University Illustration and Animation

20 THE SCHOOL DAY

The time allocated for lessons is 25 hours per week. The morning session is from 08.50 to 12.35 and the afternoon session is from 13.45 to 15.45.

SCHOOL TERM/HOLIDAY DATES 2016/2017

AUTUMN TERM 2016 PD Day: Tuesday 6th September Wednesday 7th September – Friday 21st October Half Term: Monday 24th – Friday 28th October Monday 31st October – Friday 16th December Christmas: Monday 19th December – Monday 2nd January 2017

SPRING TERM 2017 PD Day: Tuesday 3rd January Wednesday 4th January – Friday 17th February Half Term: Monday 20th – Friday 24th February Monday 27th February – Friday 7th April Easter: Monday 10th - Friday 21st April

SUMMER TERM 2017 Monday 24th April – Friday 26th May Bank Holiday: Monday 1st May Half Term: Monday 29th May – Friday 2nd June Monday 5th June – Friday 21st July

NB. The above dates are a guideline and may be subject to change.

21 SEN ARRANGEMENTS

The Special Educational Needs code of practice ensures that the special educational needs of all students are identified, assessed and provision made to meet such needs. The curriculum, teaching methodology and extra-curricular provision are all devised with the aim of providing our pupils with a learning environment that allows each to extend herself to the limit of her capacity whilst encouraging her to explore ideas and issues that may lie outside the prescribed scheme.

CHILD PROTECTION, SAFEGUARDING AND PREVENT STATEMENT

At Newport Girls’ High School, we recognise that your child is your responsibility and their safety and wellbeing your concern. We wish to work in partnership with you, and we will share successes with you, and discuss with you any concerns that we may have.

Since your child’s welfare is also our first priority, there may be rare occasions when our concern for your child means that we have to consult other agencies. We will endeavour to contact you in the first instance and share our concerns and where possible, seek your consent to a referral being made to Family Connect. Other concerns may be directed to the Prevent Team.

However, this will only be done where we believe that such discussion will not place your child at further or increased risk of significant harm. The welfare of the child will be paramount and will override any other considerations where we consider that to be the case.

The procedures we follow are those laid down by the Telford & Wrekin Safeguarding Children Board. The school has adopted both Child Protection and Anti Bullying Policies for the safety of all.

If you would like to know more about our procedures or the policies, please speak to the Designated Person (Headteacher) for child protection.

22 Sixth Form Open Mornings 9th – 13th November 2015 9:30am – 12:00pm

Sixth Form Open Evening Thursday 19th November 2015 7.00pm

If you are interested in finding out more about what is on offered in the Sixth Form at Newport Girls’ High School, please come to the above event or telephone the school office for further information.

23 Thank you for your interest in Newport Girls' High School

Should you require any further information please contact the school:

Tel: 01952 797550

E-mail: [email protected]

Website: www.nghs.org.uk

All details contained in this prospectus are correct at the date of publication (October 2015). Readers are advised that circumstances may dictate changes after this time due to A level reform. You are invited to contact the school about specific points, which you may wish to verify.