Roundwood Park School School Information 2016/17 The school day
8.30 - 8.40 Register Students will be able to access the school from 8.20am to use their lockers and gather in their form room. 8.40 - 9.40 Period 1
9.40 - 10.40 Period 2 Students are expected to keep parents informed of their out of school activities and their likely time of departure from school 10.40 - 11.00 Break if, for instance, they are involved in games fixtures. In the case 11.00 - 12.00 Period 3 of last minute alterations, children can always telephone home from the coin box in the school. 12.00 - 13.00 Period 4 Assemblies are held regularly on a year group basis at the 13.00 - 14.00 Lunch beginning of each afternoon. 14.00 - 14.20 Tutorial/assembly
14.20 - 15.20 Period 5
“At Roundwood I feel that I am being pushed to achieve the best grades and grow into the best person I can possibly be.” (Year 9 student) Curriculum overview The curriculum The school week is divided into 25 one hour teaching periods. This excludes registration time. The lesson allocations are shown in the following charts.
Although we are an academy, we choose to follow the National Curriculum. Topics required by the National Curriculum, but not covered in specific lessons, e.g. health education, citizenship and careers, are delivered in a variety of ways. In Years 7 and 8 they are taught in weekly tutorials, in Year 9 as part of the health education programme and in Years 10 and 11 as part of National Curriculum subjects such as English, history and physical education and through specialist one day workshops with outside speakers. Key Stage 3 (Years 7-9) Key Stage 4 (Years 10-11)
Year 7 Students have a mixture of core subjects (those which are compulsory) and option subjects. The option choices are made in February of Year 9. Each option subject is When students enter the school in Year 7, they are placed in mixed ability form groups. They taught for 3 hours per week. are taught in these groups for most subjects throughout the year. The mixed ability groups help students settle into their new school and help our staff get to know them and their needs. In Maths and English are set across the full year group in Years 10 and 11. maths, students are set across two bands (X side has 5 classes (3 forms) and the Y side has 6 classes (4 forms)), from the October half term. In languages, students are set across half year groups from early in the year. Subject No of hours per week
There is a need for some students to study maths and English for a greater proportion of the Year 10 Year 11 week. These students are identified very early in September and are disapplied from either one English 4 4 or, in exceptional circumstances, both modern foreign language options (French/German). They receive extra tuition in English, maths, or both, as appropriate. Mathematics 4 4 Science 5 6 Year 8 & 9 PRE 1 - Games 2 2 In Years 8 and 9, students continue in mixed ability groups for their pastoral care and for most subjects. In maths, Year 8 students are set as they are in Year 7, but in Year 9 they are set across Option 1 (from geography/history/MFL/computing the whole year group. Science is taught in ability groups from the beginning of Year 9, when if a student does not take triple science) 3 3 students begin their GCSE course. In languages, Year 8 students are taught in the same groups Option 2 3 3 as they were in Year 7. In Year 9, students can choose to study either French or German, and Option 3 3 3 then one other subject from French, German, Spanish, Latin, extra design and technology or ancient history. Students will start their GCSE course in science and short course PRE in Year 9. Option subjects:
Subjects and lessons in Years 7-9 Art & Design Drama ICT Art & Design (Textiles) Economics Music Subject No of hours per week Business Studies French PE Year 7 Year 8 Year 9 Computing Geography Separate Sciences - English 4 3 3 (Grade 5 at end of Mathematics 4 3 3 D&T Food Technology German Year 9 required) Science 3 3 3 D&T Graphic Products Health and Social Care Art 1 1 1 D&T Product Design History Spanish Computing/ICT 1 1 1 Design & Technology 1 2 1 Drama 1 1 1 Support Options: Geography 1 1 2 History 1 2 1 Curriculum Support College Modern Languages 3 3 2 Music 1 1 1 Health Education and Citizenship are delivered through a series of one day workshops. PE 2 2 2 PRE (Philosophy, Religion & Ethics) 1 1 1 Tutorial 1 1 - Health & Relationships Education/Citizenship - - 1 Option (French, German, Spanish, Latin, ancient history, DT) - - 2 Roundwood Park School 01 English
Year 7 & 8 Year 9 GCSE Year 10 & 11 All students study a sequence of themed Schemes of work in Year 9 meet the Students are entered for two GCSEs; For English Literature the two exams test units, each of which involves a range of requirement to work on the following English Language and English Literature. understanding and analysis of Shakespeare, different Reading, Writing and Speaking skills; writing in a range of styles; Students will be studying the new GCSE a 19th century novel, a modern text, pre- and Listening activities. In each unit tasks understanding and appreciating a wide AQA (8700 & 8702) specification examined prepared and unseen poetry. Exam skills are assessed against assessment criteria. range of fiction, poetry and non-fiction from 2017; this is an exam only assessment are practised throughout the course and These assessments contribute to the final and Speaking and Listening activities. Key at the end of Year 11. There are terminal in mock exams in Years 10 and 11. Both Teacher Assessment each year. The units Stage 3 assessment includes the study exams for both subjects. Literature exam papers are closed book (no are developmental, so themes and skills of a Shakespeare text (currently Romeo texts available in the exam). Students are progress from Year 7 through Key Stage and Juliet), poetry, a modern novel and The English Language course has two exam asked to show understanding of the whole 3. The library is used regularly to develop non-fiction skills. The final Key Stage 3 papers testing reading, understanding text along with exploration of language a varied personal reading programme Teacher Assessment incorporates levels and analysis skills on a range of unseen detail in the printed extracts. and to establish good study and research for all skills, based on regular class texts from the 19th to 21st century and techniques. Classes are taught as mixed assessments and a final internal test independent writing. Both the papers test a Spoken language (formerly referred to as ability groups. assessment of reading and writing. In variety of reading and writing skills. Speaking and Listening) is an internally the third term, students work on GCSE assessed presentation and is reported as modules in preparation for the final GCSE a separate endorsement which does not exams. Classes continue as mixed ability. contribute to the GCSE grade.
02 Roundwood Park School Mathematics
Year 7 & 8 GCSE Year 10 & 11 All students study a number of units which From as soon as is feasibly possible, All students will be studying towards the All students currently receive 4 hours of cover the National Curriculum skills in students are taught in broad ability maths new GCSE mathematics specification (for maths lessons per week in both Year 10 Number; Algebra; Ratio, Proportion and groupings. The set is determined by a first examination in 2017). We currently and Year 11. Students in the top group Rates of Change; Geometry and Measure; combination of data provided by a setting intend to enter students for the Edexcel have the time and opportunity to widen Probability and Statistics. There are both test taken at Roundwood Park and their Key GCSE course, which is examined by three their mathematical experiences that help calculator and non-calculator tasks. Stage 2 maths results. Those students who written papers at the end of Year 11, two prepare them for A Level, which includes Students in Year 7 have an additional lesson are placed in our lower sets benefit from calculator and one non-calculator, with the option of completing an additional of mathematics each week which is used significantly smaller class sizes throughout equal weighting. qualification in Further Mathematics. as a numeracy or enrichment hour as Year 7 and Year 8 to help support their appropriate. Students need to provide their progress. Setting is reviewed each term, There is no assessed coursework element own calculator; a Casio FX85GT-PLUS is usually following a common assessment, to in the GCSE maths course but internal the one we recommend and this is available allow movement between sets. assessments are made to inform students to purchase from the school in September of their progress and set changes are made of each year. as appropriate.
Year 9 We continue to follow the National Curriculum during lessons but start to prepare students for the end of Year 9 maths assessments in April, including work on mental arithmetic. Classes are set across the whole year group in eight sets. Setting is reviewed each term, as in Year 7 and Year 8, but fewer changes tend to be made after Christmas in Year 9 to allow for the most accurate teacher assessments to be completed at the end of Year 9. Once this examination is complete early in the summer term, students begin their GCSE course.
Roundwood Park School 03 Science
Year 7 & 8 Year 9 Key Stage 3 is a two year course. All students Students begin their Key Stage 4 studies in Year 9. follow a programme of units that develop their They begin to follow the AQA GCSE science course knowledge of biology, chemistry and physics. presented in separate units for biology, chemistry and Each unit contains a range of practical, written physics. This allows students to focus on each subject and discussion activities designed to develop individually. The GCSE science course is for learners of understanding of scientific ideas and skills. all abilities and prepares students for further studies in science. The students are assessed regularly with All science lessons take place in well-equipped GCSE style tests to monitor their progress in line with purpose-built science laboratories, of which KS4 expectations. During this year students decide if there are nine. The department is fully they wish to study the Combined Science course (double connected via Wi-Fi and ICT is incorporated award) or the Separate Sciences. into many learning activities. Assessment of core science skills is made during each term’s work. Six written tests are taken throughout Year 10 & 11 each year, to assess knowledge of science. As the students enter into Year 10 they continue with the Classes are mixed ability and are taught in second year of the GCSE course and the choice they have form groupings. made determines the teaching during Year 10 and 11. They will have either two or three specialist teachers depending on the route chosen. The Separate Science course covers extra topics that are taught in Year 11 to gain an individual GCSE in biology, chemistry and physics. These courses provide a firm foundation for progression to AS and A Level science where we offer the choice of all three science disciplines.
“Roundwood are so enthusiastic and love getting everyone involved.” (Year 10 student)
04 Roundwood Park School Art
Year 7 Year 8 & 9 Students continue to develop their Students continue to be taught in mixed ability understanding and experience of Tone, form groups, building on their previous skills, Texture, Colour, Line and Composition. They using a thematic starting point and making experiment with a variety of media and gain more personal responses through individual the confidence to improve skills and the research and planning. As well as continuing quality of finished pieces of work. Within to experiment with a wide variety of drawing the projects, students are also introduced to and painting media and techniques, students the work of other artists and encouraged to have the opportunity to experience printing build up their use of art vocabulary in order to and 3D work. In Year 9 students follow a develop their critical analysis. Observational scheme of work in the style of a GCSE project. studies through drawing and photography are Students select their subject within a broad a key element of the course. theme and are encouraged to carry out independent research for the development of a final outcome.
GCSE Year 10 & 11 Students may opt for either GCSE textiles and/or GCSE art, which are both vibrant and exciting courses with a strong emphasis on practical work and the key elements. Assessed coursework is carried out throughout the two years covering a wide range of skills and media. Photography and digital imaging, screen-printing, etching and lino-printing, batik, 3D, clay work and constructed textiles are all areas of specialism covered by the staff within the department. Students have an opportunity to make their work very personal and are encouraged to develop their strengths in their preferred media. A sense of pride is encouraged through the use of sketchbooks. By visiting art galleries and exhibitions they gain the valuable experience of seeing work at first hand. The course culminates in a celebratory exhibition of all students’ work.
Roundwood Park School 05 Computing
Year 7, 8 & 9 GCSE in Computing Students have a one hour lesson of computer science per week. Years 7, 8 and 9 are grouped together and taught in GCSE computing encourages learners to be inspired and challenged a way that promotes and utilises knowledge and understanding of computer science whilst developing digital literacy by following a coherent, satisfying and worthwhile course of study. skills. Programming is a core concept within computer science because it enables the user to access and release the It helps learners to gain an insight into related sectors. It prepares potential of the computer they are using. In each year students will learn the stages of programming, sequence and learners to make informed decisions about further learning control through Python. Alongside this students will learn the use of algorithms, pseudo code and flow diagrams. opportunities and career choices. Students will explore ICT in the aspects of databases, graphic and website design to complement the new computer science programme of study at KS3. GCSE specifications in Computing will enable learners to:
Opportunities for reviewing, modifying and evaluating work as it progresses are integrated throughout the themes. n develop their understanding of current and emerging The objectives are intended to help students challenge and raise expectations. Students are taught in form groups. technologies, understanding of how they work and apply this knowledge and understanding in a range of contexts
n acquire and apply knowledge, some technical skills and an understanding of the use of algorithms in computer programs to KS4 - Cambridge Nationals in ICT solve problems using programming
These qualifications assess the application of ICT They challenge all learners, including high attaining n use their knowledge and understanding of computer technology skills through their practical use. They provide learners, by introducing them to demanding to become independent and discerning users of ICT, able to make learners with essential knowledge, transferable material and skills; encourage independence and informed decisions about its use, and aware of the implications of skills and tools to improve their learning in creativity; provide tasks that engage with the most different technologies other subjects with the aim of enhancing taxing aspects of the National Curriculum (including their employability when they leave education, data handling, modelling and programming). n acquire and apply creative and technical skills, knowledge and contributing to their personal development and understanding of ICT in a range of contexts The qualification design, including the range of future economic well-being. units available, allows learners the freedom to n develop computer programs to solve problems The Cambridge Nationals in ICT equip learners explore more deeply the things that interest them n with sound ICT skills for everyday use and provide as well as providing good opportunities to enhance develop the skills to work collaboratively opportunities to develop in context those desirable, their learning in a range of curriculum areas. n evaluate the effectiveness of computer programs/solutions transferable skills such as planning, research and and the impact of and issues related to the use of computer analysis, working with others or communicating technology in society. technical concepts effectively.
06 Roundwood Park School Design & Technology
Year 7, 8 & 9 Year 10 & 11 In Years 7, 8 and 9 students learn to use today’s In Years 10 and 11 design and technology builds on the technologies and participate in developing knowledge, skills and experiences that students have tomorrow’s. They learn to think creatively and acquired at Key Stage 3. Students have the opportunity to help to improve quality of life, solving problems as choose the area in which they want to specialise. These individuals and members of a team. They combine include graphic products, food technology and product practical skills with an understanding of aesthetics, design. These specifications are provided by AQA. technical, cultural, social, emotional, economic, industrial and environmental issues. Through The specification for each subject area calls for students design and technology students become confident to become independent and creative problem solvers, practically and develop as discerning users of as individuals and team members. They must look for products. They apply their creative thinking and needs, wants and opportunities and respond to them learn to innovate. by developing a range of ideas and by making products and systems. These specifications combine practical skills with an understanding of aesthetics, social and environmental issues, function and industrial practices. Students reflect on and evaluate relevant present and past design and technology, its uses and effects.
“Your commitment to the children, from what I have seen and from what my daughter has told me, has been amazing.” (Year 9 parent)
Roundwood Park School 07 Drama
Year 7 & 8 Year 9 Students study the necessary skills to To enable a smoother link between Key create a level foundation across the year Stage 3 and GCSE drama, Year 9 work group regardless of prior knowledge is focussed on developing the skills and within the subject. They follow a awareness necessary to complete the curriculum using our own framework for GCSE course. This is obviously beneficial achievement which is closely monitored for those choosing the subject as an by the department to ensure that all option, but it also provides opportunities learners are catered for. The units to investigate more PSHCE based topics. studied establish and build basic skills in We explore a number of scripts that are improvisation, role-play, tableaux, as well based on real life issues, using a forum as understanding stories and structure. approach to understand what is being The work encourages creativity and experienced. This is with the hope of instils team skills, problem solving and developing a higher level of empathy and communication from day one. This all emotional maturity towards the world GCSE Year 10 & 11 contributes towards creating an enjoyable we live in. Assessment at this stage In Year 10, students are required to draw The assessments in Year 11 take the form and safe learning environment with clear begins to focus more heavily on three on all their skills and maturity to create of a written exam where students will be links to English, art and history. Students areas; response, development pieces based around real-life topics as answering questions about a play that they are taught in form groups. and evaluation. Students are taught in well as published plays. The whole year is have seen as well as a play script they have form groups. designed to be a mock version of Year 11 studied. They will have to write about how with three assessment phases taking place aspects of the play would be performed over the course of the year. Students are and how it might be created on stage. encouraged to see, as well as take part in, Students will also create their own devised public performances to expand their range performance supported by a portfolio of and confidence within the subject. their process work.
08 Roundwood Park School Geography
Year 7 & 8 Year 9 GCSE Year 10 & 11 At Key Stage 3 there is a strong focus The geography curriculum complements In Year 9 work continues according to Over the two year course, students prepare for GCSE on enquiry and thinking skills in the the whole school focus on literacy, the National Curriculum but students following the AQA specification. From 2016 70% of different units of study within the as well as building numeracy skills, are taught units that require a greater the course is assessed through two written papers geography curriculum. Students are largely through graph and data analysis. appreciation of physical processes, and the remaining 30% through a challenging exam encouraged to investigate a wide range Classes are taught in mixed ability ecosystems and global development that involves decision making, geographical skills and of themes that cover the new National groups in Year 7 and are grouped into and interdependence. The units covered questions relating to fieldwork investigations. This Curriculum such as environmental broad bands of ability in Years 8 and 9. are tectonic activity, glacial and coastal exam also includes questions that refer to a pre- sustainability, settlement patterns and landscapes, weather, climate and release document that the students can prepare in A one day fieldtrip is undertaken in change, river environments, map work ecosystems, tourism and international advance of the exam at the end of Year 11. The ability and skills, energy, the changing global Year 7 to reinforce concepts of development. It is in Year 9 that students to discuss the interconnections between physical and economy, as well as global population settlement location and CBD are able to further develop their skills human aspects of the course will be essential in this and migration. The lessons include a characteristics in a local context. In of evaluation in preparation for GCSE. exam. The core elements of the course can be divided suitable variety of teaching and learning Year 8 the students visit College Lake, Students gain a greater appreciation into two sections of study. Students cover three styles in order to accommodate the a reclaimed quarry near Tring to of concepts such as Fair Trade, plate physical units – natural hazards, UK landscapes (rivers needs of each individual student and investigate sustainable strategies and tectonics, biodiversity loss and human and coasts) and the living world; as well as three cross-curricular links are made explicit. reinforce their unit of study. responses to natural hazards in both the human units that investigate urban challenges, the developed and developing world. changing economic world and the challenge of natural resources into the future. Once again enquiry skills are central to the course and students also develop map and graphical skills relating to each unit of study. The groups are taught as mixed ability.
“It’s easy to forget about the importance of inspiration in the In Year 10 there is a four day residential fieldtrip world of league tables but it is probably the part of an education to South Wales, based at Swansea University, to reinforce learning from the classroom and allow for that has the most lasting effect. Thank you. ” (Year 11 parent) data collection relating to the Paper 3 exam. Themes include river studies, coastal landscapes, tourism in National Parks, limestone landscapes and urban regeneration in Cardiff Bay.
Roundwood Park School 09 History
Year 7 Year 8 & 9 All students follow the National Curriculum Students are divided into broad bands of ability. Students which consists of a broad look at the Middle continue to look at aspects of British history focusing on the Ages but paying particular attention to certain themes begun in Year 7. The students will cover the time themes which are repeated later on, such period 1750-1900 in Year 8 and aspects of the 20th Century as the relationship between monarchy and in Year 9. Again the emphases, during these two years, are the people, the idea of political progress and on refining the subject and Aspire skills. Again the Teacher the relationship between the various parts of Assessments completed during these two years reflect this. the United Kingdom. The emphases are on using historical and Aspire skills; the Teacher Assessments completed during this year reflect this. Classes are taught in form groups.
GCSE Year 10 & 11
Students prepare for the Edexcel history exam, of which there are four exams to take. In Year 10 the course revolves around international relations in the 20th Century. Students study Germany 1919-1945 and the Cold War 1941-91. In Year 11 the course covers early Elizabethan England 1558-82 and a thematic study of medicine in Britain from 1250 to present times. The work builds on the subject and Aspire skills acquired at Key Stage 3. Considerable emphasis is placed on the use of primary sources in answering historical questions and the ability to write historical answers using continuous prose. There is only one tier of entry in the exam. Classes are taught in mixed ability groups.
10 Roundwood Park School Modern Foreign Languages
We work closely with our main feeder primary schools on the provision of appropriate Modern Language learning so that the transition to secondary school languages learning happens within a clear framework of progression.
Year 7 & 8 Year 9 All students begin Year 7 studying The sets are reviewed regularly based Work continues as in the previous two From Year 9, students have the both French and German, although on students’ classwork, home learning years within the National Curriculum opportunity to become a Language some may continue with one language and assessments. Throughout each and classes continue to be set. At the Leader which involves teaching after consultation between the Special unit of work students are assessed in end of Year 9, students are able to opt languages to younger learners and Educational Needs Co-ordinator, parents the productive and receptive skills in for languages at GCSE and all students developing leadership, team work and and languages staff. In both French each language, as well as their skills receive a certificate after the end of communication skills. and German, students study a range of in translation and dictation. At the year exams to mark the progress made topics which develop the four skills of end of each unit of work students are over the duration of their KS3 language listening, speaking, reading and writing in assessed in at least one productive and learning. the foreign language. Writing skills now one receptive skill in each language. At also include translation skills as this is a the end of the academic year students requirement at GCSE in 2017. The study take an exam which, along with GCSE Year 10 & 11 of both languages follows the National teacher judgement, informs the setting The study of a modern foreign language is not compulsory, but a large majority Curriculum and each unit of work plans arrangements for the following year. At of students in Key Stage 4 choose to study a language. Most students prepare for progression of the skills, vocabulary the end of Year 8 students choose to for the Edexcel GCSE exam for French, German or Spanish. Students are taught and grammar. Students are helped to continue with French or German or both. in mixed ability classes. develop a range of techniques of learning In addition, the option of starting an ab and dictionary skills so that they can build initio Spanish or Latin course is also open up their own vocabulary as efficiently and to students in Year 9. as independently as possible. Students are set during the first half term of Year 7 and are placed in groups according to their minimum expected level for Years 7-9.
Roundwood Park School 11 Music
Music is a prestigious and innovative department within our outstanding school. As a department we have undertaken a great deal of expansion and development that allows us to offer high quality lessons throughout every year group, enabling every child to fulfill their potential.
Music is supported by our dedicated team of peripatetic teachers through Year 7, 8 & 9 GCSE Year 10 & 11 individual and group lessons on a wide range of instrument and voice. We are Throughout KS3 we follow the national The course is split into three areas: also able to offer a myriad of extra-curricular ensembles which are integral to curriculum guidelines on music in mixed Composing (30%), Performing (30%) and the way we support the local community and continue our outstanding tradition ability classes. We offer the students a Listening (40%). The first two of these of school concerts. personalised approach to music where areas are submitted as coursework The extra-curricular provision includes concert band, jazz band, training concert students are able to take charge of their throughout the two year course. Students band, chamber choir, guitar group, string group, orchestra, theory sessions, flute learning in a class setting and use our are encouraged to compose in many choir and horn ensemble. mac suites, iPads and instruments to different styles making good use of our discover great composers, world music, ICT facilities and perform a solo and composition and performance. In Year ensemble performance as part of a 9 students can form bands and create recital. The listening part of the course is performances that utilise a wide range taken as an exam at the end of the course of skills that have a cross curricular and focuses on four main categories: impact whilst enabling them to take ‘Structures in Western Music 1600 -1899’, responsibility for their learning alongside ‘Popular Song in Context’, ‘New Directions expert guidance. We firmly believe that in Western Music’ and ‘World Music’. excellence at KS3 enables us to best provide for our students as they progress into GCSE and beyond.
12 Roundwood Park School PSHCE Personal, Social, Health & Citizenship Education
Year 7 & 8 All students are taught Personal, Social, Careers education and economic wellbeing Health and Citizenship Education during are explored by both year groups. Outside weekly lessons. Over the two years they cover speakers and theatre companies are a variety of topics which have been designed brought in to explore issues such as drugs, to teach them about how to be a healthy, bullying, puberty, on-line safety and healthy confident, successful and responsible citizen relationships. Classes are mixed ability and of Roundwood Park School and the wider taught in form groupings. community. Year 7 topics include anti-bullying, resilience and being healthy. Year 8 topics include diversity, making safe choices and learning strategies.
Year 9 Year 10 & 11 All students are taught citizenship and health through a weekly lesson, with half the year spent Citizenship and PSHE topics are health, stress management, body on each subject. For citizenship, topics include government, democracy, financial capability, delivered through collapsed timetable image and parenting. A careers day community and diversity, and participate in a national competition which helps them to activity days throughout the year. There will prepare students for their work consider and define their own aspirations. Topics for health include sex and relationships, risk are five of these activity days in Year 10 experience and plans beyond Year 11. and safety, alcohol and drug misuse. Outside theatre companies are used to explore unhealthy and three in Year 11. Some of these will Classes for the activity days will be relationships and grooming. Classes are split between top ability and mixed ability groups. involve outside speakers and theatre mixed ability. companies. The topics for citizenship include human rights, global issues, law and crime, while health education explores topics such as drugs, sexual
Roundwood Park School 13 Philosophy Religion & Ethics
Year 7 & 8 All Key Stage 3 teaching follows the guidance of the Hertfordshire Agreed Syllabus. The emphasis is that students should learn from and about religions and these criteria are present in our assessments. All students follow a series of modules to develop their understanding and knowledge of all major world religions. We aim to make religion relevant for today through the topics studied. Year 7 students will enjoy topics such as ‘religion and art’ and be encouraged to evaluate the role of leadership in religion. Year 8 students are introduced to more philosophical concepts such as: what does it mean to be human and why are we here? They will also enjoy the ‘Film and Faith’ and also ‘Religion and conflict’ topics. Students are encouraged to formulate and express their views and opinions, but are also expected to listen carefully and respectfully to those of others. We encourage students to create and deliver presentations that make use of ICT technology and that promote independent learning.
Year 9 GCSE Year 10 At the beginning of this year all students begin All Key Stage 4 students prepare and are entered to study for their GCSE short course in religious for GCSE religious education. The syllabus is studies. They will be entered for the Edexcel the OCR Religious Studies B: short course in GCSE Religious Studies B (Short Course) and will philosophy and ethics; this does not require be required to study Christianity and Buddhism coursework. As Year 9 students they studied for this specification. During this year, students the B602 unit which covers The Problem of Evil will learn the core religious beliefs from these and Science and Religion. This year students religions. In Year 10 students will enjoy studying will enjoy the popular B604 unit which includes the ethical issues of Marriage and the Family and Religion and Equality and Religion Peace and Religion Peace, Justice & crime and punishment. Justice. All students will be entered for short course. Students are taught the Christian N.B. Strategies are in place to serve the needs of perspective following the requirements of this those candidates who have a deeper and personal specification. knowledge of a different religion and wish to answer questions from that perspective. N.B. Strategies are in place to serve the needs of those candidates who have a deeper and personal knowledge of a different religion and wish to answer questions from that perspective.
Year 11 (2016-17) We have a cohort who elected to be entered for OCR Religious Studies B: Full Course and these students will learn the B603 unit on Medical Ethics and Religion and Relationship in twilight lessons that will run throughout the year. Students are taught the Christian perspective following the requirements of this specification.
14 Roundwood Park School Physical Education
Year 7, 8 & 9 Core PE (Year 10 & 11) Extra-Curricular Students are mainly taught in single sex classes Each student will encounter a range of activities We run a wide-ranging programme of extra-curricular clubs and activities. The throughout Key Stage 3. They rotate through throughout the Key Stage. Using our extensive clubs/teams include: netball, football, rugby, basketball, trampolining, cheerleading, the curriculum on an eight lesson cycle. A field space, gym, fitness suite, sports centre and wide variety of activities are offered including dance, cricket, athletics, rounders and tennis. In most of these, there is the dance studio, students will receive a balance basketball, cricket, football, netball, rounders, opportunity for students to experience competition by playing in the school district/ of activities with the goal of further developing rugby, tennis, athletics, dance, cheerleading, county competitions and friendly matches (both evenings and Saturday mornings), their love for physical activity and their ability to gymnastics and badminton. These options enable school games events and school House competitions. We actively encourage students to experience a broad and balanced perform with confidence. Students also have the dedication from all by selecting those of all abilities to take part in fixtures if they curriculum which will hopefully encourage them opportunity of off-site swimming in Year 11 but are showing enthusiasm and commitment. At the same time, we are committed to to participate in extra-curricular clubs and sport are required to make a financial contribution to competition and therefore take many tournaments and cups seriously, with a view to outside school. The emphasis is on developing facilitate this at the local swimming pool. positive attitudes to physical activity alongside students tasting success in Roundwood Park colours. skill development and physical progression.
GCSE PE (from September 2016) Leadership Following the OCR exam board specification, A number of leadership opportunities are offered students will study activities in more detail as we encourage our students to develop skills than at Key Stage 3. They will improve their such as organisation, communication and understanding and gain appreciation of the tactics commitment while helping students in younger and strategies that can be applied. The practical year groups to improve and succeed. We work side of the course carries a 30% weighting closely with primary schools to supply volunteers towards the final grade (made up of final to lead lessons, run clubs and arrange festivals. assessment grades in three sporting activities). In Students in the Sixth Form have the opportunity theory lessons, the specification directs teaching to take part in leadership activities as part of their of many areas linked to sport and exercise enrichment programme. including: sport in the UK, health, training, the human body systems and sports psychology. There is also a written coursework piece to complete.
Roundwood Park School 15 The Sixth Form
The Curriculum: Years 12 and 13 Roundwood Park has a strong and successful Sixth Form. We retain a high proportion of our Year 11 students and every year new students join the school in the Sixth Form. In addition to the main programme of A Level courses we run BTEC Level 3 courses and an extensive enrichment programme, as well as an option to take the Extended Project Qualification.
Advanced Level Courses n Art – Fine Art n Extended Project Qualification n Mathematics n Art & Design – Photography n Financial Studies (IFS) (Decision and Mechanics) n Art & Design - Textiles n Food Technology* n Media Studies* n Biology n French n Music n Business Studies n Further Maths n Philosophy of Religion & Ethics (A Level and BTEC Level 3) n Geography n Physical Education n Chemistry n German n Physics n Computing n Government & Politics n Product Design n Creative writing n Health and Social Care n Psychology n Drama & Theatre Studies BTEC Level 3 n Sociology n Economics n History n English Literature n Information Technology BTEC Level 3
* Taught in consortium at St George’s or Sir John Lawes Schools
16 Roundwood Park School “Thank you for your hard work and commitment in ensuring our son is ready for his next challenge.” (Year 13 parent) Support for Learning Roundwood Park School is an inclusive school which values each and every member of the school community, whilst striving to raise aspirations and attainment in partnership with all stakeholders. The Learning Support department is staffed with teachers and teaching assistants who work closely with teaching staff, pastoral teams, students and parents. Working together, we aim to meet the learning, language, physical, emotional and social needs of students who need a little extra support to unlock their true potential. “Education for all”. We are the identified school within the area for provision for the physically/neurologically impaired student and the site has been adapted for this purpose.
How do we do this? In-class support n Working within subject areas modifying, n In-class support, home learning and n As a short term measure for a particular concern. differentiating and extending materials games clubs, home/school spelling n Long term as specified in a particular student’s Education Health Care Plan to meet the wide range of needs within programme, paired reading, social skills (EHC). the school. We advise on the needs of and catch-up classes are all provided if individuals and strategies for supporting the need arises. n General for groups with a small number of students who need a little extra help. these students. n Consistent monitoring, assessment n Close liaison with parents/carers of and observation of individual students students with Special Educational Needs causing concern to mainstream staff. and Disability (SEND). Some students are Students with EHC Plans and students assigned a specific “key worker/mentor”. on the SEN register, including vulnerable groups, have access to a teaching n Liaison with outside agencies as and when assistant/key worker. considered necessary in order to address the educational needs of individual n Liaison with local primary schools and the students. pastoral team to support the transition from Key Stage 2 to Key Stage 3 in the n Detailed record keeping of all support summer term prior to entry. offered to individual students and termly monitoring. n Yearly reviews/evaluation of support programmes and progress of individuals n Screening all Year 7 students on entry – leading to individualised action plans cognitive ability tests. These results then known as provision maps. ascertain current work levels and put in place extra provision if necessary.
18 Roundwood Park School Additional support Monitoring and assessment Where students make little progress in the up” programme. Students identified with We have a well-developed school assessment There are a variety of ways in which parents/ classroom despite differentiation and in-class low reading ages attend an intensive reading and marking policy, so that students experience carers can discuss progress with staff. All support, we will consider an alternative access programme. consistency across all subjects. The policy students receive at least two interim reports to the curriculum. A very small number of includes “Assessment for Learning”, which a year, with one of these containing extended As a school we are committed to developing KS4 students are disapplied from aspects of helps students to understand the level they are comments from subject teachers. Years 10-13 all students’ abilities to be effective learners the curriculum to concentrate on real life skills working at, their strengths, and how they can will receive three interim reports per year. Each and we therefore systematically teach all our and follow a personal social development improve, as well as tracking their attainment interim report informs parents/carers of current students about the process of learning with programme. Some students partake in and progress. performance levels/grades, predicted levels/ the aim of giving them the confidence to tackle various vocational courses at local colleges. grades and a numerical value for our four key any learning challenge – in school and in their We use prior attainment and the MIDYIS tests Students in Year 7 identified as working at a skills; behaviour, class effort, home learning wider life. to give us an indication of a student’s ability Level 2/3 in literacy and/or numeracy on entry effort and organisation. and potential. Subsequently, student progress follow a literacy/spelling and numeracy “catch in each subject area is monitored by teaching Parents/carers also have the opportunity staff, using classwork, home learning, special to discuss their child’s progress at a formal assessment tasks and internal tests and exams. consultation meeting, where they meet with the subject teachers. Review days are held Due to the removal of National Curriculum by invitation for students in all year groups, levels in England we have developed a new providing a further formal opportunity for advice system for assessing students in KS3 (details and guidance from the Head of Year or a senior can be found on the school website). member of staff. The Senior Leadership Team, the Head of However, if parents/carers have concerns about Inclusion, the Heads of Year and Heads of their child’s progress, we encourage them to Department monitor the progress of individual contact the school immediately and not to wait students across their subjects, in order that for formal opportunities. Most problems are suitable challenge or support can be given and very easily resolved at an early stage. parents/carers involved when necessary.
Roundwood Park School 19 2015/2016 SUMMARY OF GCSE RESULTS - STUDENTS IN YEAR 11
ENTERED ACHIEVING ACHIEVING ACHIEVING ENTERED ACHIEVING AVERAGE AVERAGE 5+ GCSEs 5+ A* - C 5+ A* - C 5+ A* - G 1+ GCSE 1+ A* - G POINT SCORE POINT SCORE INCLUDING (UNCAPPED) (CAPPED) MATHS & ENGLISH BOYS 99% 79% 82% 99% 99% 99% 401 357 GIRLS 97% 82% 86% 98% 100% 100% 423 369 ALL STUDENTS 98% 81% 84% 98% 99% 99% 412 364
CAMBRIDGE NATIONALS GCSE SHORT COURSE RESULTS - STUDENTS IN YEAR 11
SUBJECT Distinction* Distinction Merit Pass SUBJECT A* A B C D E F G U Entries
ICT Cambridge National Certificate level 2 Girls 0 0 4 1 PRE Girls 9 21 15 16 5 8 3 1 1 79 Boys 0 1 6 3 Boys 4 15 23 21 8 6 6 0 3 86 Total 0 1 10 4 Total 13 36 38 37 13 14 9 1 4 165
ICT Cambridge National Certificate level 1 Girls n/a 0 0 0 Boys n/a 1 0 0 Total n/a 1 0 0
Level 2 distinction* is equivalent to GCSE A*, Level 2 distinction is equivalent to GCSE A, Level 2 merit is equivalent to GCSE B, Level 2 pass is equivalent to GCSE C, Level 1 distinction is equivalent to GCSE D
BTEC RESULTS
LEVEL 2 LEVEL 2 LEVEL 2 LEVEL 1 DISTINCTION* MERIT PASS PASS BTEC LEVEL1/2 FIRST AWARD (1) (2) (3) (4)
Health & Social Care Girls 3 2 0 1 Boys 0 0 1 1 Total 3 2 1 2
(1) is equivalent to GCSE A*, (2) is equivalent to GCSE B, (3) is equivalent to GCSE C and (4) is equivalent to GCSE E/F
20 Roundwood Park School 2015/2016 RESULTS - GCSE FULL COURSE RESULTS - STUDENTS IN YEAR 11
SUBJECT A* A B C D E F G U Entries SUBJECT A* A B C D E F G U Entries Art Girls 3 4 9 3 2 1 0 0 0 22 Maths Girls 16 15 25 27 5 5 2 1 2 98 Boys 2 3 2 1 5 0 0 0 0 13 Boys 14 22 23 23 3 1 3 1 1 91 Total 5 7 11 4 7 1 0 0 0 35 Total 30 37 48 50 8 6 5 2 3 189 Biology Girls 14 19 7 3 0 0 0 0 0 43 Music Girls 2 4 4 1 3 0 0 0 0 14 Boys 14 15 16 8 1 0 0 0 0 54 Boys 0 4 4 0 0 0 0 0 0 8 Total 28 34 23 11 1 0 0 0 0 97 Total 2 8 8 1 3 0 0 0 0 22 Business Studies Girls 1 3 2 5 1 0 0 0 0 12 Physical Education Girls 6 6 1 3 1 1 0 0 0 18 Boys 0 3 2 4 2 1 0 0 0 12 Boys 0 6 3 7 3 1 0 0 0 20 Total 1 6 4 9 3 1 0 0 0 24 Total 6 12 4 10 4 2 0 0 0 38 Chemistry Girls 19 13 8 2 1 0 0 0 0 43 Physics Girls 13 19 8 1 2 0 0 0 0 43 Boys 15 16 14 8 1 0 0 0 0 54 Boys 10 19 14 9 2 0 0 0 0 54 Total 34 29 22 10 2 0 0 0 0 97 Total 23 38 22 10 4 0 0 0 0 97 Computing Girls 1 0 0 0 0 0 0 0 0 1 PRE Girls 6 6 2 1 0 0 0 0 0 15 Bosy 5 6 9 3 0 3 0 0 0 26 Boys 4 0 1 0 0 0 0 0 0 5 Total 6 6 9 3 0 3 0 0 0 27 Total 10 6 3 1 0 0 0 0 0 20 Drama Girls 0 8 16 4 2 2 0 0 0 32 Product Design Girls 1 0 0 0 0 1 0 0 0 2 Boys 0 0 4 5 3 0 0 0 0 12 Boys 0 4 6 2 4 0 0 0 0 16 Total 0 8 20 9 5 2 0 0 0 44 Total 1 4 6 2 4 1 0 0 0 18 Economics Girls 1 2 2 2 1 1 0 0 0 9 Science Girls 0 4 21 16 5 5 2 2 0 55 Boys 1 10 13 2 0 0 0 1 0 27 Boys 2 1 8 9 11 4 1 1 0 37 Total 2 12 15 4 1 1 0 1 0 36 Total 2 5 29 25 16 9 3 3 0 92 English Girls 19 28 24 16 6 3 2 0 0 98 Science Additional Girls 1 4 17 15 10 2 3 1 1 54 Boys 11 16 31 17 10 2 3 1 0 91 Boys 1 2 9 7 10 4 3 1 0 37 Total 30 44 55 33 16 5 5 1 0 189 Total 2 6 26 22 20 6 6 2 1 91 English Literature Girls 4 23 31 24 12 3 1 0 0 98 Textiles Girls 1 3 9 3 4 0 0 0 0 20 Boys 4 7 26 37 11 4 2 0 0 91 Total 1 3 9 3 4 0 0 0 0 20 Total 8 30 57 61 23 7 3 0 0 189 Food Technology Girls 2 6 4 2 1 0 1 0 0 16 TOTAL 256 375 449 331 140 54 30 10 5 1650 Boys 0 0 1 1 2 0 0 0 0 4 Total 2 6 5 3 3 0 1 0 0 20 French Girls 18 9 9 7 0 0 0 0 0 43 Boys 4 6 6 6 0 0 0 0 0 22 Total 22 15 15 13 0 0 0 0 0 65 Level 2 Certificate A* with distinction A* A B C Total Geography Girls 10 15 9 5 2 2 0 0 0 43 Boys 7 16 10 4 2 1 0 0 0 40 Further Maths Girls 1 2 5 0 0 8 Total 17 31 19 9 4 3 0 0 0 83 Boys 3 3 6 0 0 12 German Girls 7 5 3 8 4 0 0 0 0 27 Boys 4 7 6 4 0 1 1 0 0 23 Total 4 5 11 0 0 20
Total 11 12 9 12 4 1 1 0 0 50 Graphics Girls 0 0 4 5 1 1 0 0 0 11 Boys 0 0 9 9 2 2 5 1 1 29 A* distinction & A* equivalent to GCSE A* Total 0 0 13 14 3 3 5 1 1 40 History Girls 9 9 12 8 2 2 1 0 0 43 Boys 4 7 5 4 3 1 0 0 0 24 Total 13 16 17 12 5 3 1 0 0 67
Roundwood Park School 21 2015/2016 SUMMARY OF ADVANCED LEVEL RESULTS
A LEVELS A* = 300pts A = 270pts B = 240pts C = 210pts D = 180pts E = 150pts
NO OF STUDENTS AGED 16+ ON 31/08/15, ON ROLL IN JANUARY 2016, TAKING 2 OR MORE GCE A LEVELS OR THE AS EQUIVALENT - 127
AVERAGE SCORE AVERAGE SCORE AVERAGE SCORE PER STUDENT PER ENTRY EXPRESSED AS A GRADE
BOYS 786 (114.94) 227 (34.72) B GIRLS 849 (136.39) 241 (39.44) B TOTAL 815 (124.67) 234 (36.92) B
(Figures in brackets are the new points system)
All the examination data is subject to final validation by DfE
22 Roundwood Park School 2015/2016 RESULTS - A LEVEL RESULTS ACHIEVED BY STUDENTS IN YEAR 13
SUBJECT A* A B C D E U Entries SUBJECT A* A B C D E U Entries Art Girls 0 0 2 1 0 0 0 3 Maths Girls 3 3 2 0 0 0 0 8 Boys 1 1 0 0 0 0 0 2 Boys 4 11 8 6 6 0 1 36 Total 1 1 2 1 0 0 0 5 Total 7 14 10 6 6 0 1 44 Biology Girls 1 7 3 3 1 1 0 16 Maths Further Girls 0 1 0 0 0 0 0 1 Boys 3 1 2 3 0 0 0 9 Boys 2 2 0 1 0 0 0 5 Total 4 8 5 6 1 1 0 25 Total 2 3 0 1 0 0 0 6 Business Studies Girls 0 1 2 0 0 0 0 3 Media Studies Girls 1 0 1 0 0 0 0 2 Boys 0 4 1 1 0 1 0 7 Boys 0 0 0 2 0 0 0 2 Total 0 5 3 1 0 1 0 10 Total 1 0 1 2 0 0 0 4 Chemistry Girls 0 1 1 1 0 0 1 4 Music Girls 0 1 3 0 0 0 0 4 Boys 2 2 2 0 0 0 0 6 Boys 0 0 2 0 1 1 0 4 Total 2 3 3 1 0 0 1 10 Total 0 1 5 0 1 1 0 8 Computing Boys 0 0 0 3 3 1 0 7 Music Technology Boys 0 0 0 0 2 1 0 3 Total 0 0 0 3 3 1 0 7 Total 0 0 0 0 2 1 0 3 Drama Girls 0 0 2 1 0 0 0 3 Photography Girls 1 0 2 0 0 0 0 3 Boys 0 0 0 0 1 0 0 1 Boys 0 0 1 1 0 0 0 2 Total 0 0 2 1 1 0 0 4 Total 1 0 3 1 0 0 0 5 Economics Girls 5 1 1 0 0 0 0 7 Physical Education Boys 0 2 0 3 0 0 0 5 Boys 5 7 6 4 2 0 1 25 Total 0 2 0 3 0 0 0 5 Total 10 8 7 4 2 0 1 32 Physics Girls 0 0 2 0 0 0 0 2 English Girls 2 4 7 4 2 0 0 19 Boys 2 6 5 7 2 4 0 26 Boys 0 0 0 1 2 0 0 3 Total 2 6 7 7 2 4 0 28 Total 2 4 7 5 4 0 0 22 PRE Girls 1 1 2 1 1 1 0 7 Food Technology Girls 0 1 0 0 0 0 0 1 Boys 0 1 0 0 0 0 0 1 Total 0 1 0 0 0 0 0 1 Total 1 2 2 1 1 1 0 8 French Girls 0 0 2 2 1 0 0 5 Product Design Girls 0 1 1 0 0 0 0 2 Boys 0 1 0 0 0 0 0 1 Boys 0 0 3 1 1 0 0 5 Total 0 1 2 2 1 0 0 6 Total 0 1 4 1 1 0 0 7 Geography Girls 4 9 6 2 2 0 0 23 Psychology Girls 7 6 10 10 3 2 0 38 Boys 0 6 6 3 2 1 0 18 Boys 1 2 4 1 2 1 0 11 Total 4 15 12 5 4 1 0 41 Total 8 8 14 11 5 3 0 49 German Girls 0 0 1 2 1 0 0 4 Sociology Girls 0 3 1 1 2 1 0 8 Total 0 0 1 2 1 0 0 4 Boys 0 0 2 2 1 0 0 5 Total 0 3 3 3 3 1 0 13 Government & Politics Girls 0 0 1 0 0 0 0 1 Boys 0 1 0 1 1 0 0 3 Textile Design Girls 1 0 0 0 0 0 0 1 Total 0 1 1 1 1 0 0 4 Total 1 0 0 0 0 0 0 1 History Girls 1 4 2 2 0 0 0 9 TOTAL 48 95 102 76 40 15 3 379 Boys 1 4 5 0 0 0 0 10 Total 2 8 7 2 0 0 0 19 IT Girls 0 0 1 2 0 0 0 3 Boys 0 0 0 4 1 0 0 5 Total 0 0 1 6 1 0 0 8
Roundwood Park School 23 Destinations of Year 13 Leavers 2016
NAME UNIVERSITY/OTHER COURSE NAME UNIVERSITY/OTHER COURSE
Ackrill Lucy University of Birmingham Music Cosgrave Elle University of Birmingham Political Science and International Relations with Year Abroad Andrews Tobias University of East Anglia Business Finance and Management Matthew University of Lancaster Economics Annand Jack University of East Anglia Business Finance and Management Crawford
Archer Rose Gap Year Croft Antonia University of Loughborough History
Avedian Zachary University of Hertfordshire Computer Science Crompton James University of Sussex Computer Science
Bailey Hannah University of Leicester Psychology Daggett Dominic Gap Year
Base Sadie University of Sheffield Sociology Davies Bailey University of Bournemouth Forensic Computing and Security
Bateman Alice University of Bath Management with Marketing Dean Jonathan University of Bournemouth Economics (with professional placement) Diesbecq Arthur University of Nottingham Tropical Sciences
Benson Chloe University of Warwick Psychology Doherty-Ray Danielle University of Bedfordshire Event Management
Bird Alexander University of Liverpool Computer Science (Foundation) (1+3) Dumpleton Nathan University of Nottingham Medicine
Bird Helena University of Southampton Education Duncombe Emma University of Reading Primary Education with Music
Bird Suzanna University of Durham Psychology Elledge Lucy Sheffield Hallam University Performance for Stage and Screen
Blanshard Charlotte University of Leeds Ecology and Environmental Biology Emmins Rebecca University of Nottingham American Studies and English
Blyth Alexina University of Warwick Biomedical Science Ephgrave Benjamin Birmingham City University Sound Engineering and Production
Bourne James Gap Year Everett Jordan University of Hertfordshire Initial Year for Extended Degree in Bowran Abigail University of Leicester Mathematics Science - Physical Sciences
Burrell Mark University of Manchester Electrical and Electronic Engineering Fagade Oluwafikayo Employment
Carter Jessica University of Reading Psychology Fahm Leyla University of Aberdeen Psychology
Carter Lydia Sheffield Hallam University Nutrition and Public Health Fisher Alexander Cardiff University Physiotherapy
Casadei Nicholas University of Kent Electronic and Communications Fisher Tom University of Warwick Economics Engineering with a year in Industry Fourcroy Simon University of Bath International Management and Cockburn Greg Oxford Brookes University Architecture Modern Languages - French
Corscaden Oscar University of East Anglia Business Finance and Management Fulham Eric University of Kent Business and Management with with a Year Abroad a year in Industry
24 Roundwood Park School NAME UNIVERSITY/OTHER COURSE NAME UNIVERSITY/OTHER COURSE
Garfield Joshua University College London Natural Sciences Liles Callum University of Liverpool Physiotherapy
Gaskell Jack Gap Year KPMG School Leavers’ Programme Lovegrove Isabelle University of Manchester Law with Criminology
Ghobadian Tara University of Warwick Economics Marshall Lauren Anglia Ruskin University Psychology
Gill Jaydon University of Leicester International Relations and History Mason Ben University of Sheffield Mechanical Engineering (4 years)
Glanville Sarah University of Leeds International Business and Finance Mason Laura University of Leicester Geography
Gomm Dylan University of Leicester Chemistry (with a foundation year) McKenzie Lauren University of Birmingham Biomedical Science
Green Stanley University of Warwick Chemistry Mclaughlin Fiona University of Bournemouth Retail Management
Haddon Oliver University of Warwick Engineering Mendy Kalina University of Leicester European Studies
Hale Bradley University of Exeter Business and Management Mitchell Amy University College London Psychology with Industrial Experience (4 years) Montgomery Lydia University of Hertfordshire English Literature
Hart Joseph University of East Anglia Accounting and Finance Muurman Jessica University of Durham Biomedical Sciences
Hasan Omar Nottingham Trent University Construction Management Nicholls Ellie Nottingham Trent University Fashion Marketing and Branding
Heywood Tom University of Lancaster Accounting and Finance (Industry) Norwood Alexander Employment
Hill Tom University of Liverpool Marketing Nugent Sophie University of Coventry Photography
Hubbard William University of Coventry Sport and Exercise Science Nyamande Tanaka University of Nottingham Economics
Hull Brady University of Nottingham Architecture Osborne Harry University of Nottingham Biology
Islam Naserul University of Kent Computer Systems Engineering Palmer Declan Nottingham Trent University Politics and International Relations including a foundation year (4 years) Pedder Lucy University of Loughborough Geography Jones Louise University of Birmingham English Piercy Harry University of Liverpool Mechatronics and Robotic Systems Kearsey William University of Connecticut Swimming Scholarship (4 years)
Lacey Ciaran University of Leeds Physics with Astrophysics Plumb Ruby University of Bristol Law
Lamburn Fiona University of Edinburgh Fashion Powell Anna University of Nottingham Psychology and Philosophy
Lavender Eleanor University of York English/History (Equal) Prest Sian University of East Anglia Geography
Liddiard Oscar Apprenticeship Prynn Thomas University of Nottingham Geography
Roundwood Park School 25 Destinations of Year 13 Leavers 2016 - Cont’d
NAME UNIVERSITY/OTHER COURSE NAME UNIVERSITY/OTHER COURSE
Pym Anver University of Bristol Zoology Thomas Bryony University of Reading Primary Education
Randall Aimee University of Durham Geography Thomas William University of Southampton Electronic Engineering (4 years)
Richardson Hannah University of Durham Criminology Tracy Jonathan University of West London Film Production
Ridgway Lauren SAE Institute Digital Film Production Twitchen Rebecca SOAS (University of London) Arabic
Ross Louis University of Hull Computer Science with Valle Thomas University of Northampton Policing Industrial Experience Veal Stephen Nottingham Trent University Television Production Technology Rumble Jack Employment Vin d’Arc Emilie Nottingham Trent University Psychology Ryan Katie University of Birmingham Ancient History Wallis Joe University of Portsmouth Digital Media Sale Jack University of Warwick History Watts Saskia University of Southampton Civil Engineering and Architecture Scott Alexandra Employment Webb Thomas University of Warwick Philosophy Senior Emily University of Kent Drama and History Wellington Sophie University of Newcastle Psychology Shelbourne Islay Queen Mary University of London Modern and Contemporary History Wells Shannon University of Bournemouth Psychology Skinner Joe University of Loughborough Aeronautical Engineering Wicks Matthew University of Nottingham Economics and Econometrics Slack Thomas University of Liverpool Computer Science (Foundation) (1+3) Wilkinson Alexander University of Birmingham Physics (4 years) Smith Adam Gap Year Woods Harry University of Bath Physics Smith Eloise University of Durham Marketing Wooster Jack University of Southampton Electromechanical Engineering Smith Jodie University of Warwick Psychology (4 years)
Smith Matthew University of Hertfordshire Music Technology
Solomon Einan University of Liverpool Engineering Foundation
Spranger Ben University of Portsmouth Building Surveying
Stacey Sebastian University College London History
Stanton Jack University of Central Lancashire Economics (Foundation Entry)
Stewart Euan University of Leicester Accounting and Finance
Tappin Hannah University of Leeds International Business
26 Roundwood Park School Attendance statistics Trips and visits School Year 2015/2016 Although not exhaustive, the following list is a typical example of the trips and visits students have the opportunity of participating in: The figures below show the attendance for students of compulsory school age in the last academic year, compared with the year before. Our continued improvement, shown below, Day Trips: St Albans, National Portrait Gallery, Year 7 has consolidated Roundwood Park in the top 25% of similar schools nationally for both Enrichment Week trips attendance standards, based on the number of students receiving free school meals. Residential Trips: UK team-building trip
Day Trips: Ironbridge, HPQ, Dunstable Downs/College Lake, Enrichment Week trips Year 8 ACADEMIC YEAR 7 - 11 YEAR 7 - 11 Residential Trips: Rhineland (Germany) or Picardy (France), YEAR ATTENDANCE PERSISTENT Netball tour ABSENCE* Day Trips: Cambridge Botanical Gardens, HPQ, Enrichment Week trips 2015/16 95.9% 6.4% Year 9 2014/15 95.8% 7.3% Residential Trips: Battlefields, netball tour, French/German Exchange
The school is required by the Education (Pupils Attendance Records) Regulation Day Trips: Science Live, Bletchley Park, Enrichment Week trips 1991 to provide the following information about pupil unauthorised absences. The Year 10 Residential Trips: French/German Exchange, South Wales, information is for pupils of compulsory school age and does not therefore include Berlin (history), netball tour, New York (art/drama/music), the 6th Form. GCSE PE trip
Total number of students of compulsory 977 Day Trips: Oaklands College, Duke of Edinburgh school age on roll for at least one session Year 11 Residential Trips: Duke of Edinburgh, Berlin (history), Art A Level trip, New York (art/drama/music), India (business/economics/history) Percentage of student sessions (half days) 3.4% missed through authorised absence Day Trips: Oxford University taster day, galleries, subject revision conferences, Whipsnade Zoo, UCAS Higher Percentage of student sessions (half days) missed Education conference, careers convention, London 0.7% University, Rothamsted Research, National Space Centre through unauthorised absence Year 12/13 Residential trips: Battlefields (Yr 13 English), French/German exchange, Preston Montford (Yr 12), Liverpool (Yr 12), Cern (Yr 13 physics), Art A Level trip, New York (art/drama/ music), India (business/economics/history) *Persistent Absence students are those with 90% or less attendance All Years Ski trip to US/Canada, Drama theatre trips
Roundwood Park School 27 Roundwood Park School Policies
A comprehensive and up to date version of our policies can be found on our website, www.roundwoodpark.co.uk. What follows is therefore a summary only. For further details, please click on “Parents” and then “Policies, Reports & Accounts” on our website.
Behaviour for Learning Policy Curriculum Policy The Behaviour for Learning Policy at Roundwood Park School establishes the ways in which all Through our curriculum at Roundwood Park School we aim to provide a wide range of members of the school community will contribute to the learning environment. Students are expected learning experiences, both inside and outside the classroom, which allows every student to to attend school, be well motivated to learn and to behave well. In order to achieve these high achieve his or her full potential. We hope to encourage the love of learning by providing a standards, it is very important that all students are aware of behaviour expectations, which have been variety of relevant and enjoyable activities, enabling all students to develop their intellectual, established by the school. The conduct of students around the school should be a clear reflection of moral, social, physical and personal skills to the full. the policy and also our “vision” for Roundwood Park School, as outlined in our school prospectus. Roundwood Park will be a place where individuals feel valued and learning is enjoyed. It sets out to be a well ordered, disciplined school, with very high expectations of students. It keeps in mind the school’s values of LIFE @ Roundwood Park – Learning, Integrity, Friendship, Excellence. It is a policy Safeguarding based on self respect and respect. Roundwood Park School recognises its Students will be listened to and any child responsibilities under Section 175 of the protection issues will be discussed with Education Act 2002. In this school there the appropriate outside agency. Parents Special Educational Needs and Inclusion Policy are procedures in place to safeguard and should also be aware that the school has promote the welfare of children. The a legal duty to cooperate fully with all the At Roundwood Park School we welcome and The culture, practice, management and school’s child protection procedures are organisations concerned with the welfare value students. We strive to deliver a fully deployment of the school’s resources are in accordance with the Hertfordshire of children. This could mean that in some accessible, social and academic curriculum. designed to ensure all students’ needs are met. Safeguarding Children Board guidelines. A circumstances a referral may be made to Continually we adapt our systems and The Governing Body believes that all students, senior member of staff has been trained the Hertfordshire Safeguarding Children structures: curriculum, buildings, attitudes and regardless of ability and behaviour, are valued and designated as Child Protection Officer Board without communicating with values in order to make our school an inclusive, equally at Roundwood Park School. SEN within the school. The named person in parents first. welcoming environment. students are not viewed as a separate entity this school is Mrs Martina Mansfield. The All adults employed by the school (and The policy is in keeping with the school’s aims, but are part of the whole school approach. Designated Senior Person works closely volunteers) have their applications its teaching and learning policies, and policies Different students’ needs are recognised and with other agencies. vetted through police records. Should an on equal opportunity and behaviour. The school met through varied and flexible provision In addition, all staff, both teaching and allegation be made against a member of is committed to a policy of inclusion: one in throughout the curriculum. support, are trained to refer their concerns staff, or a volunteer, the school will follow which the teaching, learning achievements, to the designated person. This also the procedures set out by the Hertfordshire attitudes and well-being of all students matter includes voluntary helpers. Safeguarding Children Board. – including those identified as having special educational needs.
28 Roundwood Park School Academic Year 2016/2017
AUTUMN TERM 2016 Term starts: Monday 5th September 2016
Half Term: Monday 24th October to Friday 28th October 2016
Term Ends: Wednesday 21st December 2016
SPRING TERM 2017 Term starts: Monday 9th January 2017 Half Term: Monday 13th February to Friday 17th February 2017 Term Ends: Friday 7th April 2017
SUMMER TERM 2017 Term starts: Monday 24th April 2017 Half Term: Monday 29th May to Friday 2nd June 2017 Term Ends: Friday 21st July 2017
Governors NAME CURRENT TERM ENDS NAME CURRENT TERM ENDS NAME CURRENT TERM ENDS
Community Governors: Elected Parent Governors: Elected Staff Governors: Mrs Anne Asquith October 2017 Mrs Heather Bayne January 2020 Mrs Catherine Croft April 2017 Dr Sylvia Crowley December 2018 Mr Patrick Brooks December 2017 Mrs Sue Wilkins May 2019 Mr David Ghobadian January 2020 Mr Kevin Ford January 2020 Mrs Moira Hart (Chair) June 2018 Mr Ian Sale May 2018 Headteacher: Mr Adrian Jackson-Robbins June 2018 Mr Chris Salmon January 2020 Mr Alan Henshall Mrs Kathleen Mead January 2020 Mr Benjamin Turner October 2019 Mr Colin Metcalfe December 2016 Clerk to the Governors: Mr Michael Wells May 2017 Mrs Liz Hamilton
Roundwood Park School Roundwood Park Harpenden Hertfordshire AL5 3AE Telephone 01582 765344 Redbourn, Hertfordshire. Redbourn, Hertfordshire. Design Partnership, Whiteing Facsimile 01582 461404 Email [email protected] Website www.roundwoodpark.co.uk Designed & produced by Designed & produced Telephone (01582) 792215 www.whiteingdesign.co.uk Telephone