Chipping Sodbury School Prospectus Supplement 2020-21 Chipping Sodbury School Prospectus Supplement 2020-2021

Home , Chipping Sodbury, Hawkesbury Upton, Little Sodbury

CONTENTS

Page School Term and Holiday Dates 2020-2021 2 Staff List 3 The School Day 5 Religious Education 5 Sex Education 5 Child Protection 5 SEN and disability provision in Chipping Sodbury School 6 o Special Educational Needs Policy 7 Complaints Procedure 14 Charging & Remissions 14 Sporting Aims and Provision for Sport 14 Attendance 15 Admissions 15 Parents’ Evenings 15 Transport to Chipping Sodbury School 16 The Governing Body 17 Home School Agreement 18 School Uniform 19 Examination Results 21 Faculty Information 22 ▫ Computer Science 23 ▫ Drama 24 ▫ English 25 ▫ Humanities 26 ▫ Inclusion Centre 31 ▫ Library 33 ▫ Life Learning 35 ▫ Mathematics 37 ▫ Modern Foreign Languages 39 ▫ Music 41 ▫ Physical Education 42 ▫ Science 44 ▫ Technology, Design & Innovation 46

Chipping Sodbury School

School Term and Holiday Dates Academic Year 2020-2021

TERM 1 Begins Tuesday 1st September 2020 Ends Friday 23rd October 2020

TERM 2 Begins Monday 2nd November 2020 Ends Friday 18th December 2020

TERM 3 Begins Monday 4th January 2021 Ends Friday 12th February 2021

TERM 4 Begins Monday 22nd February 2021 Ends Thursday 1st April 2021

TERM 5 Begins Monday 19th April 2021 Ends Friday 28th May 2021

TERM 6 Begins Monday 7th June 2021 Ends Wednesday 21st July 2021

CHIPPING SODBURY SCHOOL STAFF

Senior Team Ms Katherine Turner Headteacher Mr David Hinkins Deputy Headteacher Mrs Laura Davies Assistant Headteacher Mr Kevin Milburn Assistant Headteacher Mr Richard Blacker Business Manager

Teaching Staff Mr James Allen Head of PE Faculty Mr Darren Atkinson Head of Humanities Faculty Miss Leanne Bleaken Assistant Curriculum Leader in English Mr Darren Bond Head of Severn House / Teacher (Humanities) Mrs Sally Boulton Head of Music Ms Debbie Bryan Teacher (Modern Foreign Languages) Mr Chris Chapman Head of Maths Faculty Mrs Tracey Cheverton Assistant Curriculum Leader in Technology, Design & Innovation & Careers Leader Mrs Denise Clarke Head of Avon House / Teacher (Humanities) Mrs Joanna Davies Head of Science Faculty Miss Sarah Dockerill Teacher (Geography) Mrs Jemma Donnelly Teacher (Drama & English) Mr John Edmiston Assistant Curriculum Leader in Science Miss Lauren Ellis Teacher (PE) Mr Sam Evans Teacher (Humanities) Mrs Nicola Finch Teacher (Technology, Design & Innovation) & Head of Life Learning Mr James Flower Teacher (Computer Science) Mrs Marcia Ffrench-Gordon Teacher (English) Mrs Chloe Hampton Teacher (Maths) Ms Gill Hilleard Head of Sixth Form Miss Eloise Howes Teacher (Art) Mr Nick Hunt SENCo & Head of Inclusion Mrs Sarah Johns Teacher (Access Centre) Miss Charlie Jukes Teacher (Science) Miss Anne Keith-Smith Assistant Curriculum Leader in MFL Mr Sunil Kumar Teacher (Maths) Mr Simon Lewis Head of English Faculty Mrs Emma Lynch Assistant Curriculum Leader in Maths Miss Carla McMorrow Teacher (Technology, Design & Innovation) Miss Samantha Mills Teacher (English) Miss Kylie Murray Head of Technology, Design & Innovation Faculty Mr Allan Parris Teacher (Access Centre) Mr Chris Pugh Associate Assistant Headteacher / Head of MFL Faculty Mrs Hannah Redfearn Teacher (Science) Mr Matthew Sayers Teacher (English) Mr Nohman Shah Teacher (Science) Mr Neil Simpkins Deputy Head of Science Miss Julie Taylor Teacher (English) Mr Robin Taylor Head of Trym House / Teacher (Maths) Mr Robin Thomas Assistant Curriculum Leader in Technology, Design & Innovation Mrs Rachel Thorpe Teacher (Maths) Miss Sarah Turner Teacher (English) Mr Thomas White Assistant Curriculum Leader in Science Mr Chris Whitfield Associate Assistant Headteacher / Designated Safeguarding Lead / Head of Frome House Mrs Julie Wiffen Teacher (Psychology) Miss Sally Winter Assistant Curriculum Leader in PE

Support Staff Mr Kevan Allington TDI Technician Ms Susan Ashman Teaching Assistant Mrs Ros Ball Curriculum & Learning Administrator Mrs Tracey Ball Student Support Worker & Deputy Designated Safeguarding Lead Mrs Karen Bateman Teaching Assistant Mrs Rose Bevan Science Technician Mrs Fleur Blacker Attendance & Administrative Officer Mrs Annette Box Access Centre Manager Mr David Bridge Caretaker Mrs Emma Callaway Food & Textiles Technician / Cover Administrator Mrs Margaret Chandler Senior Science Technician Mrs Davina Cockram Clerical Assistant Mrs Frely Coggins Reprographics & First Aid Mr Jamie Coombs Site Manager Mrs Sharon Criddle Teaching Assistant Miss Francesca Downes Teaching Assistant Mrs Sally Dunn Administrative Assistant Mrs Elaine Emms Deputy Designated Safeguarding Lead / Student & Family Support Mrs Julie Fudge Assistant Access Centre Manager / HLTA Miss Tracy Green Examinations Officer Mr Steve Hake TDI Technician Miss Melanie Harrison Teaching Assistant Mrs Jenny Lovell Teaching Assistant Mr Ian MacMillan Sports Facilities Manager Miss Claire Mayes Receptionist / Clerical Assistant Ms Livvy McGrath Teaching Assistant Mrs Stephanie McIlveen Finance Assistant Mrs Julie Oakley Student Support Worker Miss Leeann Palmer Teaching Assistant Ms Julie Passco Headteacher’s PA Mrs Tracey Roberts Higher Level Teaching Assistant Mrs Heather Smith Teaching Assistant Mrs Katherine Standerwick Finance Officer Ms Sandie Stone Student Support Worker Mrs Louise Tonkin Teaching Assistant Mrs Kimberley Vallis Higher Level Teaching Assistant Ms Tracy Vaughan Receptionist / Clerical Assistant Miss Gemma Wilson Teaching Assistant Ms Nicola Wood Student Support Administrator Mrs Vikki Wood Teaching Assistant

THE SCHOOL DAY The School Day is organised in the following way:

08.50 - 09.10 Registration, Assembly or Tutorial 09.10 - 10.10 Lesson 1 10.10 - 11.10 Lesson 2 11.10 - 11.30 Break 11.30 - 12.30 Lesson 3 12.30 - 13.15 Lunch 13.15 - 14.15 Lesson 4 14:15 – 15:15 Lesson 5

A variety of activities take place during the lunch-time and after school.

RELIGIOUS EDUCATION Religious Education is part of the curriculum for students of all ages. Parents wishing to withdraw their son or daughter should discuss the matter fully with the Headteacher before reaching a final decision and making a formal request.

SEX EDUCATION Sex Education is an integral part of the school’s programme of Personal and Social Education. Parents wishing to withdraw their son or daughter should discuss the matter fully with the Headteacher before reaching a final decision and making a formal request.

CHILD PROTECTION Chipping Sodbury School is committed to safeguarding and promoting the welfare and safety of all students and expects all staff and volunteers to share this commitment. We strive to ensure that consistent and effective safeguarding procedures are in place to support students, families and staff at school.

The Designated Safeguarding Lead (“DSL”) is Mr Chris Whitfield and the Deputy Designated Safeguarding Lead is Mrs Elaine Emms. The Student Support Team and Heads of House have received further training and can offer support, help and advice where necessary.

Chipping Sodbury School has policies and procedures in place to deal effectively with child protection and safeguarding issues, which include tackling radicalisation and extremism, together with recording and monitoring processes.

To promote a safe environment for students, Chipping Sodbury School employs a strict selection and recruitment policy which includes all statutory checks including Enhanced DBS (Disclosure and Barring Service) checks on staff and regular volunteers.

All staff are trained to a level appropriate to their safeguarding responsibilities ranging from basic awareness for all, to multi-agency training for key staff. Other safeguarding training is attended by relevant staff and governors. The training is monitored and comprehensive records kept by the DSL.

Staff and volunteers are required to report any causes of concern to the school safeguarding team. Referrals are logged and monitored to make sure that they are followed up appropriately. Child abuse is a particularly sensitive issue and does impose for those involved, particularly parents, strong feelings and emotions. However, whatever 5 parents may feel about a situation, it needs to be appreciated that school staff are required to report, in line with the procedures, any situation where abuse is suspected and a member of staff could be deemed to have acted improperly if this were not the case. Parents may seek advice and guidance from ART and contact the Children’s Social Services Department direct, if necessary.

Student attendance is monitored closely and concerns shared as appropriate with parents/carers, Social Care and the school safeguarding team. Chipping Sodbury School works effectively with other agencies and parents/carers when necessary to safeguard young people.

SPECIAL EDUCATIONAL NEEDS AND DISABILITY (“SEND”) PROVISION AT CHIPPING SODBURY SCHOOL

For further information on the work of the Inclusion Centre, please refer to the Faculty Information section.

Admission arrangements

 Admission arrangements for students with SEND who may or may not have statements of SEND are essentially the same as for other students wishing to come to Chipping Sodbury School. However, additional consultation and support is offered to these students and their parents.  The Local Authority will assess students with statements of SEND, in consultation with parents and primary colleagues, to ascertain whether a student’s needs may be met in a mainstream comprehensive school. A revised statement is then issued to us and the school’s governing body is consulted as to whether they consider that we are able to meet the student’s needs.  In addition to this process and the normal arrangements for primary/secondary transfer, parents are welcome to meet with Inclusion staff and view the school to decide whether they feel happy with their choice.  The Special Educational Needs Coordinator (“SENCo”) endeavours to visit all primary schools that have students with SEND who are about to transfer to the school.  A representative of the Inclusion team, usually the SENCo, will, when invited, attend Year 6 annual reviews. We welcome such invitations from primary schools.  For students whose transfer may be problematical, additional induction in the summer term of Year 6 will be available.  A member of the Inclusion team will support students with statements of SEND during their two-day induction period.  The SENCo will attend the Year 6 transfer interviews in the summer term.

Arrangements for providing access for students with SEND to a balanced and broadly based curriculum

A student’s Personalised Provision Plan guides colleagues on student’s needs. Using this information they will adapt the curriculum in order to give access.

Faculties have their own strategies for ensuring students with SEND can access the curriculum.

The school offers support to students with SEND in the following ways:

 Support in the classroom – this occurs across the entire curriculum 6

 Access to specialist learning base  Access to The Bay for students with social and communications needs  Liaison and joint working with external agencies  Withdrawing groups or individuals for literacy skills/ Toe by Toe programme  Paired reading schemes  Social skills groups  1:1 Mentoring  Alternative curriculum pathway in KS4 taught by specialist teachers  Homework lunchtime club  Social inclusion support  Circles of Friends

Details of existing facilities to assist access to the school by students with disabilities

The school has three dedicated rooms equipped and resourced to meet students’ SEND. All faculties invest in specialist resources to meet students’ needs. This is supported by the work of the SENCo and colleagues within the Inclusion team. There is access to IT within the Inclusion areas.

Other than the main building, the school is located on one level, and ramped access is available on all external doors, including the main entrance. The main entrance ramp has handrails in white to aid visually impaired students and visitors. All doors are wide enough to accommodate a wheelchair. There are three toilets for staff and students with disabilities located on the ground floor. Student toilets have push-button taps.

There is platform lift access to the floor of the Drama Hall, which has automated doors at both levels. There is a lift to the first floor of the main building. This lift also has automated doors. This allows access for disabled visitors to all parts of the school buildings. There is a disabled parking bay close to the main school entrance and another near the Sports Centre for use by disabled visitors to the school.

In addition, located within the main school, is the Access Centre – a specialist provision for students on the autism spectrum. Its design offers a calm and structured setting where students’ distinctive learning needs are provided for in an environment which meets their sensory, social and communication needs. It comprises small group rooms, art room, kitchen/dining room, and meeting/therapy room, outdoor space, toilets and shower fully equipped for students with disabilities. It is fully accessible for wheelchair users.

Students and their families are supported by a trained and highly skilled multi- professional team, including an Autism Specialist, Speech and Language Therapist, Occupational Therapist and a dedicated CAMHS worker.

SPECIAL EDUCATIONAL NEEDS POLICY

Rationale

Chipping Sodbury School is committed to meeting the needs of students with special educational needs within the guidance offered by the Special Educational Needs 2014 Code of Practice.

All teachers are teachers of SEN and the first response to a student’s lack of progress should be high quality teaching targeted at their area of weakness.

It is every teacher’s responsibility to adapt teaching to respond to the strengths and needs of all students and therefore this is a whole school responsibility requiring a whole school response. The school acknowledges that effective management of the school ethos, the learning environment, and curricular, disciplinary and pastoral arrangements are key to meeting students’ needs.

Contextual Information Chipping Sodbury School is an 11-18 mixed comprehensive. Setting and mixed ability teaching is used throughout the school. In KS3 and KS4 groups of students are identified to support students with SEN and these students may have differentiated timetables according to their need. Students with SEN are identified through the SEN register and SEND referral forms and supported by a Student Passport, appropriate grouping, in- class and withdrawal work or 1:1 mentoring as deemed necessary. Pastoral support works with faculties, parents and SEN to develop individual support packages to support as necessary.

The Learning Base The Learning Base is able to offer small group and 1:1 support on a longer term basis to meet more significant needs, both in terms of academic and emotional support. This facility offers before school, break and lunchtime support.

The Access Centre The Access Centre is a specialist provision for students on the Autism Spectrum. It is designed to meet the specific needs of students who benefit from a nurturing learning environment which takes account of their individual communication, social interaction and sensory needs.

Staff at the Access Centre are experienced and skilled at working with young people on the Autism Spectrum. There is also a team of subject teachers from our mainstream school timetabled to teach in the Centre, contributing their expert subject knowledge whilst working in close partnership with the Centre staff. The Centre team also includes a Speech and Language Therapist, an Occupational Therapist and a CAMHS (Child and Adolescent Mental Health Service) Worker who meet regularly with students, families and staff to share their knowledge and expertise.

Programmes of support are devised within this multi-professional team ensuring a consistent, structured approach to learning and positive outcomes for the students.

Aims  A student with special educational needs will have their needs met.  The special educational needs of a student will normally be met in mainstream settings.  The views of both the student and parent will be taken into account.  Parents/carers will have a vital role to play in supporting their child’s education.  Students with special educational needs will be offered full access to a broad, balanced relevant curriculum.  To raise the aspirations and expectations for all students with SEN.

Objectives  Quality first teaching is the basis of all SEN support at Chipping Sodbury School.  All staff strive to know and understand the special needs of the students they teach, referring to specialist support documentation, for example, Student Passports, Support Plans, SAFed delivery plans.  Plan appropriate, engaging and meaningful learning opportunities which take into account the special needs of the students.

 Share lesson plans and schemes of work with Teaching Assistants and plan meaningful in-class support.  Highlight the special needs of the students within a seating plan as part of their AFL (Assessment for Learning) using the appropriate coding, eg E,K.  Ask for help, support and guidance from Teaching Assistants, Interventions Manager/SENCo, Student Support Workers Heads of House and tutors.  Raise students’ unidentified needs with Heads of Faculty via the SEN referral form for discussion with Interventions Manager/SENCo.  The National Curriculum Inclusion Statement emphasises the importance of providing effective learning opportunities for all students using the following key principles: 1. Setting suitable learning challenges. 2. Responding to students’ diverse learning needs. 3. Overcoming potential barriers to learning, including assessment for individuals and groups of students.

Identifying Students with Special Educational Needs The Code of Practice 2014 refers to the four broad categories of need:  Communication and interaction (SLCN – Speech Language and Communication Needs & ASD – Autistic Spectrum Disorder).  Cognition and learning (MLD – Metachromatic Leukodystrophy, SpLD – specific learning difficulty).  Social, emotional and mental health difficulties (anxiety, self-harming, ADHD – Attention deficit hyperactivity disorder, ADD – attention deficit disorder).  Sensory and/or physical needs (VI, HI).

Identification of students’ needs within school will be done through close liaison between Heads of Faculty, Heads of House and the SENCo. It is important to recognise the needs of the whole child and not just the special educational need.

The school’s SEN register will maintain a record of the students’ Code of Practice Stage: for example, SEN support or EHCP students. The school will also store this coding on the Information Management System SIMS and provide this on data trackers.

The school will use a graduated response to SEN support All teaching staff should be familiar with and use the Assess-Plan-Do-Review cycle to continually evaluate the support given to SEN students and be able to adapt to their needs.  Exploit best practice when devising interventions. Interventions will be reviewed regularly.  Provide opportunities for training and updates for staff, for example, via the School CPD – Continuous Professional Development Programme.  Uses a graduated response to students with special educational needs, acknowledging that there is a continuum of special need and offer a wide range of strategies in response to these needs (Assess-Plan-Do-Review).  Provide provision for students that will match the nature of their needs.  Review the SEN register regularly and assess students’ needs, support plans, statements and progress.  Assess students, particularly those in Year 7, on entry to ensure they build on the pattern of learning and experience already established during schooling.  Make good use of the information passed on by their previous schools.  Involve the student and parent in planning and agreeing strategies via the student passport, SEN Parents’ Evening and annual review process that develop and implement a joint learning approach, including signposting parents/carers to support networks.

 Work closely with outside agencies offering a co-ordinated multi-disciplinary approach to meeting students’ needs.

Managing Students’ Needs on the SEN register The SEN register is reviewed twice a year in line with the updating of student passports. Students may be added or removed from the register at any time deemed appropriate.

All teachers are responsible for evidencing progress of SEN students and to use the information provided on the student passport to enable this.

The SEN team will monitor and evaluate the progress of SEN students at review points during the school year. SEND referral forms are available for staff to use to support this process.

The level of provision is decided upon after discussion between the student support team, parents and students. The school’s SEN offer further describes provision provided by the school.

If the school feels they are unable to meet the needs of any student within school or further advice is required, then external agency support is sought. This will usually be done through the ART – Access and Response Teams, referral process.

If it is decided additional funding is required through the high needs funding block the school follows the EHCP local authority process. This will usually happen after discussion at a meeting with senior staff, SENCo, members of the student support team, along with student and parent.

Training and Resources SEN is funded through the basic per-pupil entitlement and notional SEN budget (based on the South Gloucestershire Council formula which includes deprivation and prior attainment factors) with more complex needs met through high needs block funding. Training is identified on an annual basis for all staff and funding is met through the whole school CPD budget. Extra training needs may be identified through the School Development Plan.

Roles and Responsibilities The role of the SEN Governor is to have an overview and understanding of SEN policy and practice in school. They will be an advocate for the SENCo on governing body committees and be aware of current practice in school. It is good practice for the SENCo and governor to meet at least once a year.

Teaching Assistants are deployed regarding individual and group need and managed by the SENCo.

The designated teacher for child protection is Chris Whitfield.

The designated member of staff responsible for looked after children is Nick Hunt (SENCo) and the student advocate for looked after children is Tracey Roberts (Teaching Assistant).

Information Supporting Implementation of the Special Educational Needs Policy Arrangements for co-ordinating the provision of education for students with special educational needs are as follows:

 The SENCo works closely with both the Student Support Team and the Leaders of Learning Team.

 The SENCo reports to the Governing Body on the work being undertaken, progress of students and developments needed.  The Special Needs Governor meets with the SENCo each school year.  A member of the Inclusion Team attends mentor, faculty and house meetings, where appropriate.  All staff can access learning support guidance files at any time through the shared documents area on Office 365. This contains reference materials on the main types of learning difficulties faced by students and details of general guidance on how to approach planning for the needs of SEN students.  The Inclusion Team meet regularly to review student progress and co-ordinate provision.  The main document co-ordinating students’ support is their Pupil Passport. All staff must ensure that they have read and can implement strategies on the students’ PP. The passport is available on the shared area and in Go4Schools.  Inclusion staff work to implement students’ PPs and support staff in their efforts to do so.  Parents/carers receive a copy of their child’s PP reviews and are invited to contribute to them at the SEN Parents’ Evening which is held once a year.  All EHCP students receive at least one additional formal review of their EHCP per year.  Parents/carers are encouraged to contact the school if they wish to discuss their child’s needs.  The SENCo will be the external link person for many agencies, for example, Sensory Support Service, Speech and Language Service, Children in Care and Educational Psychologists.

Admission Arrangements  Admission arrangements for students with SEN who may or may not have EHCPs of SEN are essentially the same as for other students wishing to come to Chipping Sodbury School. However, additional consultation and support is offered to these students and their parents/carers.  The local authority will assess Year 6 into 7 students with EHCPs, in consultation with parents/carers and primary colleagues, to ascertain whether a student’s needs may be met in a mainstream comprehensive school. A revised EHCP is then issued and the school’s Governing Body is consulted as to whether they consider that the school is able to meet the student’s needs.  Where possible, the SENCo visits all primary schools that have students with SEN who are about to transfer to the school and creates a programme of supportive induction, for example, an additional tour, meetings with key staff such as leader of the Learning Base and liaises with Heads of Faculty. They would also attend Year 6 annual reviews.  In-year admission will take part in the normal student induction process and therefore will have needs highlighted through this process.  Admission arrangements for the Access Centre are through referral by the local education authority. Staff at the Centre recognise and appreciate that transition and change to a new learning environment can be a highly stressful time for students and their families. We do our utmost to ensure anxiety is kept to a minimum by listening to students’ concerns, adopting a flexible, patient and caring approach, whilst planning with families and other multi-agency professionals.

Specialist Provision and Facilities

The Learning Base The school has a Learning Base which consists of a Higher Level Teaching Assistant and a small group work space. A larger second room provides computer access and a 11 teaching space. The Learning Base’s function is to provide individualised and small group work in order to support learning within the mainstream classroom.

The school offers support to students with SEN in some of the following ways:  Support in the classroom – this occurs across the entire curriculum  Liaison and joint working with external agencies  Withdrawing groups or individuals for literacy and numeracy skills  Paired reading schemes  Social skills groups  1:1 Mentoring  Alternative curriculum pathway in KS4 taught by specialist teachers  Social inclusion support  Breakfast clubs  Circles of Friends

The Access Centre The Centre is situated in the heart of Chipping Sodbury mainstream school. It comprises of small group rooms; a kitchen/dining room and a specially designed enclosed garden with outdoor gym equipment, and areas to explore, to plant, to sit and to play. In addition, our students have opportunities for exclusive use of the main school facilities such as science labs, technology classrooms, and music and sports facilities.

Approach to learning is through a tailored, personalised curriculum which sets out to build on the strengths of each student. Practice is reflective and flexible and targets for individuals are based on continuous assessment, evidence of their progress and learning outcomes. The team also work closely with families, meeting regularly, sharing information and strategies to ensure learning needs at home are also taken into account at school.

Curriculum The personalised curriculum incorporates core subjects English, maths, science, ICT and PE, as well as art, design & technology, food technology, humanities and personal, social and health education (PSHE). There is also a keen emphasis on learning to learn and developing functional skills for life. Students’ views, opinions and interests shape their learning experience and are at the heart of planning process. Each student’s timetable is individualised and the amount of time apportioned to each subject may vary according to need and ability. Students may be taught in groups, pairs or individually. The aim is to ensure each young person grows in confidence and independence, has the skills and opportunity to make informed choices, develop social and emotional awareness and has the best outcomes possible to fulfil their ambitions and potential.

Inclusion Students benefit greatly from the discrete social and physical environment the Centre provides, yet in addition a sense of belonging to the whole school community is also promoted. Planned opportunities to take part in mainstream school events where beneficial are supported, as well as visits and trips with opportunities to access the local community facilities and work experience.

Every student in the mainstream school has received training on Autism as part of their education and reverse inclusion is encouraged. Students from the mainstream school, keen to support, come to the Centre regularly to mix socially with their peers; an enriching experience for all involved.

Collaboration 12

The Centre team appreciate that parents know their children best; therefore forming trusting partnerships with families and other professionals is important to ensure the best possible outcome for each student. Excellent communication between school and home is paramount. Concerns are addressed in consultation and collaboration whilst students’ achievements and successes are shared and celebrated. The annual review process is used to plan for the future, while regular parent/teacher review meetings and informal discussions allow for “catch up” time on latest accomplishments and sharing of information. Feedback on students’ academic progress is in the form of a written report at the end of the Christmas term, Easter and summer. The Centre welcomes families and has an “open door” policy.

Dealing with Complaints Arrangements made by the Governing Body relating to the treatment of complaints from parents/carers of students with special educational needs concerning the provision made at the school.

Parents/carers are encouraged to discuss difficulties with staff at the school and every effort is made to accommodate their wishes. On rare occasions this may not be possible and then complaints should be addressed to the Headteacher.

Conclusions By effectively supporting the needs of students with specific learning needs, within school we are demonstrating our commitment to inclusive education.

COMPLAINTS PROCEDURE Section 23 of the Education Reform Act 1988 places a duty on Local Education Authorities to have in place an approved formal procedure which offers parents, and others, a way of pursuing any complaint about the school curriculum and related matters.

Anyone who is concerned about any aspect of the school curriculum should first contact the Headteacher. Experience suggests that the vast majority of concerns can be dealt with at this stage on an informal basis. If the complainant remains unsatisfied, reference can be made to the Governors and a formal complaints procedure can be put in place. Ultimately if the complainant remains unsatisfied, matters can be brought to the attention of the Local Authority.

CHARGING AND REMISSIONS In their charging and remissions policy, Governors fully support the school's programme of educational activities. Where a cost is involved, they have resolved that parents be invited to make a voluntary contribution to cover the full cost. Only if this is the case will such activities be able to continue. No child will be barred from an activity which is part of the curriculum because the family is unable to make such a contribution.

SPORTING AIMS AND PROVISION FOR SPORT The aims of Physical Education at the School are:

• To ensure, through the wide variety of individual and team activities, the fullest possible physical, mental and social development of all students. • To provide opportunities for all students to gain full satisfaction, enjoyment and success in a wide variety of physical activities. • To foster positive attitudes and habits in matters of physical fitness. • To help students develop greater self-awareness, self-confidence, respect for others and for their environment. • To employ stimulating teaching approaches so that all students gain interest and enjoyment in their work. • To cooperate in the aims of the school. • To facilitate National Curriculum provision.

These aims are achieved through a curriculum provision which includes team games, gymnastics, athletics, cross-country running, racquet sports, fitness work and outdoor pursuits.

Team games include: basketball, cricket, football, hockey, netball, rounders, rugby, softball, tennis and volleyball.

The PE faculty consists of four teachers who are all subject specialists. It is an outstanding department which is extremely popular with students both at GCSE and A-Level. Staff have a great rapport with students and lessons are engaging and challenging.

Key Stage 3 students have four hours of curriculum time per timetabled cycle devoted to PE. Key Stage 4 (Year 10 and Year 11) have four hours of core PE lessons per cycle. A GCSE in PE is available as part of the options package at Key Stage 4. PE is available in the Sixth Form as AS and A Level courses.

A full programme of extra-curricular activities is available; details for some are provided in the main prospectus. We have extensive playing fields, a gymnasium, six netball courts and eight tennis courts, sports centre and an artificial grass pitch.

Over the years the school has developed strong links with many local sports organisations and clubs which students are encouraged to join. They include athletics, hockey, netball, rugby, football, golf, tennis, gymnastics and swimming.

ATTENDANCE Schools are required by the Government to publish statistics about attendance. For this purpose, an unauthorised absence is any lateness or absence not supported by a note from parents or carers, or holidays taken in term time. Chipping Sodbury School does not authorise holidays during term time.

ADMISSIONS The Admissions Authority for Chipping Sodbury School is South Gloucestershire Council Applications for admission to Year 7 in September must be received by South Gloucestershire Council by the date published in the South Gloucestershire Admission to Secondary Schools Booklet.

PARENTS’ EVENINGS The school runs an on-line booking system for parents’ evenings, which can be accessed via the school website. If parents/carers have difficulty using this system they may contact the school reception who will be able to help.

TRANSPORT TO CHIPPING SODBURY SCHOOL

Route Route Operator number 84 15.47 leaves CSS to Wickwar, Wotton-under- Stagecoach Edge and Hawkesbury Upton. 85 Arrives CSS at 08.36 from Hawkesbury Upton - Stagecoach Wotton-under-Edge – Wickwar 620 Arrives CSS at 08.30 from Pucklechurch Stagecoach 15.27 leaves CSS to Pucklechurch – Bath 967 North & South Yate - CS School Eurotaxis

Timetables and stops for the above routes are available from the school or from South Gloucestershire Council.

Other Local Authority minibus/coach/taxi transport is available for Little Badminton, Horton, Little Sodbury, Wick, Doynton, Westerleigh, Wapley and Codrington.

THE GOVERNING BODY

Parent Governors Mr Andrew Havard (Vice-Chair) Mr Martin Fitz-Hugh Mrs Lucy Williams Staff Governors Chris Chapman Katherine Turner Foundation Governors Vacancy Vacancy Local Authority Governor Mr Robert Owen (Chair) Co-opted Governors Mrs Pat Black Mr Trevor Cook Mrs Sharon Kingscott Mr Richard Hanney Mr Rob Hazelton Mr Mark Knowles Ms Amanda Suart

Correspondence to the Chair of Governors should be addressed via the school, or by email to [email protected] or c/o [email protected].

HOME-SCHOOL AGREEMENT

Chipping Sodbury School recognises that the successful development of its students depends on an effective partnership between school, students and parents. All three parties share responsibility for the development and achievement of each student. Together, we commit ourselves to the following:

The School will: As parent/carer, I/we shall: As a student, I shall:  Encourage and enable every student to  Make sure my/our child attends school and that time is  Be an ambassador for Chipping Sodbury School achieve high standards in line with their not taken out of school unless urgent  Work hard in class and at home so that I can reach my potential  Make sure my/our child arrives on time in correct school full potential  Provide a learning environment that is uniform and is properly equipped for school  Treat others as I would wish to be treated stimulating, safe and caring  Contact school on the first day of my/our child’s absence  Observe the school values of ‘Aspiration, Respect,  Set, mark, record and monitor homework by 9.30am and maintain contact each morning during the Integrity and Responsibility’ and provide regular feedback length of absence  Attend school on time, in the correct uniform and be  Reward and record good progress and  Regularly check, sign and use my /our child’s journal to properly equipped performance communicate with staff  Use my personal journal and Go4schools to organise my  Expect high standards, set clear rules,  Support my/our child with homework and other homework and record my tracks, attendance percentage promote aspiration, mutual respect and opportunities for home learning and my achievements develop a sense of responsibility  Support my/our child’s safe use of the internet and  Complete homework on time  Keep parents informed about school electronic devices, in line with the e-safety policy  Adhere to all the school rules matters and be welcoming to enquiries  Robustly support behaviour, mobile phone and uniform  Attend detentions or internal/isolation and responsive to concerns policies.  Understand that any misbehaviour whilst wearing school  Inform parents of extra- curricular  Agree to the detention/ sanction policy of the school uniform will be dealt with as if the incident occurred in activities and special events  Attend Parents’ Evenings and discussions about my/our school  Contact parents if concerns arise with child’s progress  Care for the environment in and out of school attendance, punctuality, behaviour,  Encourage my/our child to participate in the community of  Take part in school life and in extra- curricular activities progress, school life and extra- curricular activities  Attend school every day and on time (unless a clear equipment and uniform  Encourage and praise my/our child’s progress reason given).  Provide each student with a personal  Attain excellence and be proud of myself and my school journal  Agree in making this agreement work and observe the  Inform you if your child receives a school’s Code of Conduct at all times sanction if he/she fails to meet the school’s behaviour standards Signed by Tutor: Signed by parent/carer: Signed by student:

SCHOOL UNIFORM

Trousers or Trousers and skirts for all students must be purchased at Initially Skirt Yours and carry the school’s badge. Tailored shorts may also be bought via Initially Yours and carry the school badge. The shorts can only be worn in Terms 1, 5 and 6.

No other shorts, cropped trousers, black jeans, leggings or “skinny” trousers are permitted.

(Tracksuit, denim, corduroy or pin-striped materials are not allowed)

Shirt Plain white, long or short-sleeved. Regular collar.

Tie School tie

Jumper V-Necked, Navy blue with school crest, must be worn during Terms 1-4. Can also be worn in Term 5 and Term 6 if chosen.

Tights Girls may wear black tights with skirts, in place of socks. Tights and socks together are not allowed.

Socks Navy blue or black.

Coat Sensible waterproof coat. Hoodies are not allowed. No denim coats.

Shoes Plain black, durable, flat-heeled footwear, no canvas.

Jewellery Limited to a wristwatch and one stud earring per ear and, in line with Local Authority guidelines, to be removed during Physical Education lessons. No body piercings of any kind are permitted to be worn – they must always be removed in school.

Sixth Form Sixth Form students are not required to wear school uniform, but are expected to dress smartly and set a high standard as an example to the rest of the school.

School badged uniform is only available direct from the school’s supplier, Initially Yours, which has branches in Yate and Hambrook.

Items can be purchased from their retail outlets: Unit A4 Badminton Centre Waverley Units (Head office) Station Road Old Gloucester Road Yate Hambrook BS37 5HT Bristol BS16 1RP Tel. 01454 323779 Tel. 0117 956 0909

Or on-line at www.initiallyyours.co.uk

ALL ITEMS OF CLOTHING MUST BE LABELLED WITH THE STUDENT’S NAME. Make-up must not be worn and it is recommended that long hair is tied back. 19

The specific requirements for Physical Education are listed below, available from Initially Yours (badged items) or other sportswear retailers (unbadged items).

PE Kit Navy blue crested polo shirt Girls Navy plain blue football/cycle shorts Navy blue and red socks Suitable sports trainers (no Plimsolls) Astro boots, shin pads and mouth guards for hockey Long-sleeved navy blue plain base layer (in winter) Navy blue tracksuit bottoms with school logo/CSS CSS branded blue leggings (optional) PE Kit Navy blue crested polo shirt Boys Red reversible rugby shirt Navy blue plain shorts Navy blue and red socks Suitable sports trainers Football boots, shin pads, mouth guard for rugby Long-sleeved Navy blue plain base layer (in winter) Navy blue tracksuit bottoms with school logo/CSS

Mouth Guards: In the interest of health and safety, it is advisable that students wear mouth guards for certain invasion games, particularly rugby and hockey. Parents may wish to seek guidance from their dentist.

Please note that:  No student is allowed to wear any item of jewellery for PE. This includes stud earrings.  All PE kit items should be brought to school in a bag, which should not be left in school overnight.  All kit items should be clearly and securely marked with the student’s name.  All students are required to bring their PE kit to every PE lesson.

Other Requirements There are times when students will have to wear special clothing for their own protection. They should bring some kind of protective overall for Science, Design & Technology and Art. Appropriate aprons for Design & Technology may be purchased from school through the school's Finance Office.

Chipping Sodbury School

Class of 2020 GCSE Summary % English and maths grade 4+ 95.5% % English and maths grade 5+ 61.8% Attainment 8 5.6% Progress 8 0.6

A Level points per entry 34.8 Average academic A Level grade C+

FACULTY INFORMATION

Index

Computer Science

Drama

English

Humanities

Inclusion Centre

Library

Life Learning

Mathematics

Modern Foreign Languages

Music

Physical Education

Science

Technology, Design & Innovation

Computer Science

During Key Stage 3 all students are taught Computer Science for 2 hours per fortnight. Here they learn simple programming skills such as, how to apply logic to problems and some process automation. They learn by completing projects such as how to programme a calculator, and building confidence in using Microsoft Office suite.

Chipping Sodbury School has an extensive range of computer hardware available to students, allowing access to one computer per student during lessons. These lessons will take place in one of the three main networked ICT suites on the site. All students are provided with a Microsoft Office 365 account where they can access key resources for computer science and revisit lesson resources to aid with any home learning that they are completing.

GCSE Computer Science is a popular choice in Year 10 as it allows students to further demonstrate their understanding of the principles of computer science through a practical programming project. Students learn the key skills of problem solving and programming, using python. It provides a good understanding of the fundamental principles of computing and provides key employability skills which prove invaluable for further education or during employment in later years. It involves two exams alongside the practical programming project.

In the Sixth Form, students can choose to study an A-Level Computer Science qualification, where students build upon programming skills developed during GCSE and develop their understanding of the principles behind computing systems and algorithms. They also have the chance to put their learning into practice through a programming project of their own choice.

Drama

Key Stage 3 The focus in Years 7-9 is on skills acquisition and development. Students are introduced to a range of skills which can be used to create performances based on a wide range of themes. As well as performance skills, students also develop employability skills such as effective communication and time management. Students are encouraged to be creative and to enjoy the opportunity to explore ideas and issues in a very practical way and we often see the real benefit they derive from the freedom drama lessons can offer.

Key Stage 4 At Key Stage 4 Drama is available as a full GCSE course. Students study a Set Play and complete a written exam, teacher assessed coursework and a practical exam.

Sixth Form A-Level Drama is offered within Cotswold Edge Sixth Form.

Extra-curricular activities Performances – both large and smaller scale, form an important element of our extra- curricular programme, giving students the opportunity to perform or be involved back- stage. Drama students are also given the opportunity to attend productions and to take part in various professionally delivered workshops.

English

Key Stage 3 In Years 7, 8 and 9 we have created a diverse, content rich curriculum that broadens students’ opportunities to engage with social, cultural, historical and political ideas of our time. History is full of strong voices. Voices that have spoken in the name of fairness, equality, courage, justice, and of the need for change. In our English curriculum at Chipping Sodbury School, we explore how these viewpoints and opinions are expressed, as well as looking at the purpose of their expression, and the audience they wish to influence. A wide range of non-fiction texts are studied, from Barak Obama to David Attenborough, to Malala Yousafzai and Greta Thunberg. We also work hard to support and encourage students in forming their own ideas, as well as looking at why they have these viewpoints and opinions, and how they too can make their strong voices heard. In English, this expression takes the form of students’ skills in speaking and listening, reading and writing, providing the foundation for the GCSE English courses.

We also read a wide range of classic literature, from William Shakespeare to Charles Dickens, J.B. Priestley to John Steinbeck, as well as more modern writing by the likes of Ian McEwan, Malorie Blackman and Suzanne Collins. We aim to encourage students to unpick how great stories are made, as well as looking at the broader themes and intentions behind the story. It is, of course, absolutely essential to encourage students to use their own imaginations to create narratives and descriptions of their own, as explored through our units of work on science fiction and gothic horror writing.

As we are fully committed at Chipping Sodbury School to a broad and diverse curriculum offer, we also run units of work with a focus on media studies, explored in Year 7 through work on comic books, before being picked up again in Year 9 through an exploration of gender representation. We also offer the opportunity to bring texts to life through drama, with a drama specialist within the faculty.

We offer a bespoke intervention programme at Key Stage 3 for students that need additional support with their literacy.

English GCSE At GCSE, all students at Chipping Sodbury School take a full qualification in English Language and English Literature. We also offer GCSE Media Studies and GCSE Drama. Our pathways courses are also available for those students that need additional support with their English work.

Sixth Form Students in the Sixth Form can study English Literature, English Language and Media Studies.

Extra-curricular activities We run competitions during the school year and also celebrate events such as World Book Day. In addition, every year we are part of the Youth Speaks competition, which is aimed at developing students’ speaking and presentation skills. We also have regular theatre trips to the Royal Shakespeare Company in Stratford-Upon-Avon, as well as to Poetry Live! in Bath. Study Support is also run regularly after school and in the holidays to support GCSE students to maximise their grades.

Humanities

Humanities contains the disciplines of: Geography, History, Religious Education, Childcare & Development and Psychology. However, the subject that brings us together is broader than these traditional subject disciplines. ‘Humanities’ concerns the story, the nature, and the impact of humankind. It is concerned with the perspectives of Time, Place, the Environment and Society on a local, national and global scale.

Geography

Key Stage 3 In Years 7 to 9 all students study Geography. Geography lessons are diverse. We ask questions about the world in which we live and we try to find the answers whilst having fun. In Geography, students learn a variety of skills including map drawing, discussion, team work, problem solving and analysis. Awareness is developed and understanding of the world and the importance of safeguarding the environment. Students develop a range of transferable skills such as decision-making, research, use of primary and secondary data, analysis and evaluation and report writing.

Key Stage 4 and the Sixth Form Geography is a popular choice at GCSE and A-level. Understanding Geography can also help students do better in many vocational courses, because it helps them to develop both core skills and specific areas of knowledge – such as those required for Travel & Tourism and Business. Geography has status as an A-level subject welcomed by universities and achieves good examination results nationally.

Field work We help our students to get real experience of Geography and the environment by taking them out of school to do field work. We therefore try to take students out of school to take part in fieldwork during all Key Stages. Schools take the issue of students’ safety very seriously, and have tight controls to ensure that field work is safe. Field work takes students out into the real world, and gives them the opportunity to find out the answers to geographical questions for themselves.

History

Life skills learned through studying History: How to get information from a variety of sources How to tell if the information is reliable How to read maps, graphs and diagrams How to spot propaganda How to communicate ideas

Key Stage 3 Students will learn about the history of the British Isles from 1066 to today, as well as studying civil rights movements in America, Islamic civilisations and how both crime and the punishment of crime has changed from the ancient world to today.

Students will gain a wealth of knowledge to enable them to understand the world we live in, and they will be expected to think carefully and express their ideas confidently and clearly.

Key Stage 4 and Sixth Form History is a very popular subject and has a proven track record of academic success. Not only do a large proportion of students gain good grades, but students of all abilities also succeed. Topics covered in examination classes include American History from the Civil War to the Civil Rights movement, the Norman invasion, the history of public health in Britain, life in Nazi Germany and occupied Europe, the Russian revolutions and Stalin’s Russia.

Religious Education

Religion is still a very important influence on the lives of many people in the world today. All around us we find religious buildings reflecting the cultures and communities that live nearby. If we travel abroad, we experience whole countries that have been shaped by religion. Religious belief has been with humanity since the very beginning, attempting to explain those things for which we do not otherwise have an answer: Why are we born? Why do we suffer? What happens when we die? Religion also strongly influences what we call our conscience.

Religious Education is about developing important life skills: The ability to evaluate based on knowledge and evidence. The ability to reflect – on meaning, purpose, and what it is to be human. The ability to empathise – to appreciate the motivations, feelings, experiences and beliefs of others.

Key Stage 3 Topics explored include:  Investigating the birth and life of Jesus  How and why people worship  Philosophy  Ethics  Religion and Sport  Religion and the Environment  Hinduism  The Nature of God  Is it right to eat animals?  Designing a Church for all Christians

We look at the ways the major world religions continue to influence people’s lives and their thinking. In learning about religions, students are also encouraged to think about their own lives and, thereby, learn from the religion.

Key Stage 4 and Sixth Form We do full course GCSE in Year 10 and 11. We study Christianity and Hinduism as our two main religious sources. Students also examine many of the important and topical religious and moral issues of today which affect a multi-cultural society.

At both GCSE and A Level students are encouraged to think through some of the big questions of life in a safe and questioning environment, so that they can become sure of their own view and able to discuss them openly with others. The course helps prepare students to work and deal with people of different cultures and beliefs, broadening their understanding of the world and its people.

Children’s Play, Learning and Development

Have you ever wondered why young babies put things in their mouths, or 2-year-olds often play alone, but 4-year-olds love being with other children? This course is all about how children develop and the patterns that can be seen in the way children grow and develop. The course will provide students with:

 A knowledge and understanding of child development

 A knowledge and understanding of how to promote development through play

 Support to help you progress to the next level of study in Child Care, leading to a possible career in Child Care

The course is structured as 3 units which are all inter-linked: • 1 x 1-hour examination (in January) which assesses Unit 1 - patterns of development, 25% of final grade • 2 x assignments based on Units 2 (25%) and 3 (50%)

Students will also be expected to complete one week of work experience in an early years setting and to engage in studying children aged 0-8 years old.

Psychology A Level

Psychology is the study of the mind and human behaviour. By using experiments, observations, surveys and case studies, students critically explore theories to explain why we think and behave the way we do. There is an emphasis on applying knowledge and understanding to real world situations, such as, how young people can resist peer pressure to conform or how therapists can treat phobias.

As part of the course, students design and carry out their own research projects to investigate hypotheses of their choosing. Like any professional research psychologists, they will have to ensure their studies are well designed as well as managed ethically.

A Level Psychology is highly regarded by universities and employers, as students develop a wide range of academic and employability skills.

Inclusion Centre

The Inclusion Team is here to support students who may need additional or alternative provision during their education at Chipping Sodbury School. Our aim is to help students become happy, confident and competent learners. Support is often provided in a variety of ways, some of which are outlined below.

Key Worker All students with an EHCP, as well as many high needs students at SEN support level, have a named key worker. The key worker is the first line of contact for parents / carers, staff and the student themselves. Key workers meet regularly with their students, building up positive, supportive relationships through mentoring and conversations.

Flexibility at Key Stage 4 – Pathways In Years 10 and 11 we offer some additional flexibility of provision. This is to allow time for students to have further support for English. Selection for this option is made through discussion with parents / carers, students and staff.

Literacy Support In conjunction with the English department, students who have significant difficulty with their literacy skills are catered for by additional interventions either in Inclusion or via a Higher Level Teaching Assistant or Teaching Assistants working alongside the classroom teacher.

Numeracy Support In conjunction with the Maths department, students who have significant difficulty with the core operations of mathematics receive intervention support weekly. The purpose of this support is to build up confidence with using the core operations, which can support the development of the student in Maths lessons.

Social Skills Groups From time to time students have difficulties relating to and getting on with others, often due to identified needs in social communication. The purpose of our Social Skills provision is to offer students the opportunity to become more confident with the world around them, working through personal development projects and discussing common areas of misunderstanding and how to effectively navigate social situations in a positive way.

Support in the classroom The vast majority of support is given within the students’ mainstream classroom. Where appropriate, a teaching assistant will work in partnership with the subject teacher to enable students to achieve their potential. We believe that this is usually the most effective and least disruptive way of supporting students. It also ensures that all students have access to specialist subject teachers in order to develop their subject knowledge in line with their peers.

Support for students with Social and Communication Needs Inclusion This provision further enhances the needs of this particular group of students. This will include having a place to go at break and lunchtime, a small area for individual work, a quiet room and the facility to have a “go to” place at potentially stressful times. These students will have a designated key worker, as outlined above.

External agency involvement We work collaboratively with a range of external agencies, such as speech and language therapy, educational therapists and educational psychologists, in order to best assess and meet our students’ needs across the school.

Library

All students are members of the library and are encouraged to make full use of the facilities. Each student has their own pin code and password for our “Eclipse” Reading Cloud where they can request books, check their borrowing history and leave book reviews.

o There is a fully computerised catalogue and issue system; providing instant access to the entire stock of over 5,000 items.

o The large fiction section caters for all ages and abilities within the school, including many easy-reader titles to ease the transition from familiar favourites to exciting new reading.

o Included within the fiction section are our Accelerated Reader books. These graded books monitor and challenge students’ reading ability with the recognised outcome of increasing literacy and vocabulary skills.

o The stock is regularly reviewed, improved and new items added. Popular book series like Harry Potter, Goosebumps and Artemis Fowl, popular authors like David Walliams, Darren Shan and Terry Pratchet and our new Comic and Manga section, are all available.

o There is a newly introduced Careers Library area which houses local sixth form, college and university prospectuses. There are careers folders, local companies’ application forms and apprenticeship information.

o The library is staffed by an experienced and enthusiastic Higher Level Teaching Assistant who encourages student engagement and responsibility. Annually, Student Librarians and Assistants are accepted as volunteers to assist with the daily running and housekeeping.

o The library hosts lunchtime extra-curricular clubs and activities including Art Club, Board Game Club (Chess) and Homework Club. Tournaments such as chess and reading challenges are often held within the library to encourage participation, socialisation and inclusion.

o A suite of computers is available with full access to the school’s network and internet with a colour printer available for printing homework.

o There is a small collection of audio books on CD and also DVDs that can be borrowed in the usual way.

o Students can use the library at break-time and lunch-time for private study and for returning books or borrowing new ones. The HLTA is on hand during these times should students need support or guidance.

o Homework Club is open and supervised in the Library after school until 4.30pm for students to complete homework independently or with support.

o The Concorde Book Award Book Club runs on Fridays and encourages KS3 students to read newly published books, as well as blog about their thoughts and feelings on the titles. Just after World Book Day we meet with other South Gloucestershire schools to award the favourite book and author the annual award.

The library is also used for Pathways Interventions for pupil premium, low ability and those students in need of extra literacy and numeracy support. There is also support looking at study and organisational skills. This is with small sized groups with a specialised HLTA and with a kinaesthetic, holistic approach.

*photos courtesy of Ilona James, Poppy Murphy and Ben Bevan – Y10 Media Studies

The library is also home to our Leopard Gecko, Luna, who came to us from The Viaduct Animal Sanctuary, Coalpit Heath. Students have the opportunity to handle her, look after her and learn about her habitat. 34

Life Learning

Life Learning is designed to prepare students for adulthood. Students follow a carefully planned programme covering topics including health, personal safety, careers education, finance and citizenship. The lessons provide the students with the knowledge they need to make confident decisions about their lives whilst also developing the qualities of confidence, optimism, tolerance and empathy. Life Learning comprises the following curricular areas and national strategies:

o Personal, Social and Health Education (including anti-bullying, personal safety, drugs education, healthy living and relationships & sex education)

o Economic Education (including learning about money, budgeting, investment, debt and consumerism)

o Citizenship (learning about being British, diversity, rights and duties, topical issues, the law and how to be a good citizen)

o Careers Education, Information and Guidance (learning about the nature of work, the labour market, CV writing, how to plan careers and be successful in applications to colleges, universities and employers. We aim for all students to undertake at least one work experience placement – normally during Year 10.)

o International Education through a diverse range of extra-curricular activities and trips.

Relationships and Sex Education is something that, quite rightly, concerns many parents. Biological knowledge about reproduction, physical change and puberty is delivered as part of the Science curriculum. Within Life, the focus is on emotional development and making the right decisions. Relationships education on friendship and peer pressure in Years 7 and 8 is followed during Year 9 with education on sex and relationships. Students have told us that they think this is the best time for them to explore these issues in lessons. The activities themselves tactfully explore the issue of right time, right person and right place. Information about sexual health and contraception is delivered candidly, often by medical professionals. The importance of associating sex with consensual, loving, long-term, adult relationships is emphasised throughout.

Parents/carers have the right to ask that their child be withdrawn from these lessons, though such requests are rare. If you have any concerns, please speak with the Head of Life Learning or the Head of House for more detail about the content and nature of the lessons.

Key Stage 4 Life Learning at Key Stage 4 comprises PSHE and Careers Education. Many of the PSHE topics from Key Stage 3 are revisited and explored through discussion work, film and outside speakers. The Careers Education programme prepares students for the choices they have to make at the end of Year 11 and develops the transferable skills they will need to be successful in an ever changing labour market. It also develops financial awareness and budgeting skills to help students manage the money they earn responsibly.

Work experience forms a key part of the Careers Education programme and all students are expected to arrange a work experience placement for the June/July of Year 10. They

are supported in this by their tutors, the Work Experience Administrator and the Heads of House. Our students greatly value the opportunity to experience the real world of work and find it helpful for planning their own careers.

Mathematics

Aims We aim to encourage students’ enjoyment and interest in mathematics and to develop their abilities and confidence in the subject. We endeavour to equip all students with the mathematical skills required to cope with the demands of everyday life and ensure that all students achieve as highly as they are capable.

Curriculum Students are taught in sets in mathematics. We use the Key Stage 2 data to help create our initial setting; students will be in the same set for both mathematics and science. This process is reviewed during the first few weeks of term 1 to ensure every student is correctly placed. An initial progress test is completed during the first full week in Year 7 to act as a baseline test. All students will then sit an assessment at the end of each term to check their progress and enable teachers to support them where there are gaps in their knowledge for the topics learnt that term. Setting is regularly reviewed on the basis of classwork, homework and assessments by the classroom teacher and Head of Faculty.

We use the KS3 Maths Progress scheme written by EdExcel as the basis for our Key Stage 3 lessons. Students have six lessons of maths a fortnight in Year 7 and 8, seven in Year 9 and then eight in Year 10 and 11. Students will follow either a Delta, Theta or Pi pathway depending on their needs; all three pathways cover the KS3 content but at different depths. A strong emphasis is placed on students understanding the maths from the classroom to everyday problems following a mastery approach to teaching. This is done in a variety of ways, in and out of the classroom, making good use of the ICT facilities available to the faculty and this helps students understand that maths can be used everywhere around them.

Homework is set weekly in mathematics and will take the form of a worksheet or computer based activity using MyMaths or Dr Frost Maths. Students will be provided with individual login details for both. If students have difficulty accessing a computer at home, the faculty has its own suite of computers that students can use either during the school day or after school.

Assessment happens regularly during the academic year and each course has an end of year summative examination. This helps students to achieve short and longer term retention of key material. All students complete a feedback sheet after each assessment to identify strengths and areas that require improvement. All tests are corrected in class by the students to help them understand their areas of weakness and how to improve on these.

Support and Enrichment Students of all ages and abilities are supported in their learning and are given individual help. Less able students are taught in smaller groups. More able students can take part in the Junior Maths Challenge each year run by the UK Maths Trust. This challenge stretches students’ mathematical understanding further and we often have students who qualify for follow-on rounds of this competition. There are also opportunities for gifted mathematicians to attend workshops within school or to take part in a Saturday morning course at a local university.

Any student who scores below the government benchmark of 100 in their KS2 Maths SAT’s will be offered the opportunity to attend “Maths Mates”. This is a weekly event during tutor time where weaker KS3 students are paired up with our high-ability KS4 37

students. During each session students will work through problems together with their “Mates” to help improve their maths skills. This has proved very successful over the last few years and many students request to stay on in “Maths Mates” beyond Year 7.

Additional help is always available to students at break-time or lunch-time to answer questions about homework or support students with areas they are finding challenging. Students are encouraged to access the MyMaths or Dr Frost Maths websites from home to provide support and reinforce their understanding of mathematical concepts.

Modern Foreign Languages

The National Curriculum states that “Learning to communicate effectively with others in a language prepares pupils to become responsible, tolerant citizens in a multicultural world.” We agree that learning to speak another language is an essential life skill for our global citizens of the future, and studying a foreign language is therefore part of the core curriculum up to GCSE. The majority of students continue with French to the end of Year 11, giving them the opportunity to achieve the English Baccalaureate, which has increasing currency with employers and higher education.

Key Stage 3 Students enjoy communicating in speaking and writing in French. In the very early stages, we focus on phonics and spelling patterns, and teach students how the language works, which leads to a better understanding of English grammar - this is a key part of literacy development. We develop respect for other cultures and learn to think in sophisticated ways. Learning a language helps develop memory, resilience and problem-solving skills. Students also have the chance to practise their communication skills with visits to France.

Key Stage 4 Being a speaker of more than one language is a normal aspect of modern life, and learning a foreign language at school is essential preparation for citizenship in the 21st Century, and is an apprenticeship for future language learning. Students continue to develop their knowledge of French vocabulary, structures and grammar and their ability to communicate. They also build employability skills, and we specifically look for increasing independence and resilience, and the ability to cope with challenge. The GCSE course is a combination of practical language needed for visiting France or French-speaking countries, and exploration of language rules and features for detailed communication. Assessment tasks include a 1:1 speaking examination, listening and reading comprehension, translation, and writing messages, letters and articles.

Theme 1: Identity and Theme 2: National and Theme 3: Current and Culture global areas of interest future study and employment  Myself, family and  Home, town,  My studies friends neighbourhood and  Life at school/college  Technology in everyday region  Education post-16 life  Social and global issues  Jobs, career choices and  Free time activities  Travel and tourism ambitions

Sixth Form Cotswold Edge Sixth Form offers AS and A2 level courses in French and German. Languages at A-Level provide an excellent platform for higher education, as students are required to apply high levels of grammatical accuracy to communicate clearly and succinctly on a range of social, political and literary issues.

Personal development  We run an annual competition to coincide with the European Day of Languages in September, which contributes to the House Championships  Every two years there is a day trip to Lille Christmas Market and War Graves, which is open to all students  There is a trip to Paris for Year 8 and 9 students in Term 6 each year  Students write a Curriculum Vitae in French and are given a mock job interview in French, where we also help students to think about employability skills beyond their subject abilities

Music

Key Stage 3 Students study a wide range of musical genres through the three main activities of performing, composing and listening. They study the different features and musical elements used in a variety of classical, world, pop and screen-based music. Over the three years of KS3, students learn how to use melody, chords and rhythm to create music in a variety of styles. Students use the electronic keyboards, the music technology suite, sing and are also encouraged to bring in their own instruments to lessons.

Extra-Curricular Activities Students are encouraged to take part in extra-curricular music events during the year. There are two showcase concerts which take place in the town at Christmas and during the Chipping Sodbury festival, and several additional events including the school production where we collaborate with the Drama department. We have good links with our feeder primary schools and our musicians take a leading role in the local cross-phase Alliance Orchestra. We have one of the largest school choirs in South Gloucestershire, a jazz orchestra, guitar club, flute choir and several student-run rock bands.

Students are encouraged to take instrumental lessons. These are available in school on the following instruments:

Violin Viola Cello Double Bass Flute Oboe Clarinet Bassoon Trumpet French Horn Trombone Tuba Drums Piano Voice Guitar (acoustic, electric, bass)

Key Stage 4 Music is an optional subject at GCSE. We follow the Edexcel syllabus which covers a wide range of musical styles from classical to pop, world and film music. The course prepares students well for A-level and other Level 3 courses and gives our best musicians an opportunity to take on more responsibility within the music department.

Sixth Form We offer both Music and Music Technology A-level at Cotswold Edge Sixth Form. Some students take both courses, while others choose to specialise in one. Students who have taken these courses have gone on to do a range of university degree courses and careers both inside and outside of the music industry.

Physical Education

The Chipping Sodbury School PE faculty aspires to promote healthy and active lifestyles; for life-long participation in sport. We aim to help all students achieve their maximum potential, whilst also encouraging mass participation throughout all age groups. We cater for all abilities and ensure that students make progress, whilst understanding the importance of a healthy lifestyle.

Key Stage 3

During Key Stage 3, students develop expertise in their skills and techniques and learn how to apply them in different activities. They start to understand what makes an effective performance and how to apply principles to their own and others’ work. They learn to take the initiative and make decisions for themselves about how to improve their performances. Students are taught knowledge, skills and understanding through a range of activities, such as: o Team games – Basketball, Cricket, Football, Handball, Hockey, Netball, Rugby, Rounders o Racket sports – Badminton and Tennis o Gymnastics & Trampolining o Dance o Athletics o Health Related Fitness

Key Stage 4

Core PE: In KS4 students are also provided with 4 hours of core PE lessons per cycle. The primary focus in these lessons is participation and engagement. Students are offered a variety of activities throughout the year, and often have their own choice towards the activities, in order to develop a sense of independence when choosing their activities. We recognise that these lessons provide students with a much needed distraction from other academic pressures, whilst allowing them the opportunity to engage in activities they are more likely to continue for life-long participation.

GCSE PE (Optional): Additionally, students can choose to complete our two-year GCSE Physical Education course, which provides opportunities to develop knowledge of the human body and movement; and the socio-cultural influences and well-being in physical activity and sport. This course also allows students to use their practical performance to contribute towards their academic progress. Participation in this course provides an additional 5 hours of PE per cycle. Assessment takes place through 2 exams (60%), practical sports performance (30%) and coursework (10%).

VCERT PE (Optional): This course offers students the opportunity to continue to learn about Health and Fitness, and training methods. However, there is no practical assessment. Participation in this course provides an additional 5 hours of PE per cycle. Assessment takes place through one exam (40%) and the rest as coursework.

Students are only allowed to choose one examined PE course throughout their GCSE period.

Sixth Form

Physical Education is also taught at A-Level in the Sixth Form. The courses offer the opportunity to develop an understanding of the factors that influence performance. This will take both a theoretical and practical format. It provides an ideal base for Sport and Exercise, Sports Physiology and Sports Leisure degree courses, as well as a good background for a career in the leisure industry. Sixth Form students also have the opportunity to participate in a range of sporting activities during their enrichment periods.

Facilities

The school has a modern sports centre, artificial grass pitch, gymnasium, off-site playing fields and hard court playing areas. The artificial pitch is full-size, floodlit and the latest Third Generation surface. The sports centre was completed in summer 2010 and has the latest equipment and technology. The centre includes a dance studio together with a sports education room which provides the perfect location for classroom PE and sports theory work. There is ample parking for use by the community and full disabled access.

Extra-Curricular Activities

The Physical Education Faculty provides an extensive extra-curricular programme. Clubs are run during lunch-times and after school hours:

o Hockey o Netball o Football o Rugby o Badminton o Rounders o Cricket o Cross-country o Athletics o Trampolining o Dance

We compete against fellow South Gloucestershire and Bristol schools in leagues, cups and competitions. These range from Football, Rugby, Hockey, Netball, Rounders, Cross- Country, Cricket and Athletics.

Many of our students have achieved very high standards in their chosen sports. They regularly represent the district, county and even their national level. Students are encouraged to join local clubs and associations with ‘mass participation’ being promoted throughout the school.

Science

Key Stage 3

All Key Stage 3 students are taught a scheme of learning designed to fire their curiosity about Science in the world around them. The teaching is based around six Science ideas: Energy, Forces, Particles, Reactions, Interdependence and Life Processes. The learning includes many opportunities for investigations and builds on the introductory Science taught at primary school. We encourage students to think critically and teach through the use of experimentation, modelling and student research.

In order to ensure that the needs of every student are met, they are taught in ability groups based on their attainment. Regular termly assessments are carried out to review progress and inform personalised target setting.

Throughout KS3 each topic includes a number of investigations and How Science Works tasks to reinforce students’ ability to make predictions, design, implement and evaluate therefore providing additional key skills essential for GCSE Science.

We always aim to provide extra curricula activities for students to enrich their learning and foster a passion for Science. Each year we take Year 8 students to ‘The Big Bang Fair’ in the NEC, Birmingham. Students are usually amazed at the demonstrations and some get to take part in small experiments. Year 7 students are all given the opportunity to attend an event run by Bristol University, School of Chemistry, themed around the chemistry of the Earth’s atmosphere.

Key Stage 4

At Key Stage 4 we aim to build upon students’ understanding of the six key strands of Interdependence, Life processes, Reactions, Particles, Forces and Energy taught at Key Stage 3. We expect students to become confident in using correct terminology to plan, perform and explain observations for practical work. We ensure this by further developing their ‘How Science works’ skills. Students are expected to apply their mathematical knowledge to their understanding of Science, including collecting, presenting and analysing data.

Students can study Combined (Trilogy) Science or Separate Sciences. Combined Science enables students to achieve 2 GCSE’s through studying a mixed curriculum of Biology, Chemistry and Physics topics; students will receive 2 GCSE grades after examination. Separate Sciences enables students to study for 3 Science GCSE’s - Biology, Chemistry and Physics; they will receive 3 GCSE grades after examination – one each for Biology, Chemistry and Physics. If students are aspiring to become Medics, Vets or study Sciences at ‘A’ level then Separate Sciences are encouraged, although Combined Science will not limit the right student from continuing with Science at A-Level.

Key Stage 5

Students achieving good grades for Combined Science or Separate Sciences are encouraged to study Science post-16. Subjects offered in the Sixth Form include A- Level Biology, Chemistry and Physics. Last year a number of our A-level students visited a variety of universities to sample the Science courses on offer and were awarded useful credits in recognition of their efforts over the weeks that they studied at the universities. Routinely, a good proportion of our students continue their study of science and science related subjects at undergraduate level at some of the world’s leading universities,

including Oxford, Cambridge, Bristol, Cardiff, Manchester, Exeter, Imperial College London and King’s College London, to mention but a few.

Extra-Curricular Science

We run a fortnightly Science club for Key Stage 3 students.

Enthusiastic Key Stage 3 students can attend an after-school Science Club, during which they delve into areas beyond the curriculum including rocket science where they design, build, improve and fire projectiles.

Technology, Design & Innovation (TDI)

The TDI faculty includes Art, Design and Technology, Food Preparation and Nutrition. Within TDI we provide a compulsory core curriculum for all students in Year 7, 8 and 9. Students undertake a variety of design based activities all of which are intended to develop technological understanding and aesthetic awareness. They also have the opportunity to apply these skills in a digital context, through website design and computer programming, for example. Students study a foundation course using a wide range of materials including wood, metal, plastics, textiles and food.

All aspects of the work undertaken within the faculty require students to develop a high degree of craftsmanship and artistic skill. An understanding of the effects of technology on society is encouraged and students are required to evaluate both their own work and that of others. Solutions to problems requiring the use of mechanisms, electronics, and pneumatics are encouraged and students have the opportunity to experience computer aided design (CAD) and manufacture. Within food technology, students learn about the importance of a healthy diet, developing practical skills and independence within the kitchen.

Within Art students are introduced to a variety of media and techniques with specific emphasis upon the development of the foundation skills which include drawing, colour awareness, tone, volume, texture, proportion, perspective and the study of other artists. Students are encouraged to express their own ideas and gain confidence in their ability through both individual and group work. Throughout Key Stage Three students continue to build on their skills and are further able to develop in areas of mixed media, three- dimensional work, painting and drawing.

Business

We currently offer a GCSE Business course, which aims to actively engage students in the study of business. The course develops students as effective and independent learners and as critical and reflective thinkers with enquiring minds.

Students will be assessed through two written examinations and will apply their knowledge and understanding to business decision making, including the interdependent nature of business activity, influences on business, business operations, finance, marketing and human resources, and how these interdependencies underpin business decision making, how different business contexts affect business decisions and the use and limitation of quantitative and qualitative data in making business decisions.

Art

At Key Stage 4, Art is available as a GCSE option and this is a popular subject with many students. We explore a variety of subjects in Art and use a wealth of art medium to complete the course. Art and Photography are also offered at A-level. Students gain a varied experience in both mixed media and critical and contextual studies. A significant number of students follow the A-level courses and excellent results are achieved.

Design and Technology

All students have the opportunity to take a GCSE in Design and Technology. The specification enables students to specialise in Textile Technology, Product Design, or Graphic Products. Students investigate real life problems, consider solutions, and develop alternatives. Ideas are expressed through a series of design sketches where importance is given to the development of graphic skills.

A-Level Design and Technology courses are currently available to students in the Sixth Form and have proved very popular. At this level students can specialise in textile design or product design.

Facilities for this subject include two specialist and one general purpose workshops, one textile design room, two rooms equipped for teaching microelectronics, computer aided design and graphic products. We are well equipped with resources for teaching modern technologies, including laser cutting and three-dimensional printing.

Food Preparation and Nutrition

The GCSE in Food Preparation and Nutrition builds upon the knowledge and understanding that has been established at Key Stage 3 and will require students to develop high level practical skills as well as expand their knowledge of nutrition, food science, choice, provenance and food safety. We have two specialist food technology rooms and students are able to access computers as necessary.