Avanti House Sixth Form Handbook
2019 – 2020
- 1 - WELCOME TO SIXTH FORM
Congratulations on your GCSE results if you are in Year 12 and welcome to Avanti Sixth Form. Welcome back to Year 13 and well done on your mock results.
The purpose of this handbook is to acquaint you with the aspects of student life in the Sixth Form. In any community it is essential that people respect each other and so some basic guidelines are necessary to ensure a smooth running of our Sixth Form so that you may derive the maximum benefit from your time with us. It is essential that you and your parents/carers read this handbook carefully as it contains our expectations of our students in the Sixth Form.
Always keep in mind the main reason for returning to Sixth Form – to study and further your education. Your aim should be to do your best and make the most of every opportunity that you are given. There are many other aspects to Sixth Form life outside of lessons, and hopefully when you look back at your time with us you will be happy with the experiences that helped to shape you as a person.
We wish you every success,
Mr Moynihan
The Sixth Form Leadership and Pastoral Team
Head of Sixth Form: Mr Moynihan RMO Room 2.17
Assistant Head of Sixth Form: Mr Laxhman JLA Room 005
Year 12 & Year 13 Tutors
Form Form Tutor Name Staff Code Room Class Number CS.1 Ms Saima Ali SAL 227 CS.2 Ms Natalija Skegro NSK 026 CS.3 Ms Priti Gorsia PGO 244 CS.4 Mr Nick Savva NSV 006 CS.5 Mr Sukhjeet Gill SGI 241
- 2 - Sixth Form Daily Life
It is really important to remember that although you are now part of the Sixth Form community, you are still very much a part of the wider Avanti’s whole-school community. You will have more freedom than you have previously had at school, and with this freedom comes responsibility. You are now a role model for the younger students within the school community – bear this in mind each day in the way that you conduct yourself.
1. Study Periods Your personal timetable will have a small number of non-contact periods on it. These are known as ‘study periods’. This is obviously a big change from years 7-11 and it is up to you to use your time wisely. You will find yourself under a lot of pressure from the work you are doing in years 12 and 13 and it is important that you have a healthy balance of work and relaxation. You must be careful not to waste your study time or you will begin to fall behind.
2. Where Can I Study?
The Silent Study Area The silent study area is exclusive to Sixth Form and is at times supervised by a member of staff at all times. There are computers and tables, however it is not an extension of the common room and there should be no eating or drinking in it. If you fall behind and teachers express concerns about your progress you will be required to be in this area for all of your study periods.
The Common Room Students are to use the common room as an alternative for silent study. Although we do not require you to work in silence here, the atmosphere should still be productive.
The Learning Library This is available for students to use providing that is it not being used by the lower school classes. This area is also for silent study. In addition to this, the area is a whole school area and therefore you are not permitted to use mobile phones or headphones.
Remember: you should be working independently for five hours per subject per week outside of lesson time. If you find ‘A’ levels easy and have plenty of time to sit in the common room then you are not working hard enough and are unlikely to fulfil your potential! If students are found to be using this time inappropriately they will be required
- 3 - to attend a lunchtime study sessions. If the problem continues a parental meeting will be called to address the situation and students will be required to have their study periods supervised.
3. You Study You will receive your timetable on the first day of term. You will find on them your timetabled subjects (five hours a week per subject), Avanti Life Skills, and enrichment. In your first Avanti Life Skills lesson you will be required to allocate your study periods for each subject. Some of you may also have one or two study sessions on your timetable. For these sessions you must sign in and be in the library.
4. Use of the Common Room The Common Room is your room, but as the word suggests, it is ‘common’ to all Sixth Formers. Please respect it and treat it as you would treat your own living room at home. The care of the common room is the responsibility of each member of the Sixth Form. Please do not leave litter around and expect your friends and members of staff to clean up after you, and take care with the fixtures and fittings. No matter what time of day it is the room should be in a respectable condition. If the common room is left in an unacceptable state then it will be closed.
5. Use of Mobile Phones and Headphones These can be used in the Sixth Form common room area, however as soon as you leave the area and enter spaces where the younger students are, the whole school rules on phones and headphones will apply. Some teachers may ask you to use your phones during classes to take pictures of notes, which is absolutely fine.
6. Getting Involved Your experience in the Sixth Form will be shaped not only by your academic work but also the opportunities you take to be involved outside of lessons. Each year there will be a number of activities offered to you by both your tutors and subject teachers. There will also be visits and talks associated with careers and higher education. We look to all our students to become more responsible, making positive contributions to the wider school community and developing their own leadership skills. In early September the roles of Head Boy and Head Girl and a Prefect team that will form the Sixth Form committee will be advertised. Details of the application process and the roles and responsibilities this entails will be shared with all Sixth Form students in the new academic year. Opportunities to work on a voluntary basis both in and out of school will be advertised in
- 4 - the Sixth Form area; these opportunities, and the development of related skills, will enhance any job or University application.
7. Assemblies, Avanti Life Skills and Enrichment All Sixth Formers are required to take part in Avanti Life Skills and Enrichment Activities. Enrichment Activities takes place during periods 5b and 6 on Wednesday. At the start of enrichment we will normally have a year group assembly in common room. Avanti Life Skills is an important part of preparation for life after school. We regularly have inputs from our partner universities and other external providers who will give support on a range of topics such as mindset, financial management, staying healthy and stress management. These experiences are also valuable when writing personal statements in year thirteen. Choices will be made during the first week of the academic year. Avanti Life Skills are every Wednesday period 4.
Avanti Life Skills Teacher Staff Code Room Number Saima Ali SAL 227 Natalija Skegro NSH 026 Priti Gorsia PGO 244 Nick Savva NSV 006 Sukhjeet Gill SGI 245
Previous options have included:
Young Enterprise / Careers Talks / Higher Education Talks Lower / Primary School Mentoring Debate Conversational Spanish First Aid Dance
8. Careers and work experience Interviews with Careers Advisors can be arranged directly by visiting the Careers office (Ms Reilly). They will put an appointment slip into your register on the day of the appointment. You may also be able to get an appointment on the spot. Please make use of Careers as they aim to help you make a successful transition into work or University. In the summer term of 2019 year 12 students will be taking part in Work Experience with the view of this being linked to their University course choice. Arrangements for this will be explained in the autumn term.
- 5 - Although the focus of the work Careers advisors do is on progression to Higher Education or into work, you can also talk to them about a whole range of issues that may be affecting you. The aim of the service is to help you fulfil your potential and help make your time at Avanti is successful and enjoyable. You can also get advice on how to look for part time work, apprenticeships, finding additional work experience and taking a Gap Year.
- 6 - Timings of the School Day
MONDAY TUESDAY - FRIDAY LESSON / LESSON / TIME TIME BREAK BREAK AM Registration 8:00am – 8:20am AM Registration 8:00am – 8:20am
Lesson 1 8:20am – 9:10am Lesson 1 8:20am – 9:20am
Lesson 2 9:10am – 10:00am Lesson 2 9:20am – 10:20am
Break 10:00am – 10:20am Break 10:20am – 10:40am
Lesson 3 10:20am – 11:10am Lesson 3 10:40am – 11:40am
Lesson 4 11:10am – 12:00pm Lesson 4 11:40am – 12:35pm
Lesson 5A / lunch 12:00pm – 12:50pm Lesson 5A / lunch 12:35pm – 1:30pm
Lesson 5B / lunch 12:50pm – 1:40pm Lesson 5B / lunch 1:30pm – 2:25pm
PM Registration PM Registration 2:25pm – 2:35pm
Lesson 6 1:40pm – 2:30pm Lesson 6 2:35pm – 3:30pm
LESSON LUNCH 5A Years 8, 9 & 11 Years 7, 10, 12 & 13 12:00pm – 12:50pm 5B Years 7, 10, 12 & 13 Years 8, 9 & 11 12:50pm – 1:40pm
Week A and Week B within Timetable
- 7 - Our Expectations
1. Registration and Punctuality You must at all times sign in and out of school. You will be assigned to a specific Tutor Group and will therefore have a personal Tutor. However, you should bear in mind that the Sixth Form Tutor Team work together and that any of us will be willing to help you at any time in whatever way we can. If we cannot help you ourselves, we will be able to arrange for you to receive help from the appropriate source.
All students MUST register with their tutor in their designated form room at the start of the morning session at 8:00am. Attendance for morning and afternoon registration is compulsory. Meeting together every day gives you a sense of form identity and is a time when lasting relationships are formed. It is also an important time for the sharing of information. If you do not attend morning registration, you will lose 50% of your daily attendance. Not coming to registration will have a big effect on your overall attendance record.
Anyone who arrives late MUST sign in using the sheet in reception. Frequent late arrival will be dealt with in the same way as non-attendance. Persistent lateness will result in a Study catch up session. It can result in non-payment of support bursary and parental meetings with Sixth Form Leadership. Ultimately, it could lead to you not being entered for exams or being asked to leave our Sixth Form.
As a Sixth Form student, you are a full time student and must therefore attend on a regular basis. You are required to attend morning and afternoon registrations every day regardless of your timetable. You will almost certainly have some lessons each day, but you may also find that your timetable includes study periods during the afternoon (Period 5 & 6). You are permitted to go home at 2.30pm if you don’t have a study period or academic lesson. Every Wednesday you will finish at 3.30pm. This will only apply after your first tracking report is released and we are happy you are making good progress. After this time, if we find that your academic work is suffering in any way then you will be required to attend school from 8.00am to 3.30pm and use the study facilities here.
- 8 - 2. Attendance Attendance at lessons is obviously compulsory. Staff find poor attendance very frustrating because time is so short to deliver A level courses and they have not got time to revisit work that students miss. The issue is a simple one as far as we are concerned – you are in the Sixth Form primarily for academic study. If you are not in lessons then you are not going to succeed and fulfil your potential. Statistical evidence shows there is a direct relation between attendance and success. It is with these benefits in mind that we require a minimum attendance of 97% over the course of the year. Any extended absence will need to be justified by a medical letter or another appropriate form of evidence.
- 9 -
3. Reporting Absence Unforeseen illness or emergencies should be reported to the Main Office before 8:00am by parents/guardians and subsequently be supported with a note upon the students’ return.
Please email to attendance: [email protected] And CC: Form tutor Please state student name, form and reason for absence
Any planned absences for legitimate reasons such as a religious observance or a University Open Day (Year 12 & 13) need to be applied for. This is easily done by collecting a form from the Sixth Form office 2.17 and returning it to the attendance office. If there is no appropriate or satisfactory evidence to justify an absence from Sixth Form, this will be coded as ‘Unauthorised’.
All non-attendances will be noted and monitored. Messages will be sent if there is no reason provided for absence in the morning. After investigation, if the reasons are not satisfactory you will be given a verbal warning and a letter will be sent home. Further non-attendance will mean your parents will be invited to interview to discuss your future. Failure to improve will lead to a final meeting and may lead to dismissal from the Sixth Form.
It is important to note that driving lessons or theory test are NOT an acceptable reason for missing lessons. If you are found to be missing lessons for this reason, the process above will be followed.
In addition, you should try wherever possible to schedule medical appointments around your timetabled lessons.
If a student has a medical appointment please email: [email protected] [email protected]
If a student is feeling unwell during the day: Please see Mrs Goody for an exit slip (phone call home to inform parents)
Finally, as stated there is a significant link between good attendance and academic achievement. If students are not attending then this will have a negative impact on end- - 10 - of-course grades. We will be monitoring student attendance even more closely. If students have continued issues with punctuality in the morning and/or significant levels of unauthorised absence, we reserve the right to charge students for each individual subject exam entry.
Warning level: The Sixth Form will send home a letter to your parents when your attendance drops below 98% (the expected level). Tutor level: The Sixth Form will send home another letter if it drops below 96%. You will attend an ‘attendance review’ meeting with your tutor where all your records and patterns of absence will be explored. Head of Year level: If it continues to fall below 95%, your parents will be invited into the school to discuss your attendance. Targets will be set and contract set Head of Sixth Form level: If it remains below 94%, the Head of Sixth Form can take any actions deemed appropriate.
ABSENCE PROCEDURE Illness Students to see Welfare Officer (Mrs Goody) who will contact parents to collect During the day their child if necessary.
Message from parent/guardian to the Attendance Officer by 8.15am each morning of absence by either phone or email to [email protected] Absence through illness In the case of prolonged or repeated absences due to illness, a doctor’s letter may be requested or absences will be unauthorised
Letter, email or note from parent/guardian to the Attendance Officer in advance where possible (with a copy of the appointment letter/ card/ prescription on the Medical appointments day). Students should only be absent from lessons for a reasonable amount of Where possible all medical time depending on the location and duration of an appointment. Students must appointments should be made collect a permission slip to leave lessons from the Welfare Officer (Mrs Goody) in outside of school hours advance. Sign in/ out at reception. N.B Excessive appointments may be unauthorised. Request for Absence in Letter or email from parent/guardian to the Attendance Officer in advance of the exceptional circumstances absence. [email protected] Please Note: Holidays will not be Requests are at the discretion of the Principal. authorised during term time If there is an unavoidable reason for a student’s lateness, please notify the school Lateness by phone/ email. Lateness will be unauthorised after registers have closed For school (any reason) (9.30am) unless there is an exceptional and unavoidable reason. Email: [email protected] Telephone: 020 8249 6830 NB: When leaving a voice message please remember to provide your child’s name, registration group, a detailed reason for absence and telephone number.
- 11 - Dress Code
As Leaders of the school, we expect our students to be role models to younger pupils. Coming to school dressed professionally is conducive to a productive community and therefore leads to better long-term achievement. The dress code is outlined below. It is an expectation that all our students comply with it. Any student who does not will be warned and if this is repeated sanctioned. (This may include being sent home to change). Persistent failure to follow the dress code will result in the issuing of a formal written warning. There are no changes from last year’s information but a number of clarifications that are in bold type. It is important that students read this carefully before purchasing items before the term starts in September, especially the ‘items not permitted section’.
Items Permitted Items not permitted
Male students No Jeans regardless of colour or style No denim at all including Smart trousers shirts/skirts/jackets Collared shirt tucked in No Sweatshirts Suit Jacket or Blazer No Jeggings Tie (optional) No crop tops Smart shoes No trainers/converse/pumps Smart plain jumper No jelly shoes or flip flops Polo Shirts tucked in No hoodies (these can be worn to Plain belts school but must be removed when in the school building) Female students No hats/ baseball caps No t-shirts or shorts Smart trousers No leather jackets Smart knee-length skirt/dress No designer belts Smart blouse shirt No Ugg boots or similar Suit Jacket/Blazer No Hair Dye/Colour permitted Smart shoes/ankle boots No overly tight or revealing clothes, Plain tights or socks including mini-skirts, revealing or low Leggings can be worn under a skirt cut tops, including tops with thin or dress but not on their own Straps
Jackets may be removed in warm conditions. Scarves may be worn outside the buildings but must be removed once inside.
Guide to Business Casual Dressing for Work – during term time – Monday to Wednesday
This is a general overview of appropriate business casual attire for Avanti Sixth Form. Items that are not appropriate for the office are listed, too. The lists tell you what is generally acceptable as business casual attire and what is generally not acceptable as business casual attire. No dress code can cover all contingencies so students must exert a certain amount of
- 12 - judgment in their choice of clothing to wear to school.
Business casual is a common form of dress worn in many offices. While many classic business staples are used in business casual wear, there are casual elements included like khakis. Business casual is appropriate for many interviews, client meetings and office settings. Because it is not very casual and also not very formal, this is usually an appropriate way to dress if you’re unsure about the setting.
Trousers and Suit Trousers
Trousers that are similar to Dockers and other makers of cotton or synthetic material pants, wool pants, flannel pants, dressy capris, and nice looking dress synthetic pants are acceptable. Inappropriate slacks or trousers include jeans, sweatpants, exercise pants, Bermuda shorts, short shorts, shorts, bib overalls, leggings, and any spandex or other form-fitting pants such as people wear for biking.
Belts
Plain conservative belts are acceptable. Designer belts with big buckles are not acceptable.
Skirts, Dresses, and Skirted Suits
Casual dresses and skirts, and skirts that are split at or below the knee are acceptable. Dress and skirt length should be at a length at which you can sit comfortably in public. Short, tight skirts that ride halfway up the thigh are inappropriate for school. Mini-skirts, skorts, sun dresses, beach dresses, and spaghetti-strap dresses are inappropriate for school.
Shirts, Tops, Blouses, and Jackets
Casual shirts, dress shirts, sweaters, tops, golf-type shirts, and turtlenecks are acceptable attire for Sixth Form. Most suit jackets or sports jackets are also acceptable attire for school if they violate none of the listed guidelines.
Inappropriate attire for school includes tank tops; midriff tops; shirts with potentially offensive words, terms, logos, pictures, cartoons, or slogans; halter-tops; tops with bare shoulders; sweatshirts, and t-shirts unless worn under another blouse, shirt, jacket, or dress.
Shoes and Footwear
Conservative smart shoes, flats, dress heels, and leather deck-type shoes are acceptable for work. Wearing no stockings is acceptable in warm weather. Flashy athletic shoes, thongs, flip- flops, slippers, and any shoes with an open toe are not acceptable in the Sixth Form. Closed toe and closed heel shoes are required if they do DT or any of the sciences during the day.
Jewellery, Makeup, Perfume, and Cologne
Should be in good taste, with limited visible body piercing. Remember, that some students are allergic to the chemicals in perfumes and make-up, so wear these substances with restraint.
- 13 - Please refer to website for more detail: https://www.thebalancecareers.com/smart-casual-dress-code-4051121
- 14 -
If there is any doubt about items on the dress code, it is important that you consult with Mr. Moynihan beforehand. We require all of our students to fully comply.
Guide to Formal Business Dressing for Work - during term time – Thursday and Friday
MALE
Formal Business Suit
Formal shirt and tie
Formal shoes (you must be able to polish them)
- 15 - FEMALE
Formal Business Suit (skirts must be at least to the knee, no stretchy lycra material allowed)
Formal Business Dress and jacket (Dress must have sleeves which cover at least the top quarter of the arm)
Formal Blouse or shirt
Formal shoes (you must be able to polish them)
School Equipment
We suggest that students bring the following items of stationery: • Lined paper (preferably hole punched) • Pencil case containing fountain pen, roller ball pens (black and green), pencils, eraser, pencil sharpener, ruler, glue stick, hole punch, small stapler, highlighter pens • A clear pencil case is needed for examination use • Several ring-binder files • File dividers • A set of plastic document pockets • Pupils studying mathematics should also bring a protractor, a pair of compasses and a calculator. The Mathematics department recommend a scientific specification calculator (e.g. the Casio FX83ES) • A specialised graphical calculator is required by Sixth Form mathematicians; these should be purchased through the School at the start of the Lower Sixth Year 12.
- 16 - How We Track Your Progress
Go 4 Schools Teachers will be regularly assessing students against exam criteria, and these grades will be communicated via Go 4 schools and the current grade
In October, January and April you will receive a tracking report, which includes a learning profile which reflects your effort in and out of lessons and an actual predicted grades
Mock Exams
Year 12 They will take place during the last 2 weeks of June. To move in to year 13 you will need to achieve a minimum of 3 D grades.
The grades that you get in your mock exams will be the predicted grades that go on to your university application the following year.
Year 13 Your mock exams will take place during September (knowledge), November (Knowledge and Application) and March (Knowledge and Application)
- 17 - Key Dates 2019 - 2020
Year 13 Key dates:
Monday 9th September – Year 13 School Photo Wednesday 11th September – Start of Year 13 PR1 examinations Friday 4th October – Year 13 PR1 reports on Go for Schools
Friday 11th October – Monday 28th October (Half Term) Friday 11th October – AST STAFF INSET School Closed
Tuesday 15th October – Deadline for UCAS applications (Medicine, Dentistry, Veterinary Cambridge and Oxford) Friday 1st November – Deadline for payment Iceland Sixth Form trip Monday 11th November – Year 13 PR2 Mock examinations Wednesday 4th December – Year 13 Parent Consultation Evening Thursday 12th December – Year 13 PR2 reports on Go for Schools Friday 13th December – Early Finish
Monday 16th December – Monday 6th January (Christmas Break) Monday 6th January - AST STAFF INSET School Closed
Thursday 9th January – Monday 13th January – Year 13 History Coursework Visit Wednesday 15th January – UCAS deadline Friday 24th January – Year and form class photo
Monday 17th February – Sunday 23rd February - Half term
Monday 9th March – Year 13 PR3 Mock examinations Friday 3rd April – Year 13 PR3 reports on Go for Schools
Monday 6th April – Sunday 19th April – Easter Holidays
May/June/July – Prom, GCE Examinations, Award assembly
Thursday 13th August – Results day
- 18 -
Year 12 Key dates:
Monday 9th September – Year 12 School Photo Monday 23rd September – Start of Year 12 PR1 examinations Friday 10th October – Year 12 PR1 reports on Go for Schools
Friday 11th October – Monday 28th October (Half Term) Friday 11th October – AST STAFF INSET School Closed
Friday 1st November – Deadline for payment Iceland Sixth Form trip Monday 9th December – Year 12 Chemistry/Biology/Physics/Maths Consultation Evening Friday 13th December – Early Finish
Monday 16th December – Monday 6th January (Christmas Break) Monday 6th January - AST STAFF INSET School Closed
Friday 24th January – Year and form class photo
Wednesday 5th February – Start of Year 12 PR2 examinations
Monday 17th February – Sunday 23rd February - Half term
Friday 13th March – Year 12 PR2 reports on Go for Schools
Monday 6th April – Sunday 19th April – Easter Holidays
Wednesday 6th May – Year 12 parents consultation evening
Monday 25th May – Sunday 31st May – Half term
Monday 1st June – Year 12 Independent Study Week
Monday 8th June – Start of Year 12 PR3 examinations Tuesday 7th July – UCAS / Course progress review Friday 10th July – Year 12 PR3 reports on Go for Schools Monday 13th July – Year 12 Geography Field trip Tuesday 21st July – Sports day Wednesday 22nd July – Charity Day Thursday 23rd July – Early Finish Summer Break
- 19 - Sixth Form School Behaviour (Behaviour for Learning)
Statement of Intent
The school operates a unique approach towards behaviour management, recognising that all behaviours are highly influenced by our ability to:
Communicate with each another; Form positive relationships; Understand what initiates differing behaviour patterns in both ourselves and others, by gaining a growing awareness of our emotions and emotional regulation techniques; Reflect on our patterns of behaviour and influence our thought processes and subsequent actions, to ensure we all take ownership of our actions
The school culture is underpinned by a very clear set of values; independent thinking, mutual respect for others and taking responsibility for our actions and this is reflected in our policies and everyday practice. The ethos in the school fully supports our approaches towards the management of behaviour.
We adopt a proactive style in our systems of management, recognising and responding to the needs of all individuals and adopting a more personalised and holistic approach towards the development of our curriculum.
We believe that all members of our community have the right to learn in a secure, safe and stimulating environment. The school acknowledges its legal duties under the Equality Act 2010, in respect of safeguarding and in respect of pupils with Special Educational Needs (SEN).
Context
The above statement of intent is reflected in our prospectus and this policy should be read in conjunction with other closely associated policies:
Unacceptable Behaviour Child Protection & Safeguarding Curriculum Exclusions Electronic Device Policy Inclusion Policy - Special Educational Needs Disability (SEND) Drugs Health and Safety Physical Intervention & Reasonable Force Anti-bullying & Cyber bullying Home School Agreement Staff Code of Conduct
Our detailed approaches towards behaviour management are also reflected in the following:
Staff Behaviour Guidance Pack; Staff Induction Process; Student Home School Books;
20 Review panel / pastoral meetings. Monitoring, Reviewing and Evaluating our Practice
This policy and subsequent procedures are reviewed as integral part of our everyday practice and this is reflected in the following:
SLT Meetings; Staff Meetings; Parent/guardians/carers meetings; Assemblies.
Information from the above will be reviewed on a regular basis and feeds into all aspects of teaching and learning and the continued professional development of all staff.
Principles
We believe that to achieve the aims of the School and to enable effective teaching and learning to take place, good behaviour in all aspects of school life is necessary. This is based on the twin values of respect and responsibility: respect for the individual, the balance of fundamental rights and responsibilities, together with the fostering of a sense of community for all those involved.
The school is based on inclusive principles, which recognise and respect diversity, strive to promote equality and give both rights and responsibilities equal weighting.
This behaviour policy aims to use restorative approaches to develop in students an acceptance of responsibility for their own behaviour. It also identifies ways in which we endeavour to remove barriers to learning and promote self-reliance and independence.
We believe that everyone has the right to:
Feel safe in the School Enjoy and achieve Learn/teach without unnecessary interruption Be listened and heard Work in a pleasant environment for learning Be treated honestly and fairly, with dignity and respect.
We seek to create an effective learning environment in the School by promoting and modelling positive behaviour patterns in a consistent manner, in order to develop the student’s ability to:
Develop in their self-esteem and self-worth; Self-reflect and take ownership for changing their behaviour patterns where necessary; Form positive relationships based on mutual respect; Encouraging consistency of response to positive or negative behaviours.
21 We seek to support this process of personal development by ensuring that:
Our systems are proactive in their approaches and demonstrate early intervention and prevention strategies We create a safe and caring learning environment which is free from disruption, violence, bullying and any form of anti-social behaviour We work in partnership with our Parents/Guardians, carers and local community to develop a shared approach towards the management of development of our students’ behaviour both inside and outside the school environment We use a restorative approach to tackle negative behaviour
School Procedures
Student behaviours are influenced by their experiences outside of school and their ability to gain a deeper understanding of their thoughts and feelings. Curriculum time in Yoga, Meditation, Avanti Life Skills and PRE promote a sense of wellbeing and support this growing awareness of themselves. Acceptable standards of behaviour must be taught and modelled consistently on a daily basis.
We also recognise that teaching and learning can be intrinsically linked to initiating specific negative behaviour patterns, therefore, strategic tools to support and develop the quality of teaching and learning are an integral part of our everyday practice and are transparent in their nature and involve both students and staff.
School Standards
All students are expected to:
1. Wear Sixth Form Dress Code with pride 2. Be ready for learning 3. Attend school regularly and be on time 4. Treat others with respect and dignity.
To support students in taking full ownership of their behaviour, practical examples of how our students can ensure that they meet the standards are described and displayed within the different learning environments.
Celebrating Success
Celebrating success is an integral part of our school system. Students are encouraged to take ownership of their behaviour at both an individual and whole class level.
Success is celebrated as follows:
Recognition/mentions at assemblies. Reward points (Appendix B) Good news postcards/letters will be sent home when exceptional performance is achieved.
At all stages our extended community will be invited to celebrate these successes with the students as an integral part of increasing community cohesion.
22 The school displays a variety of information surrounding the development of our behaviour programme, this also acts to remind students about how particular individuals and groups are performing.
Consequences
The school has a set of approved sanctions or consequences (Appendix A), please also see Unacceptable Behaviour Policy) which can be used to respond to any incidents of unacceptable behaviour. This section aims to set out those consequences which have the approval of Avanti Schools Trust.
The School will examine each incident on an individual basis, however, staff will be consistent in their approaches at all times. The School will consider very carefully the implications of any action it may take when a more serious incident occurs. It seeks to balance the interests of the student involved, the other School members and the local community.
Where unacceptable behaviour patterns arise the following sequential steps are taken by staff:
Students are reminded of the school’s standards and encouraged to reflect on their actions. If the student does not change their behaviour patterns as a consequence of the above reminder, this triggers a set of responses based upon the Unacceptable Behaviour Policy.
At all levels of the above system, if a member of our community disrupts learning and presents with unacceptable behaviours patterns, that particular member of our community will be encouraged to reflect on their actions and will be subject to restorative justice where appropriate.
Restorative Justice
Restorative Justice is a process that resolves conflict. It is part of a larger ethos also known as Restorative Practices/Approaches. It promotes telling the truth, taking responsibility, acknowledging harm as appropriate response to conflict and in doing so creates accountability.
Restorative approaches are based on four key features:
RESPECT: for everyone by listening to other opinions and learning to value them RESPONSIBILITY: taking responsibility for your own actions REPAIR: developing the skills within our school community so that students have the necessary skills to identify solutions that repair harm and ensure behaviours are not repeated RE-INTEGRATION: working through a structured, supportive process that aims to solve the problem and allows young people to remain in mainstream education.
All discussions with students about their behaviour should be focussed on a restorative approach and should give students the opportunity to reflect on the reasons for their behaviour, the impact of the behaviour on themselves and others, and should then focus on strategies to help develop the skills required to avoid repeating this behaviour.
Staff who have received the relevant training may lead on Restorative Justice Conferences between groups of students who are having issues. Conferencing is a meeting which not only allows the harmer to see the impact of their behaviour but also allows the “harmed” person the opportunity to see if they contributed to the 23 conflict in anyway by their own behaviour. All participants are then able to agree their own joint contract of how they are going to treat each other in the future. This gives them a personal stake in the success of the contract.
24 Behaviour Reports and Removal from Lessons
When a student is subject to a behaviour report and their behaviour patterns are not changing and/or interventions are not having the desired impact, they may be placed for an agreed time scale outside of the classroom setting. The following criteria will be applied when considering such a placement:
to keep a pupil/student out of circulation while an incident is investigated, pending a decision about appropriate action persistently poor behaviour in a number of lessons failure to comply with reporting requirements to a senior member of staff serious misdemeanours infringement of School uniform code that cannot be rectified by sending the student home to change.
Behaviour and Conduct Outside of the School Grounds
The School strives to ensure that our students are able to translate our set of behaviour standards outside of the confines of the school gates. We recognise that teachers have a statutory power to discipline pupils for misbehaving outside of the school premises. Section 89(5) of the Education and Inspections Act 2006 gives Principals a specific statutory power to regulate pupils’ behaviour in these circumstances “to such extent as is reasonable.”
All non-criminal and bullying behaviour outside of the school gates which is witnessed by a member of staff will initiate a consistent approach which adheres to our agreed set of consequences. A teacher may initiate such consequences when the student is:
taking part in any school-organised or school-related activity; travelling to or from school; wearing the school uniform; in some other way identifiable as a pupil at the school; misbehaviour at any time, whether or not the conditions above apply, that could have repercussions for the orderly running of the school or poses a threat to another pupil or member of our community.
25 Permanent Exclusion from School
Where a decision is taken to exclude a pupil/student, it is invariably done on the grounds that the student’s behaviour constitutes such a serious challenge to the good order of the school that other punishments are not sufficient. A permanent exclusion will be put into effect strictly within the terms set out in current educational law and where a student is subject to removal from lessons, a Pastoral Support Plan will be set up. Permanent exclusions will only be recommended to the panel in very serious situations when no alternatives are deemed possible. Misdemeanours which can result in exclusion include:
violence, whether expressed in actions or threats, towards other people on the premises; actions or words to a member of staff, or in the presence/hearing of a member of staff, which are judged to have the effect of seriously undermining their authority; persistent misbehaviour (e.g. refusal to comply with reasonable instructions) which prevents other students from learning; bringing to School, or handling, items likely to endanger the safety of other people or to be injurious to the well-being of others; this includes weapons of all kinds and any dangerous substances, including alcohol, illegal drugs and volatile substances; attending School under the influence of alcohol, illegal drugs or volatile substances; acts of major and/or malicious damage; actions likely to cause significant disruption to the orderly running of the School; being in persistent or serious breach of a previously drawn-up contract of behaviour
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C1 – Verbal Warning C3 – Thursday detention & Move to another classroom Lack of attention Lack of effort Continued C2 behaviour Low-level disruption Chewing gum Not following Repeated lateness to lesson or instructions school Repeated incorrect uniform Repeated lack of equipment Repeated lack of homework C2 – Final Verbal Warning & Move seat Rough play / Physical contact Defiance Continued C1 behaviour Disrespectful behaviour 1st instance of no homework, lateness, Truancy incorrect uniform or lack of equipment Mobile phone confiscation (do not move seat) Failure of Form Tutor/Class Teacher report Must be logged on SIMS. Must be logged on SIMS by member of staff issuing the C3. C4 – Internal or External Seclusion Member of staff issuing the C3 must inform Can only be issued by Senior Pastoral parents. Leader (KS3/4/5) Failure to attend the C3 detention on more than 1 occasion will result in a C4. Failed HOD/HOY report 3 x C3s per half-term Violent behaviour Abusive language Pastoral Support Plan (PSP) Racist, sexist or homophobic Can only be issued by Senior Pastoral Lead language (KS3/4/5) Harassment/Bullying (including Cyber Bullying) Student placed on PSP if: Antisocial behaviour including, but not limited to spitting, graffiti and Failed SET report vandalism Persistent C4s Damage to property Any other reason identified by SET Theft Possession of prohibited/illegal items
HOY (multiple C3s) or SET Link (other incidents) to contact parents via phone SET C5 – Permanent Exclusion Link to send standard letter to parents with details of the seclusion/exclusion. Can only be issued by Principal Must be logged on SIMS and copy of letter sent to Miss Day.
27 C3 Detentions
The time of a C3 detention, and the strategies/tasks employed, will be dependent on the type of behaviour demonstrated. Please see the table below:
Behaviour Detention Strategies / Tasks
Disruptive or disrespectful Thursday 3:30-4:30pm Restorative justice – to include: behaviour o Role-plays o Discussions o Reflective activities
Lateness (morning and afternoon Thursday 7:45-8:00am Reflecting on underlying issues registration time) Developing organisational skills Arriving between 8am and Exploring current morning routines 8:10am more than once in a and where these can be changed to week improve punctuality Arriving after 8:10am once Repeated lateness to lessons or afternoon registration
Lack of homework or equipment Thursday 7:45-8:00am Reflecting on underlying issues (repeated) Developing organisational skills Producing homework timetables
Incorrect uniform (repeated) Thursday 7:45-8:00am Checking uniform Reflecting on underlying issues Identifying any support needed
C4 Detentions (Seclusions)
As per our sanctions, students who demonstrate behaviour worthy of receiving a C4 may be either externally excluded or internally secluded depending on the severity of their actions and prior instances. An internal seclusion means that the student does not attend lessons, and does not mix with the other students during break times. During the seclusions the students complete work provided by the classroom teachers, as well as completing reflective tasks based on restorative justice. The children will usually be supervised by a member of SET or a middle leader.
Behaviour Reports
Students are to be placed on behaviour reports where necessary to enable their behaviour to be monitored by both staff and parents. Failure to demonstrate significant improvement will result in further sanctions, as per the above flow chart. The type of report will be dependent on the type of behaviour and will be escalated when needed. Students on a behaviour report should be monitored for at least 2 weeks. If there is no improvement after the first week then the student can be escalated to the next level of report.
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Type of report Colour Reason for Report Form Tutor / Subject Report Green Repeated Lateness Repeated Lack of Equipment Repeated Incorrect Uniform Repeated C2 behaviour across multiple subjects (Form Tutor) Repeated C2 behaviour in one subject (Class Teacher) Head of Year / Head of Department Yellow Repeated C3 behaviour across multiple Report subjects (HOY) Repeated C3 behaviour in one subject (HOD) Senior Pastoral Lead (SET) Report with Red Student has a C4 internal seclusion Mr Moynihan Student has a C4 external fixed-term exclusion
Appendix B - Rewards
Reward points given as above – To be used as a guide. Use professional judgement but should aim to not give more than 1 reward point per lesson for the same positive behaviour. Must be logged on SIMS.
Reward points = reward badges & termly reward trips. Reward points will also feed into the School Colleges competitions.
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30
31
Recommended reading books for tutorials:
Architecture A History of Architecture in 100 Buildings (Cruikshank) The Future of Architecture in 100 buildings (Kushner) Classics SPQR (Mary Beard) Rubicon (Tom Holland) The Histories (Tacitus) The 12 Caesars (Suetonius)
Greek plays of: Sophocles, Euripides, Aeschylus and Aristophanes Virgil’s Aeneid (the translation of Book VI by Seamus Heaney is particularly fine) and Lucretius De Rerum Natura Economics Freakonomics (Levitt and Dubner) The Lexus and The Olive Tree – A Study of Globalisation (Friedman) Grave New World – The End of Globalisation. (King) Hard Times (Clark and Heath) Winner Takes All (Moyo) The Ascent of Money (Ferguson) The Price of Inequality and The Great Divide (Stiglitz) End This Depression Now (Krugman) How the West Was Lost (Mayo) 22 Things They Didn’t tell You About Capitalism (Chang) The Undercover Economist (Harford) The End of Poverty (Sachs) What Money Can’t Buy; The Moral Limits of the Market. (Sandel) The Very Short Introduction to Marx is a good study and look at the ideas of current leading thinkers in economics such as: Amartya Sen (his theories on foreign aid creating dependency) and of presenters such as Robert Peston (see his book WTF) and Stephanie Flanders Humanities - The Time Traveller’s Guide to Medieval England History (Mortimer) The Winter King – Henry VII (Penn) Silk Roads (Peter Frankopan) The Celts (Alice Roberts) The Romanovs (Montefiore) The ‘Very Short Introduction to... series’ is very good (Machiavelli, Marx, Mill)
32 Humanities - Earth, An Intimate History (Fortey) Geography Globalism and Regionalism and Capitalism as if the Earth mattered (Porritt) Future Shock (Tofler) A Blueprint for Survival (The Ecologist and Penguin books) Population Geography (Jones) The Skeptical Environmentalist (Lomberg – indeed anything by him) Jungle: A Harrowing True Story of Survival (Ghinsberg) Surviving Extremes (Middleton – he teaches Geog. at Oxford) Earth From Space (Johnston) Belching Out the Devil: Global Adventures with Coca-Cola (Thomas) Anything by James Lovelock on Gaia and for the human and cultural side Tribe (Bruce Parry) Anything by the Prof. of Geog. at UCLA Jared Diamond Caesar’s Last Breath – the epic story of the air around us (Kean) Reading Rocks (Maddox)
Law The Justice Game (Robertson) Getting into Law (ed. Lygo) The Search for Justice (Rozenburg) Understanding Law (Adams and Brownsword) Law and Modern Society (Atiyah) On Evidence (Murphy – just dip into this) The Rule of Law (Bingham) Bonfire of the Liberties: New Labour, Human Rights (Ewing) The Very Short Introduction To... series, e.g. ...to Human Rights (Clapham), ... to the Philosophy of Law (Wacks)to the New Penguin Guide to the Law Mathematics Fermat’s Last Theorem (Singh) Does God Play Dice and Nature’s Numbers (Stewart) Easy as Pi (Ivanov) The Music of the Primes (du Sautoy) Just Six Numbers (Rees) In Code (Flannery) Numbers, Sets and Axioms (Hamilton) The Universe and the Teacup – the Maths of Truth and Beauty (K.C. Cole) Algebra and Geometry (Beardon) Hidden Connections, Double Meanings (Wells) Elastic Fishponds. The Maths that governs our World (Elwes) The Norm Chronicles (Blastland and Spitgethaltes), Our Mathematical Universe (Te.g.mark) Updates for 2018 are Beyond Infinity (Cheng) Weapons of Math Destruction (O’Neill) Ian Stewart’s 17 equations that changed the world and Thinking in Numbers (Temmet)
33 Medicine Do No Harm (Marsh) When Breath Becomes Air (Kalanithi) Fall Down Seven times, Get Up Eight (Higashida) Hippocratic Oaths (Tallis) A very short introduction to Medical Ethics (Short intro’ series) The Rise and Fall of Modern Medicine (Le Fanu) NHS Plc – the privatisation of health care (Pollock) Betraying the NHS (Mandelstram) NHS SOS (Davis and Tullis), The Political Economy of Health Care (Tudor Hart) Being Mortal (Gawande) Causing Death and Saving Lives (Glover) How doctors think (Groopman) Diagnosis; Dispatches from the Frontlines of Medical Mysteries (Sanders) Bad Pharma (Goldacre) So you want to be a Doctor (Dev and Metcalfe) A Very Short Introduction to the Eye (Lund) The Eye Book (Grierson) The Ophthobook (Tim Root) Politics/PPE The Origins of Political Order (Fukuyama) The Spectre At the Feast (Gamble) The Establishment and how they get away with it (Owen Jones) British Politics (Madgwick) Mind The Gap (Mount) The Politics Book (Kelly) After Europe (Krastev) Gorgias (Plato) What is Good? (A.C. Grayling) How to outwit Aristotle (Peter Cave) Do you think what you think you think? (Julian Baggini) The Philosophical Life (Miller) What do we really know? (Blackburn) Science - The Chemistry of Life (Steven Rose) Biology Anything by the geneticist Steve Jones (note particularly Language of the Genes,Almost Like a Whale and Y:The Ascent of Man) Genome (Matt Ridley) The Wisdom of the Genes (Wills) Life on the Edge: Quantum Biology (Al-Khalili and MacFadden) The Selfish Gene and The Extended Phenotype (Dawkins) Junk DNA (Carey) Life Ascending (Nick Lane) The Revenge of Gaia (Lovelock) 50 Genetic Ideas You Really Need To Know (Henderson) Zoobiquity (Horowitz and Bowers) Creation: The Origin of Life (Rutherford) The Sixth Extermination (Kolbert) Great Myths of the Brain (Jarrett) The Gene – an Intimate History (Mukherjee) How We Live and Why We Die (Wolpert) 34 Honeybee Democracy (Seeley).
Science - The Chemistry of Life (Steven Rose) Chemistry Chemistry (Brock) Principles of Biochemistry (White, Handler and Smith) Chemistry for Changing Times (Hill, McCreary and Kolb) Materials Science (Ramsden) The Periodic Kingdom (Atkins) Mendeleyev’s Dream – the search for the elements (Strathern) Periodic Tables – The Curious Life of the Elements (Aldersty and Williams) The Disappearing Spoon (Kean) 50 Ideas you really need to know about Chemistry (Birch) The Periodic Table – a field guide to the elements (Parsons and Dixon) Science - The Physics of the Impossible and Parallel Worlds (Kaku) Physics Hyperspace (Khan) Smashing Physics: inside the world’s biggest experiment (Butterworth) Seven brief lessons on Physics (Rovelli) Chaos (Gleich) Quantum (Kumar) How to teach Quantum Physics to your Dog (Orzel) 50 Physics Ideas You Really Need To Know (Baker) The Ele.g.ant Universe (Greene) Just Six Numbers (Rees) About Time (Frank) The Wonders of the Solar System (Brian Cox - anything by him is good) An Astronaut’s Guide to Life on Earth (Hadfield) A Space Traveller’s Guide to the Solar System (Thompson) Ripples in Spacetime (Schilling) Calculating the Cosmos (Stewart) The Ascent of Gravity (Chown).
35 Sociology Homo Deus (Harari)
Anything by: Gladwell Pinker Jared Diamond
36 Sixth Form Home School Agreement
Avanti House School believes that a close partnership between home and school is essential to support your children and ensure that they get the very best from their education. This agreement sets out clear expectations to enable us to achieve this. We are determined to give all our young people every possible chance to succeed and will promote character development, spiritual awareness and academic excellence at all times.
We aim to promote the rights of the young person at all times.
The School will: o Work to promote the Vision of the Avanti Schools Trust; o Promote the rights of the young person; o Provide the best possible learning environment for your son/daughter; one that is safe, caring, supportive, personalised and nurturing; o Help to develop your child spiritually, morally and intellectually, in a secure and inclusive environment; o Ensure that all our young people and families are treated with respect and sensitivity; o Provide a broad and balanced curriculum which both challenges and motivates our students; o Take into account the young person’s views about their learning encouraging extra-curricular activity; o Help all our students to achieve to the best of their ability – to become articulate, confident, creative and enterprising young adults; reflective and of sound character; o Actively welcome parents/carers into the life of the School; o Arrange for parents/carers to discuss their child’s progress and to set targets for the future; o Let parents/carers know about any concerns, or problems, which may affect their son’s/daughter’s work or behaviour; o Ensure parents/carers are informed about important information and school activities through regular newsletters, blogs; information letters and emails; o Plan engaging, interesting learning experiences and set homework regularly which, alongside classwork and assessments, teachers will assess and mark promptly; informing future learning. o Respond promptly to any questions, concerns or formal complaints raised by parents/carers. o Listen and respond to parents, carers and students.
Parents/Carers will: o Read and take note of newsletters and information sent by the School via paper copy/e-mail; o Work and co-operate with the School to promote the Mission Statement o Reinforce at home the values taught at school to ensure continuity of what is learnt at School; o Work with the school to ensure that my/our child behaves well and adheres to school standards; o Address all School staff with respect at all times; o Ensure that my/our child attends school every day; o Ensure that my/our child arrives to school on time every day; o Not request leave of absence during term time, except in exceptional circumstances; o Inform the School of the reasons for any absence by 8.15 a.m. on each day of absence; o Make sure that my/our child wears the school uniform every day; o Make sure that my/our child has the appropriate school equipment on a daily basis; o Support my/our child with homework and ensure it is returned to school promptly; o Make myself / ourselves aware of the key principles and procedures which underpin key school policies – Behaviour for Learning, Safeguarding and Anti-Bullying;
37 o Ensure that my son/daughter is ready for learning each day, ensuring that they have a reasonable amount of sleep and eat a healthy breakfast; o Inform the school of any circumstances which may affect my/our son/daughter’s ability to learn and be happy in school; o Promote a positive view of the school so that my/our child feels a sense of belonging and community spirit; o Abide by and promote the fundamental British Values of o democracy. o the rule of law. o individual liberty. o mutual respect for and tolerance of those with different faiths and beliefs and for those without faith o Follow the procedures for raising concerns and complaints appropriately in a mood of co- operation and solution-seeking partnership; o Attend parent/carer consultations to discuss my/our child’s progress and other school events i.e. workshops and assemblies where appropriate; o Provide the School with up to date emergency contact details; o Pay School lunch money for the compulsory, blessed, lacto-vegetarian daily meal served in our canteen paid via Parent Pay, acknowledging there is no option for children to bring in a packed lunch unless for medical reasons. o Ensure any other, break-time snacks, given to the child are healthy and compliant with the lacto- vegetarian ethos of the school. o Make any other payments owed to the School promptly; o Support and uphold the school rules and the guidance with respect to our Climate (Behaviour) for Learning Policy.
Students will: o Behave impeccably and follow the six school values of Respect, Integrity, Courage, Empathy, Gratitude and Self-Discipline; o Work hard in my studies – in school and at home and in partnership with school staff; o Look after my school environment and its equipment.
Agreement
I/We have read this contract and agree to abide by the principles outlined.
Name of Student:
Name of Parent/Guardian:
Parent/Guardian Signature:
Date:
38 Cyber Safety and Acceptable Usage Policy
These e-Safety Rules help to protect students and the school by defining acceptable and unacceptable computer use.
1. AHS owns the computer network and can set rules for its use. It is a criminal offence to use a computer or network for a purpose not permitted by the school. Irresponsible use will result in the removal of network privileges or Internet access. Internet access is an entitlement for students who show a responsible and mature approach to its use.
2. Network access must be made via the user’s authorised account and password, which must not be given to any other person.
3. All network and Internet use must be appropriate to education. The school ICT systems may not be used for private purposes, unless the Principal has given specific permission.
4. Copyright and intellectual property rights must be respected.
5. Messages shall be written carefully and politely, particularly as email could be forwarded to unintended readers. Anonymous messages, threats and chain letters are not permitted. Cyber-bullying is unacceptable.
6. Activity that threatens the integrity of the school ICT systems, or activity that attacks or corrupt other systems, is forbidden. Programs either from a storage device or the WWW MUST not be downloaded.
7. Users must take care not to reveal personal information through email, personal publishing, blogs or messaging.
8. Use for personal financial gain, gambling, political activity, advertising or any other illegal purpose is not permitted. It is prohibited for users to circumvent the school firewall and access pornographic, hate, violence, extremist or hacker sites.
9. The school may exercise its right to monitor the use of the school’s computer systems, including access to websites, the interception of e-mail and the deletion of inappropriate materials where it believes unauthorised use of the school’s computer system may be taking place, or the system may be being used for criminal purposes or for storing unauthorised or unlawful text, imagery or sound.
39 Cyber Safety and Acceptable Usage Policy
Name of Student: (CAPITALS)
Student Signature:
Name of Parent/Guardian: (CAPITALS)
Parent/Guardian Signature:
Date:
40
Sixth Form Websites
Students are advised to regularly check individual university websites for the most up-to-date information on courses and entry requirements. The following websites are useful sources of information for students as they progress through the process of researching choices and making an application. www.ucas.com The official universities and colleges admissions website. A massive site to keep coming back to. Students use Apply and Track to make and monitor their online applications. www.ukcoursefinder.com A questionnaire to help identify courses linked to a student’s interests and ability. www.prospects.ac.uk This graduate website is also a fantastic resource for sixth form students considering university courses. Start with the options with your subject section to research the type of careers that different degrees can lead on to. www.which.co.uk/university An independent site from Which? to help students make informed choices. You can refine searches by subject, location, interests etc and it includes data on graduate salaries, number of applicants receiving offers and much more. www.applytouni.com Includes information on university choices and applications, league tables, student finance and examples of personal statements. www.bestcourse4me.co.uk An independent site which demonstrates the links between what people study and their jobs and earnings afterwards. www.thecompleteuniversityguide.co.uk Independent UK university league tables and advice on university and subject choices. www.unistats.com The official website for comparing higher education and courses. www.prospectusfinder.co.uk Provides a quick way to order printed prospectuses or view on-line versions. www.opendays.com A calendar of university open days. www.unitasterdays.com A database of university taster days.
41 www.futurelearn.com Free online courses from leading UK and international universities. www.gov.uk/studentfinance Information about tuition fees and student finance. www.moneysavingexpert.com/students A sixth formers’ guide explaining how student finance works. www.nhsbsa.nhs.uk/Students The NHS business services authority site includes details of the NHS Student Bursary Scheme which is available to eligible students on some healthcare related degree courses. www.thescholarshiphub.org.uk Search for UK scholarships, grants or bursaries on this comprehensive database. www.push.co.uk Independent guide to UK universities, open days, gap years, student life and finance. www.ukcat.ac.uk Details of the UK Clinical Aptitude Test for admission to some dental and medical schools. www.lnat.ac.uk Details of the national admissions test required by some law schools. www.parentadviser.co.uk
Advice for parents on the range of post-18 options. www.russellgroup.ac.uk/informed-choices Guidance from the Russell Group of UK universities aimed at year 11 students making appropriate post-16 subject choices for a wide variety of university courses. www.getting-in.com
Offers school leavers a multitude of opportunities and information regarding their future careers. The site has comprehensive information on every UK University and the courses that they offer. Students can find information about open days and obtain prospectuses as well as narrow their university course searches by location, course type, predicted UCAS points and more, all in one place. However, the best part of the site is that they haven’t missed anyone out. For students who don’t want to go to university, the site has between 10,000 and 15,000 apprenticeship listings at any one time, as well as advice and information about careers, interview skills and more.
42 APPRENTICESHIP OPPORTUNITIES
For those seeking an apprenticeship at the end of this academic year, the following websites are excellent resources: www.apprenticeships.org.uk
Employment Opportunities after Sixth Form
If you are considering employment after your A level studies and are interested in careers in Business, in particular Banking, Finance and Insurance, it is suggested that you register on the following website so that you will be kept up to date with all the leading companies opportunities: www.directions.org.uk.
For those students who are not applying to university this year, the following website is very useful: www.notgoingtouni.co.uk
Students may also wish to visit: www.jobcentrenearme.com for information on employment opportunities and details of their nearest Jobcentre branch.
Considering a Gap Year?
The following companies contain useful ideas for gap year opportunities: www.gapyear.com www.prospects.ac.uk/gap_year.htm www.outreachinternational.co.uk
We have also received several booklets from the company, ‘Year Out Group’ which have been placed in the common room. Please feel free to help yourself or visit their website, www.yearoutgroup.org
43 Instrumental Lessons
We have a number of experienced and qualified visiting teachers who are able to offer lessons in the following instruments:
Guitar (Acoustic & Electric) Drum Kit Piano Woodwind (Saxophone, Flute, & Clarinet) Vocals Traditional Indian Instruments (Table, Harmonium and Dhol) Brass (Trumpet, Trombone, Euphonium & Tuba) Strings (Violin, Viola, Cello and Double Bass)
Please note that lessons do happen during normal lesson time but times are rotated as much as possible to avoid missing the same subject each week.
The cost of the lessons per term is as below:
10 x 20 minute individual
lessons = £107 10 x 30 minute
individual lessons = £152
10 x 30 minute shared lessons = £80 (per students sharing)
If you would like your child to receive music lesson then please apply on the link below:
(https://forms.gle/EJ76rapToFbfbHFJ8) to register your interest.
Your details will then be passed to the instrumental teacher who will liaise with you directly.
44 Avanti House System
In Avanti House School we have six houses across the school based upon the values of the school. Students and staff will enhance in competitions to develop skills in all aspects.
FIRE WATER EARTH AIR AETHER COSMOS
Students and staff will take part in various competitions to develop skills in all aspects regards to the Avanti Values.
Each house will have a Six Form house captain and each form will have a Form captain.
At the end of the year the House with the most amount of point will win the Colleges Award and the Form captains will have their initials engraved on the award!
Avanti House Schools have six Houses – Water, Cosmos, Aether, Earth, Air and Fire.
Each House is made up from same Form band from all years.
There are different ways you can earn points for your house:
• Attendance- 150 points for the best attendance percentage every half term
• Punctuality-150 points for the best punctuality percentage every half term
• Behaviour- 150 points for the least behaviour points every half term
Various competitions across all subjects:
• 40 points for entry (participation)- each house will automatically receive 40 points if at least one student will compete to represent their house
• 60 points for winning the competition
• 40 points for second place
• 30 points for third place
• 20 points for fourth place
• 10 points for fifth place
45
Final Words
We feel we stand out from other post 16 providers in Harrow as we take an extra pride in the relationships we build with our students, and the fact that our school ethos focuses on developing the whole person. Through our acts of collective worship, the day to day experience of lessons - where we encourage you to become resilient, independent thinkers, and the enrichment programme, we hope that when you leave Avanti you are equipped to deal with the next stage of your journey, be it University education, college or work place. We are sure that the time you spend with us will be both enjoyable and ultimately rewarding
शुभ कामनाएँ
Mr Moynihan Head of Sixth Form
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