Working together to build a better World s introduction t

n Mission Statement e t Vision Statement n

o ethos of a Woodard School

C the Curriculum a Well-rounded education Working with Woodard introduction

Faith, unitY & ViSion the Woodard Corporation (Woodard Every Woodard school and is an Schools) is an educational charity founded integral part of the Woodard family of schools on the vision of Canon and is expected to be an active partner with in the mid nineteenth century as a product other schools within the family. of the and the Catholic firmly believes that all young people should be revival in the Church of and a given every opportunity to flourish and to direct consequence of the Founder’s become world class learners, within nurturing concern to transform his contemporary and supportive communities that place pastoral society through the provision of quality care at the heart of all we do. All Woodard Christian education to the emerging middle schools and academies aim to provide first class classes. education in an actively Christian environment.

Since that time Woodard Schools has attracted Woodard Schools is a unique expression of state maintained (Affiliated) and other schools in the nation. The independent (Associated) schools into its Founder’s vision of the family of schools as a fellowship and, through its sister company, the Society is guarded by its Provosts and its Woodard Academies Trust, sponsors academies. Corporate Fellows and the group is characterised by mutual support, help and encouragement. Mission Vision Statement Statement

‘high quality education in ‘as an organisation founded an actively Christian upon Christian beliefs we environment for all’ aim to awaken a love of learning in young people within a value-rich and value-driven environment that recognises the uniqueness of each person and our responsibility towards each other, and inspire young people to make a difference’ Why we do it

We believe that education should:

• help young people develop character – people • help young people to live life to the full. with largeness of soul, personal dignity and Important lessons are learned on the games integrity. field, in the theatre, in debate and competition, and in the shared life of a school community. • encourage young people to become active, Help young people develop a positive self- compassionate, inquiring and life-long learners awareness and self-confidence. in search of truth. • help young people to become active and • nurture creativity and a capacity for responsible citizens who make a positive independent and critical thought. contribution to society and who are encouraged to participate, care for others and show • help young people to recognise the importance leadership wherever that is possible. of the spiritual, moral and cultural dimensions of life. • equip young people with the confidence, aptitude and skills they need for life and • help young people to become confident for work. individuals, who understand how to be happy and to develop and maintain their own • develop internationally-minded young people spiritual, emotional, physical and mental who, recognising their common humanity well-being. and shared guardianship of the planet, help to create a better and more peaceful world through intercultural understanding and respect. how we do it

Woodard schools and academies provide a strong and distinctive vision and ethos founded on Christian beliefs and values. our schools and academies:

• are places in which young • continually strive to deliver • are value rich and value people and adults are excellence in all that they driven communities. We particularly cared for, do. We offer a broad and teach the importance of the nurtured and valued. Good balanced education. We value of love, forgiveness, pastoral care has long been a recognise that all young truthfulness, integrity, hallmark of Woodard. Our people have a unique set of courage, generosity, schools and academies are skills and that it is the school’s reverence, wisdom, collegiate communities. We duty to enable them to fulfil thankfulness, humility, are part of one large family. their potential. We recognise endurance, service, that ability comes in many compassion, peace, friendship, • develop and inspire forms and learners need to be justice, hope and respect to all confident young people supported to enjoy success, people. Teachers have a with a "can do" attitude no matter where their special place in encouraging and an articulate voice in talents lie. young people to acquire these their community and their characteristics. We insist on future prospects. We nurture • are outward looking places civilised behaviour, confident and responsible that encourage global consideration of others, individuals who can make a awareness. We encourage our polished personal presentation real and positive contribution young people to develop an and good manners. to society. We place a clear understanding of, and a sense emphasis on character and of responsibility towards, the • are inclusive, creative leadership formation. complex, fragile, difficult and communities that build fascinating world in which they understanding, respect and • champion the cause of live. A number offer the IB empathy in young people. child-centred holistic Diploma programme; all have learning, paying particular international outreach work. • are faith communities that attention to the development All our schools collaborated to celebrate religious, cultural of the whole person: raise money to provide pupils and ethnic diversity and spiritually, morally, culturally, in Gilgil, with a new encourage dialogue and academically, aesthetically and secondary school, the understanding. We believe physically. We value all our Woodard Langalanga that we can all learn from young people for who Secondary School. each other. We welcome they are, and encourage them pupils, staff and parents of all to give their very best. faiths and none. ethos of a Woodard school

‘driven by Christian Values’

nathaniel Woodard (1811 – 1891) was a priest in the Church of england. in his lifetime, he was surrounded and shocked by social conflict, poverty, deprivation and the lack of aspiration. he set out to try to transform this situation. he firmly believed that education was the only way to aid this transformation and began his lifelong work of founding schools. during his life he founded 11 schools with the aim of providing an education with a fundamental foundation based on “sound principle and sound knowledge, firmly grounded in the Christian faith” how we do it today nathaniel Woodard’s vision means that:

• We believe that the search wrong and a keen appreciation are made in the image of God. for knowledge is a search of themselves and others as Our schools and academies are for meaning and truth. spiritual beings. ones in which the atmosphere In our schools and academies is pervaded by the conviction we encourage young people to • We are inclusive that there is something good ask why, to look for the communities that cherish in everybody. connections between things, to each person. Our schools and bring to the surface the academies show a special care • We provide ways (both assumptions we have been for the vulnerable and those in formal and informal) in making about the meaning need – they have strong SEN which members of the behind and within things, to departments and pastoral care school community can become more reflective, to systems. Our schools and develop their spirituality reach beyond themselves a academies are places that (eg through worship, little, to take responsibility, to teach how to approach the reflection, creativity). All become more self-aware, to be stranger without fear, that Woodard schools have honest with themselves recognise the dignity chaplaincy provision. Many of and courageous. of diversity. our schools are strong in those subjects that speak to the soul • We are committed to • We acknowledge the value – art, drama and music. developing the inward and uniqueness of every moral character and human being regardless of We only have one chance with disposition. We encourage gender, age, ethnic origin, the education of our children, young people to develop a creed or sexual orientation. so their tomorrow must be moral framework, a rock solid We believe that each person is our urgency today. sense of what is right and of sacred value because they the Curriculum

the aim of the curriculum is to develop internationally minded individuals committed to creating a better, more co-operative and peaceful world aims of the Curriculum our curriculum aims to nurture learners who are:

• inquirers – developing and exploring their • decision makers – putting their skills, their natural curiosity. knowledge and understanding into practice for the benefit of others as well as themselves. • autonomous – self-motivating seekers of knowledge and truth. • Principled – acting with integrity and honesty with a strong sense of fairness, respecting the • knowledgeable – clearly understanding key dignity of individuals, groups and communities; concepts across a balanced range of disciplines. taking responsibility for their own actions.

• Caring – empathising with others in ways that • balanced – intellectual, physical and emotional lead to commitment to action and service. balance underpinning their own personal well- being and their understanding of the well-being • reflective thinkers – critical and creative in of others. their approach to complex problems and eager to find effective but ethically sound solutions. • open minded – embracing ideas from others and their cultures, always remaining open to • risk takers – independent enough to alternative approaches though confident in their explore new ideas, brave enough to address own understanding and decision-making. the unfamiliar, assertive enough to defend their beliefs.

• Communicators – expressing themselves confidently (including in a language other than their own), making them successful collaborators and team-workers. We believe that the following key principles enable us to deliver a broad and balanced curriculum:

• Young people progress at their • Our schools and academies • The curriculum will be holistic: own best pace, taking are dynamic learning it equally values academic assessments when they are communities, where young excellence, character ready to do so. Learners of people are stimulated and formation (which develops different ages may work teachers are facilitators and leadership, passions and together if they are close in mentors of learning and interests) and skills and their attainment. knowledge management. qualifications for life.

• Young people will have their • The curriculum will encourage • The curriculum will encourage own Individual Learning Plan students to learn through high students to learn how to learn, containing clear and flexible levels of application to real ask challenging questions, individualised progression time situations. Young people develop a strong sense of pathways. These Individual will therefore see the point of their own individual identity Learning Plans will take into what they are doing. and develop the ability to account each student’s needs understand and communicate and targets in relation to • Technologies (eg ICT) will be with people from other future learning, skills, readily available as tools to cultures. knowledge and personal facilitate learning in a development. multiplicity of contexts. The Our focus is enabling young whole curriculum is managed people to become autonomous • Young people use a range of by a sophisticated web portal, learners who enjoy learning, applications and curriculum accessible from home or at confident individuals who are materials, on-line information school, containing all the steps able to live safe, healthy and and knowledge as a routine and courses, proposed work fulfilled lives and responsible component of the education procedures, tasks and citizens who make a positive process. resources in the form of texts, contribution to society and are reference books, manuals, encouraged to participate, care • The most vulnerable young study tips, current news etc. for others and show leadership people will be given effectively wherever that is possible. tiered support that aims to • Pastoral care and personal make them more resilient and development is the bedrock to ensure that they are set on for the liberation of learners to sustainable and productive achieve their personal best. life courses where they can experience wide ranging success. a Well-rounded education

‘Some of the most important things we learn at school have nothing to do with the formal curriculum at all’ how we do it

Focus on the Whole Child • Take each student’s • Students of all ages work aspirations, intellectual together, support, care and Woodard schools provide student- passions and interests look out for each other. centred, personalised and holistic seriously - they should be education. Each student is to be recognised and nurtured. • Students are encouraged to known, loved and nurtured in all gain strength from the aspects of their life. This means • Know and actively develop community but also be willing that every Woodard school each student’s personal to positively contribute to it. should: aspirations in a systemic (deliberate) way. • Students will have a personal • Provide first class pastoral tutor who will form a strong care – both within the • Ensure that students have a pastoral relationship with the House/Chapter as well as from real voice in what is going on students in their care. the Chaplain and specialist in their school. agencies. This pastoral care is • The school community will to be built on a sound the School as a dynamic provide opportunities for awareness of each child’s Community competitive and non- personal circumstances. competitive activities of Woodard schools are strong and various kinds (sporting, • Put in place personalised vibrant collegiate communities in cultural, artistic). academic benchmarking and which students and staff are aspirational targets. encouraged to participate fully • Each person within the and support each other. Within community will take up • Enable access for each student the school/academy students charitable service for a to a varied enrichment may belong to a whole range of community less fortunate curriculum (sporting, cultural, smaller communities (sporting, than themselves – artistic, practical). artistic, learning) within the encouraging responsible school. These communities bear citizenship. the following marks: Working with Woodard governance

The Woodard Corporation and the benefits of being part of • cross-family working the Woodard Academies Trust are the Woodard family of groups – teachers and legal entities that embrace each schools include: leaders from all our schools of the schools and academies. work collaboratively to The Woodard Board includes • collegiality – young people develop new ideas and representatives from our schools. and staff testify to the unique teaching methods. Each school and academy has its collegiality they experience own governing body. The key across the family of schools. • economies of scale – by duties of the Woodard Board are managing some supplies and to appoint the Governors of the • sharing best practice – services centrally our costs incorporated schools and the teachers and leaders can learn are reduced. This means that Woodard Academies Trust and to from best practice in both the individual schools can spend co-ordinate strategy and monitor independent and state- more time focussing on progress across the group to maintained sectors. education. ensure the best possible quality of education in accordance with • professional development • internal employment Woodard ethos and principles . opportunities for young market – providing staff with people and staff. All members a ladder of career of staff are entitled to opportunities. continuing professional development including • a network of formal and postgraduate studies, informal links across collaborative projects and Woodard to ensure the action research. Each year we identification, celebration and run a number of courses exchange of best practice. including: - Master Classes for • high quality support from potential Oxbridge Woodard’s Executive Officers. students - Student Leadership • secondments of key staff Courses for students for specific pieces of action entering Year 13 research and independent - Bursarial development projects. courses and conferences - Headteachers Conference - Chaplaincy Conference - Governor induction seminars and conferences Prospectus_2014 FINAL_Layout 1 03/03/2015 16:14 Page 18

Woodard Schools directory

INCORPORATED Lancing Preparatory School at School and Hove, West BN3 6LU Abbots Bromley Preparatory School Abbots Bromley, WS15 3BW Preparatory School at Worthing College Worthing, BN14 8HU Haywards Heath, West Sussex RH17 6SQ Prep School Peterborough, Cambridgeshire PE3 6JF Haywards Heath, West Sussex RH17 6SQ Shrewsbury, Shropshire SY2 6NZ , Oxfordshire OX15 4PE Queen Mary's School The Cathedral School Thirsk, North Yorkshire YO7 3BZ Llandaff, Cardiff CF5 2YH St James' School College Grimsby, North East Lincolnshire DN34 4SY , Staffordshire ST14 5HN Preparatory School Worksop, Nottinghamshire S80 3AP at Smallwood Manor Uttoxeter, Staffordshire ST14 8NS Worksop College Preparatory School Ranby House, Retford, Nottinghamshire DN22 8HX Ellesmere, Shropshire SY12 9AB ACADEMIES

Hurstpierpoint College , West Sussex BN6 9JS Tynemouth, Tyne and Wear NE30 4RF

Hurstpierpoint College Preparatory School The Littlehampton Academy Hassocks, West Sussex BN6 9JS Littlehampton, West Sussex BN17 6DQ

King's College St Augustine Academy Taunton, Somerset TA1 3LA Maidstone, Kent ME16 8AE

King's Hall School St Peter’s Academy Taunton, Somerset TA2 8AA Stoke on Trent, Staffordshire ST4 2RR

Lancing College The Sir Robert Woodard Academy Lancing, West Sussex BN15 0RW Sompting, Lancing, West Sussex BN15 9QZ Prospectus_2014 FINAL_Layout 1 03/03/2015 16:14 Page 19

AFFILIATED SCHOOLS St Saviour's and St Olave's CE School Southwark, SE1 4AN The Bishop of 's Bluecoat School Tupsley, Hereford HR1 1UU St Wilfrid's Church of England Academy Blackburn, Lancashire BB2 2JR Bishop of Rochester Academy Chatham, Kent ME4 5JB Trinity Church of England School Belvedere, Kent DA17 6HT Kettering, Northhamptonshire NN15 6BJ Trinity Lewisham Lee, London SE12 8PD Bishop Stopford’s School Enfield, London, EN1 3PU North , London, N12 9HB The Bishops’ Blue Coat Church of England High School ASSOCIATED SCHOOLS Great Broughton, CH3 5XF Alderley Edge School for Girls Crompton House Church of England School Alderley Edge, Cheshire SK9 7QE Oldham, Lancashire OL2 7HS Exeter Cathedral School Dyson Perrins Church of England Academy Exeter, Devon EX1 1HX Malvern, Worcestershire WR14 1WD King's School The King's CE School Rochester, Kent ME1 1TE Wolverhampton, West Midlands WV6 8XG OVERSEAS SCHOOLS St Andrew's CE School and Sixth Form Croydon, London, CR0 4BH Woodard Langalanga Secondary School Gilgil 20116, Kenya St Marylebone CE School Marylebone, London W1U 5BA

St Olave's Grammar School Orpington, Kent BR6 9SH

St Peter's Church of England Aided School Exeter, Devon EX2 5AP

S Peter’s Collegiate School Wolverhampton, West Midlands WV3 9DU Woodard Schools High Street Abbots Bromley Rugeley Staffordshire WS15 3BW

Tel: 01283 840120 Fax: 01283 840893 Email: [email protected] Web: www.woodard.co.uk