Secondary2019 Handbook Contents Page Introduction from the Principal and Secondary Headteacher 3 Swindon Academy Vision and Partnerships 4 Learning Expectations and Attributes 5 Key Stage 3 and Grammar Stream Curriculum 6-7 Key Stage 4 Curriculum / Uniform and Equipment Expectations 8 Timings of the Academy Day / Reports / Numeracy / Learning Support 9 - 10 Literacy and Online Payment System 11 Above and Beyond and Prep / Attendance 12 - 13 Faculty Teams / Senior Leadership Team / Supporting Students 14 Students With English as an Additional Language 15 Behaviour for Learning, Whatever It Takes , Around Academy Expectations 16 Code of Conduct / Mobile Phones 17 Classroom Consequences / Behaviour Incidents 18 Rewards and Student Leadership 19 - 20 Safeguarding and E-Safety 21 - 22 PSHE, SMSC and ABC Weeks 23 - 24 Swindon+ and Citizenship Academy 25 - 26 Colleges and Vertical Tutoring 27 Student Council, Careers Guidance and Catering 28 - 29 United College Sixth Form and STEM Grammar Stream 30 Term Dates and Events 31 How to Contact Us 32
2
Introduction from Executive Principal, Ruth Robinson
Dear Parent / Carer
We are thrilled that you have chosen Swindon Academy as the school for your son or daughter.
Rated as Good by Ofsted in May 2017, we are also proud to be the top school in Swindon, and in the top 20% of schools nationally, for student progress. Mrs Robinson Our constant focus on progress and innovative education facilitated the achievement of these fantastic results and demonstrates how commi ed we are to our vision to inspire our young people to flourish both academically and personally.
Swindon Academy is part of a Cluster of schools run by United Learning, along with Nova Hreod Academy. As a Cluster in a large group of schools, we have access to fantastic training opportunities for our teachers to ensure that teaching standards are always high. We pride ourselves on providing the very best teaching experiences for our pupils but we also ensure that our students have plenty of opportunities to relax, have fun and learn new skills in after school clubs.
We look forward to getting to know you and your son/daughter over the next few years and encourage you to come and speak to us should you have any questions along the way.
Mrs Ruth Robinson Executive Principal
Introduction from Secondary Headteacher, Karen Stokes
I’m delighted that your son/daughter will be joining Swindon Academy and will become part of our thriving and happy school community. Swindon Academy is a hardworking and happy school. Visitors and, more importantly our students, tell us this; they feel safe and secure and as such are well placed to reach their poten al. Ms Stokes The structure of the school day provides our students with significantly more teaching time than other local schools, enabling them to learn in greater depth and make signi cant progress.
We are very proud to have gained the title of the best school in Swindon since 2016. We closely monitor students’ progress, which enables us to give parents meaningful feedback on learning and progress. Pupils are set lesson prep-work to complete at home and we provide an online app, which helps parents monitor prep-work and completion deadlines.
We actively encourage parents to engage with academy life and we want to hear from you. You can use the contacts on the back page or attend our weekly Parent Drop In Clinics - no appointment necessary.
In this Handbook you will learn about our successful school community. Please review the information in the Handbook with your child; you should find everything you need to help them make a successful start at Swindon Academy.
Ms Karen Stokes Secondary Headteacher and Cluster Development Lead 3 Swindon Academy Vision
Our mission underpins everything we do. You will see our mission enacted in classrooms and corridors, in clubs and in assemblies, in lessons and at break and lunchtime. In short, we live and breathe our mission every day so that we continue to transform the life chances of the young people we educate. Our mission is:
Swindon Academy ensures that every pupil is able to flourish academically and personally in an aspirational and supportive environment.
Our Unique Educational Partnership
Swindon Academy has a unique educational partnership with Marlborough College, which is a prestigious private school based in Marlborough. This partnership plays a key role in supporting our Vision. Through activities provided by Marlborough College we seek to develop confident, resilient and independent students who are willing and able to face challenges. Students have the opportunity to participate in extension and enrichment activities, which include challenge days, sporting fixtures, music and dramatic events, curriculum-based residentials, attendance at educational lectures, outward bound activities, student exchanges, support with UCAS applications for Sixth Form … and much more.
In addition, as two schools we work together to provide professional development opportunities for both sets of teachers to benefit from best practice and ensure that teaching methods are always at the cutting edge.
We encourage all students to take advantage of the opportunities offered through Marlborough College and we know that you will support them in taking up these unique opportunities.
4 Learning Expectations and Attributes
Swindon Academy is committed to providing an education, learning environment and curriculum that empowers students to develop a set of expectations and attributes that enables them to make excellent progress and to outstanding attitudes towards their own learning.
We aim to develop the following expectations in all of our students:
Students who strive for, and demonstrate, High expectations are at the heart of excellence in our expectations and attributes everything we do and in order to help are rewarded on a weekly and termly basis. develop a culture of excellence and high achievement, we aim to foster the following expectations and attributes in all students.
5 Key Stage 3 Curriculum
There are 30 lessons each week. Each lesson lasts for 1 hour.
At key stage 3, students will study the following subjects:
Subject Lessons English 5 Maths 5 Science 4 Humanities 5 Languages 3 Sport 2 Design Technology 2 Art 1 Music 1 Performing Arts 1 PSHE 1
As an academy we are constantly working to improve the quality of teaching and learning to ensure that our students achieve the very best results. We have introduced a Mastery Curriculum for Years 7 - 9, which means that students acquire a deep, long-term, secure and adaptable understanding of the subject knowledge and skills required for every subject. This builds their knowledge across the three years in preparation for the examina on process that takes place at the end of key stage 4. Some Year 7 students will receive a tailored curriculum, providing them with the intense accelerated literacy and numeracy development they need.
Alongside this, we know that our students thrive when we take a consistent approach across the academy as they feel more con dent and secure in lessons. We continue to strengthen the techniques that we use as teachers in the classroom. Students will no ce their teachers using common terms across their classes. Alongside our Code of Conduct (pg 16) we have the following expectations of students’ learning behaviours in our classrooms:
How we focus (SLANT) How we communicate (HEAPS) How we are polite (STEPS) Sit up Head up Sir/Miss Listen Eye contact Thank you Ask and answer questions Articulate clearly Excuse me Never interrupt Project your voice Please Track the speaker Speak in sentences Smile
6 Grammar Stream
Our Grammar Steam was launched with Year 7 students in September 2016. From September 2019 it will be made up of students in Years 7, 8, 9 and 10. Students who attend the Grammar Stream are identified in Year 6 as being particularly academically able using verbal and non-verbal reasoning tests. They study a different curriculum to mainstream students, but they are an important and integrated part of our school community.
The Grammar Stream Curriculum As with the mainstream curriculum, there are thirty lessons a week and each lesson lasts for one hour. At key stage 3, students study English, maths, physics, chemistry, biology, geography, history, RE, art, Spanish, PE, design technology, music and PSHE. Some students also have the opportunity to study Latin or Classics at Marlborough College.
At key stage 4, students follow the EBacc curriculum and two option subjects, which they choose at the end of Year 9. For most of their lessons, Grammar Stream students are taught as a discrete group. The exceptions to this are lessons in sport, PSHE and KS4 options, for which the Grammar Stream students will be taught with the rest of their year group.
Tutor Time Grammar Stream students are part of a College and a vertical tutor group for tutor time. It is important that students feel they belong to their College, in the same way as any other student. They therefore are expected to contribute, to the activities, competitions and life of their College.
Student Support Our Grammar Stream Coordinator, Ms Dodsworth, is the first port of call for Grammar Stream students and parents in academic matters. We expect Grammar Stream students to demonstrate impeccable behaviour. If support and monitoring are required in this area, it will be provided by our team of College Managers, as with mainstream students.
Prep Students in the Grammar Stream should expect each evening to receive up to 30 minutes of prep in key stage 3, and up to 45 minutes of in key stage 4. This covers a range of subject areas. They receive a timetable for prep, as mainstream students do. Prep is logged on Epraise for students and parents to check deadlines. Students can work on their prep in school; before the day starts the Library is open and after school there is a dedicated room with ICT facilities for their use.
The Marlborough College Partnership Our partnership with Marlborough College plays an important role in the development of the Grammar Stream. Marlborough College’s teaching staff deliver the Latin and Classics elements of the curriculum (which is reviewed on an annual basis) and have worked collaboratively with us on other elements of the curriculum model.
Students in Year 7 benefit from Latin and Classics lessons and a summer residential at Marlborough College, while students in Year 8 have Latin & Classics lessons alongside three residential opportunities at the College. In Year 9 there are three extended science investigations alongside the residential visits, whilst Year 10 students focus on individual study skills for high GCSE attainment. All year groups are invited to the College to participate in a range of lectures to stimulate their academic interest and open their minds to greater possibilities. Staff at Marlborough College also support Grammar Stream students in developing their career plans. 7 Key Stage 4 Curriculum
There are 30 lessons each week. Each lesson lasts for 1 hour. At key stage 4 there are a number of unique features that make the academy curriculum di erent. There are three different pathways that students will follow at Swindon Academy
• The Compulsory Core Curriculum – English Language and Literature, Maths and either Science Combined or Triple Science; all students will study the Core Curriculum.
Students will then follow one of these three pathways: • Ebacc, Progress 8 or Progress 8+ - Student pathways will be selected according to the needs of the individual student. • Op on Courses – A broad and balanced range of vocational, academic and alternative courses are available. Students are selected for pathways that suit their aptitudes, talents, abilities and career aspirations. During Feb 2020, Year 9 students will be invited to attend an options meeting at the academy with their parents to discuss and select their option choices for September 2020. • Sport – Students follow a planned programme of sport in key stage 4.
A comprehensive programme of revision and support sessions are offered during each holiday in Year 11.
Uniform and Equipment Expectations
Uniform requirements and equipment standards are clearly set out in the Academy Uniform and Equipment Expectations Booklet that is included in your pack (pictured).
Uniform is checked regularly by all staff. The Academy operates an Around Academy Policy to closely monitor uniform issues. If students do not attend school in the correct uniform, an appropriate alternative will be provided (where possible) and we expect this to be worn. Failure to follow this reasonable request will result in the student being placed in the RZone. Students will remain in the RZone until the end of the day or until uniform is rectified. The final decision on uniform issues will be made by the Secondary Headteacher.
Random equipment checks will be undertaken by staff during lessons and students found to be missing equipment will be issued with a detention. 8 Secondary School Day
08:20 - 09:20 Lesson 1 09:20 - 10:20 Lesson 2 10:20 - 10:40 Break 10:40 - 11:05 Tutor Time 11:05 - 12:05 Lesson 3 12:05 - 13:05 Lesson 4 13:05 - 13:35 Lunch 13:35 - 14:35 Lesson 5 14:35 - 15:35 Lesson 6 Before School The library is open before school each day from 7.30am and students are welcome to use these facilities before the school day begins.
After School After school we provide an extensive range of Swindon+ clubs and activities for all students to attend. These run from 3.35 – 4.45pm. More details about Swindon+ clubs on offer will be provided for students at the beginning of each term. The library is also open during these times so students can opt to complete their homework and undertake further academic studies. Assessment and Reporting
Students have their progress regularly assessed in all subjects. In Years 7-10 students are assessed twice, and in Year 11 they are assessed three times, in the academic year. The majority of subjects will be assessed with written examinations during our termly assessment weeks. Students receive comprehensive revision materials prior to their assessments to support them in preparing for their exams.
Exams are held as follows:
Term 1: Year 11 - one week, commencing 7th October 2019
Term 2: Year 11 - two weeks, commencing 2nd December 2019
Term 3: Years 7 - 10 two weeks, commencing 21st January 2020
Term 3: Year 11 - two weeks, commencing 2nd March 2020
End of year: Year 7 - 10, week commencing 15th June 2020
Following each formal exam students’ progress is reviewed and group changes are made to maximise their learning potential. Parents also receive a report through the post, as well as the opportunity to discuss their child’s progress at our two Progress Review Days (PRD), which are held in January and July, the dates of these days can be found on page 31.
9 Numeracy
We use maths in every aspect of our lives at work and in practical everyday activities. A good standard of numeracy is essential when we plan a holiday, go shopping, decide on a mortgage or when carrying out home improvements. Good numeracy is as essential to us as parents when helping our children learn.
Numeracy at Swindon Academy:
Times Tables Rock Stars • Pupils have daily practice. • Students answer approximately fifty questions each day. • Questions involve division and multiplication. • The speed that pupils correctly answer questions is measured.
Numeracy Ninjas Numeracy Ninjas is a numeracy programme that is completed by students in Years 7, 8 and 9 during their maths lessons. Students complete a 5-minute skills test, which includes: 10 questions on mental numeracy calculation, 10 times tables questions and 10 questions on key topics that must be mastered before studying GCSE Maths.
Tests are marked in class by students who record their Ninja Score out of 30. This corresponds to a particular colour Ninja Belt. This little-and-often approach, which systematically plans the revisiting of skills, ensures students’ improved numeracy skills and fluency are retained over time. In addition, Hegarty Maths can be used to practice numeracy topics, with video tutorials and quizzes. Learning Support
Students identified as requiring additional provision will be offered a variety of support. A key method is the use of small teaching sets across all year groups, for pupils whose academic attainment is well below age related expectations. This is so that high quality, individual learning can be offered to support students. Teaching Assistants are also deployed to aid attainment and progress where learning will be enhanced by additional support.
In Years 7 and 8, some students will follow a modified curriculum to close the gap and reach age-related expectations. Literacy and numeracy are taught using Corrective Reading and maths through small group intensive teaching to maximise progress. Daily prep is set for both literacy and numeracy to support the curriculum. In addition, prep work support is provided before and after school every day.
Some students in Years 9-11 are offered additional classes to provide ongoing support for literacy and numeracy. Students are withdrawn from their mainstream lesson to receive small group targeted interventions.
10 Literacy
We are excited to be introducing Bedrock Vocabulary to the academy from September 2020. Bedrock Vocabulary is a vocabulary curriculum which teaches vocabulary explicitly, whilst encouraging reading. This will teach students the academic vocabulary they need to succeed in school.
There is a direct link between a pupil’s vocabulary size and their academic achievement. Narrow vocabularies affect pupils’ grades. Helping students to improve and widen their academic vocabularies is essential for students to achieve their potential. You will receive further details regarding Bedrock Vocabulary at the beginning of the academic year.
Developing students’ literacy skills is one of our most important roles. We know that the ability to read, write and communicate will open many doors for students in the future and we use a range of strategies within class to support students to develop these skills.
Years 7 and 8 use a computer programme called Accelerated Reader (AR) that encourages them to develop a love of reading and helps teachers and parents to increase students’ levels of independent reading. Each student takes a reading test, which helps identify their reading age and level, after which they select a book from the library and read it at their own pace. When they finish their book, students take a short, electronic, multiple choice quiz. This means that they receive instant feedback on how well they have understood the text and teachers can work with them to set targets for their on-going reading practise. Students collect points for each quiz they complete. These points contribute to the College Championship and individual students win prizes based on their reading progress and attainment.
In developing all round communication skills, teachers expect students to speak and write in full sentences. Using a range of strategies, teachers ensure that students can speak and write as professionals so that, when they apply for university or employment, they have the edge on their competitors.
ParentPay Online Payment System
All parents receive an activation letter with a nine-letter reference to enable them to setup their ParentPay account. Parents can merge accounts if they have more than one child at the academy. Using ParentPay:
• enables you to pay for all school activities i.e. school dinners, school trips, revision guides etc online in the comfort of your own home and at local pay points; • offers a highly secure payment site; • gives a history of all payments you have made; • means you don’t need to write cheques or search for cash; • enables you to make payments for larger trips in instalments; • is quick and easy to learn; • allows for quick and easy refunds to be made back to the payment card.
If you have lost, don’t have an activation code, or need more help with ParentPay, please email Julie Greenwood at [email protected] who will endeavour to assist. 11 Above and Beyond
We use a range of strategies, both in and out of class, to stretch and challenge those students who are performing at a level above age-related expectations or who have talents beyond the academic school curriculum.
• We identify these students based on their year 6 performance in maths and English and their performance in our baseline tests across other areas of the curriculum.
• Our Mastery Curriculum is designed to be pitched at a level that stretches all students to the highest possible level and our teachers use techniques to stretch these students during lessons.
• We use our partnership with Marlborough College and a number of our other partnerships to provide additional opportunities outside of class time. Prep Work
We expect all students to complete prep work ahead of lessons to ensure a deep understanding of the topics they are learning. Prep work provides students with an opportunity to think about and tackle knowledge in preparation for lessons with their teachers.
At the start of the academic year, students are issued with a prep book for each of their subjects and a personalised timetable, indicating when prep work will be set and collected. It is expected that all prep work is completed to the highest standards in these books and that they are looked after and not lost.
In Years 7 - 9, each piece of prep work set should take approximately 30 minutes to complete, whilst in Years 10 and 11 each piece should take at least 45 minutes. Students and parents can check the deadlines for all prep work on Epraise, using the login code in the letter sent out in the first week of term. Each week, students can expect to receive two pieces of prep for English, maths and science and one piece of prep for each of their other subjects.
Students are expected to complete prep by the deadlines set by their teachers. A supervised club runs daily in the library, before school and in the Library, R11 and D1 after school, to support students with the completion of their prep and there are computers available for prep that requires use of the internet.
Students can expect to receive automatic Epraise points to their account for successfully completing prep work. However, if students do not complete their prep, or it’s not completed to the standard expected, a detention will be issued on the evening of the day the prep work was due. The length of each prep detention is 30-minutes for each piece not submitted at the correct standard. Students will not be detained any later than 5.00pm daily and parents will be notified via text in the event of a detention being set. Failure to attend detention will result in a detention for 60 minutes the following day.
Parents and students can check all prep deadlines for all prep on Epraise and there is now an app available for download to electronic devices. The Parent-Student-Teacher Guides (PSTGs), published termly, also provide further information on what students are learning in school and practical tips for parents.
12 Attendance
At Swindon Academy, we expect all students to attend school regularly to take full advantage of the educational opportunities available to them. Regular school attendance and educational attainment are inextricably linked. We recognise that regular attendance at school is essential for good learning and continual progress and ensures that students get the best possible outcomes from their period in compulsory education. All school staff work with students and their families to ensure each student attends school regularly and punctually.
We expect all of our students to aspire to achieve 100% attendance and appreciate the full support of parents and carers in encouraging this. The minimum level of attendance for this school is 97% and we will keep you updated regularly about progress to this level. The school has targets to improve attendance and your child has an important part to play in meeting these targets.
Ensuring your child’s regular attendance at school is your legal responsibility and allowing your child to be absent from school without a good reason creates an offence in law and may result in prosecution. Failing to attend this school on a regular basis will be considered as a safeguarding matter. Only the school, within the context of the law, can approve absence. Parents cannot approve absence.
At Swindon Academy we use 6 categories to monitor each student’s attendance. These are as follows:
Holidays in Term Time Parents do not have the right to take their child out of school during term time for holidays, and the academy does not have to authorise such absences. Taking holidays in term time will affect your child’s schooling as much as any other absence and we expect parents to help us by not taking children away in school time. There is no automatic entitlement in law to time off in school time for holidays.
Any period of leave taken without the agreement of the school, or in excess of that agreed, will be classified as unauthorised and will attract sanctions such as a Penalty Notice.
Penalty Notices Penalty Notices for unauthorised absence will be considered in the following circumstances:
Cumulative attendance for the academic year is less than 93% and there are at least 6 unauthorised absences during the previous term. OR unauthorised holidays during term time.
A full copy of our Attendance Policy can be found on our website at www.swindon-academy.org
13 Faculty Teams
The academy teaching and support staff are organised into Curriculum Teams with each team led by a Curriculum Leader. Each team is located in a designated suite of classrooms and all faculties enjoy superb classroom environments that facilitate learning. Department Curriculum Leader Department Curriculum Leader English Mrs K Hendra Design Technology & Art Mrs S Morgan Maths Mr L Roche Sport Mrs D Boucher Science Dr L Rowe Business & IT Studies Mrs Hopkinson Languages Mr D Harris Performing Arts Miss L Matthews Humanities Ms H Green Inclusion Mr Dan / Mrs Suleman
The Senior Leadership Team
Name Job Title Name Job Title Ms K Stokes Secondary Headteacher and Mrs E Drinkwater Senior Assistant Principal - Cluster Development Lead Pastoral Mrs A Lawrence Senior Vice Principal Mrs S Knowlton Assistant Principal - Assessment and Reporting Mrs L Jordan Vice Principal - Teaching Mrs Z Thompson Senior Assistant Principal - and Learning Curriculum Development Mr N Warren Assistant Principal - Student Mrs K Hendra Assistant Principal - Literacy & Behaviour Catch Up Curriculum Supporting our Students
At Swindon Academy, additional support is provided for any student who has temporary, or more long standing behavioural, social or wellbeing needs. Each College has a dedicated College Manager who works with students in a variety of ways in order to help support and improve a student’s behaviour and attitude so that learning is more effective.
Support is offered through a graduated support system that responds proactively and effectively to the student’s level of need. College Managers will ensure that support strategies and interventions are put in place through school-based provision and the support of external agencies. Parents will be able to attend weekly drop-in clinics to meet with a member of the Student Support Team to discuss information face-to-face. Dates will be published in the academy newsletter. 14 Students With English As An Additional Language
We are proud that there are more than twenty-five languages spoken at Swindon Academy and recent migration trends from across Europe, Asia and South America continue to increase the diversity of our student population.
All pupils need to feel safe, accepted and valued in order to learn. We ensure that all students, regardless of social, ethnic and cultural background, have access to the curriculum and participate in all aspects of school life. All languages and cultures are valued equally; we recognise and value students’ home languages and backgrounds, and promote bilingualism. We take a whole school approach, including ethos, curriculum, and education against racism and promoting language awareness.
Regular training and support is given to all staff to share strategies of best practise for promoting the learning and attainment of all learners in the classroom.
Initial Assessment On entry to Swindon Academy, we assess all EAL learners to ensure they are able to access the right level of support. We have a designated EAL Coordinator, Mr Dan, who will carryout the initial assessment and monitor the progress of EAL learners during their time at the Academy. The initial assessment will include a conversation with parents and willbe based on previous schooling and an Entrance Test, which assesses fluency of English.
In-Class Support Following the initial assessment, relevant information gathered will be shared with subject teachers. This enables students to be supported in class with their cognitive academic language proficiency by their teachers .
EAL Intervention Sessions Where appropriate, some EAL students will undertake further literacy testing and will be provided with access to a range of EAL intervention depending on their language proficiency. Some students will receive intense EAL interventions and will be withdrawn from some of their mainstream lessons to enable this to take place. Once students reach a higher proficiency they return back to all of their lessons.
During these intervention sessions, EAL learners are exposed to a wide range of English grammar and vocabulary through a planned programme of support. These students also get support with settling into the academy and building relationships with their peers.
Exam Preparation and Special Arrangements Teachers are supported with writing and differentiating papers for all learners. In public exams, some students may be allowed extra time, and have access to a bilingual dictionary. Students are encouraged, to sit an additional GCSE examination in their home language.
Wider Life of the School We encourage all students to engage with our Swindon+ Enrichment Programme and through this offer a supervised Prep Support Club for EAL students. This can be accessed daily between 3:35-4:05pm in Inclusion. Further to this, we have introduced a new leadership opportunity for bilingual students. Following an application and interview process, we select two ‘Global Ambassadors’ across Years 7-12 from September. Successful students will be those who are a role model to other students, willing to support new EAL students settle into school and support with translation at open events and during Progress Review Day.
15 Behaviour for Learning
At Swindon Academy, we expect all of our students to behave in a way that contributes to great learning and outstanding lessons. Our Behaviour for Learning Policy (B4L), which is available in full on our website, is a clear and robust system to ensure that all of our students have the opportunity to learn in lessons that are undisturbed, highly challenging and inspiring for all. The B4L Policy, along with the Code of Conduct, sets out our expectations very clearly so that students can learn and make progress without being disturbed by poor behaviour or low-level disruption.
Whatever It Takes Policy
Our ‘Whatever it takes’ manifesto underpins all facets of the academy. Underpinning this is our belief that all students will achieve their academic and personal potential. The manifesto places a commitment on all members of the academy community to take whatever action is required for an academy student to be successful. Students are expected to work hard in all aspects of academy life. At Swindon Academy we are committed to going above and beyond to support this at individual, classroom and whole-academy level. A copy of the full Whatever It Takes Policy will be given to parents to read and sign prior to students joining the Academy.
Around Academy Expectations
We have high expectations of our students whilst they transition between lessons and at break times. We call these Around Academy Expectations and these are:
AA1 Wear your correct uniform neatly and with pride AA2 Walk quietly, with purpose and without stopping AA3 Respect our classrooms, corridors and spaces and put your litter in the bin AA4 Refrain from entering out of bounds areas of the Academy AA5 Follow the one-way system around the Academy AA6 Only eat and drink in designated areas AA7 Queue respectfully at break and lunch times AA8 Speak respectfully to staff and each other AA9 Avoid inappropriate contact with each other AA10 Mobile phones and devices: See it, Hear it, Lose it
16 Code of Conduct
1. Arrive at your lesson on time and ready to learn. 2. Sit in your seating plan position and remain in your seat unless the teacher has given you permission to move around. 3. Listen quietly and respectfully when any adult is talking, or if other students are talking about their learning. (SLANT) 4. Be respectful in the way you speak to staff and to other students. (STEPS) 5. Do as you are asked first time. If you are given a warning, accept it without arguing. 6. In a questioning or discussion session, if you have a question or comment, wait for the teacher to ask you to speak. (HEAPS) 7. Work hard to complete all the work that you have been set and allow others to get on with their learning. 8. Work quietly during ‘silent time’ and only engage in ‘talk for learning’. 9. Take a pride in your work and present your work neatly. 10. At the end of the lesson, put all resources away and wait quietly to be dismissed.
Mobile Phones
Students are permi ed to bring mobile phones and electrical devices to school but do so at their own risk. Students are only allowed to use their phones at break and lunch mes in the outside areas. While students are in the building, we operate a See it, Hear it, Lose it policy. This also applies to lesson changeover where students may have to walk through outside areas of the school. Students are expected to turn o and put away all electrical devices and accessories. If a teacher sees or hears a device it is con scated and stored in main reception and can be collected by parents daily or by students on a Friday, at the end of the school day.
Failure to hand over a mobile phone within 10 minutes of the initial request will result in the pupil being sent home. Parents can return the pupil to the academy and place them into the RZone, if before 11.50am on the same day. If this is not possible, they will return to the academy the next day and will be placed into the RZone by their parent/carer, following a meeting with a College Manager. Refusal to attend the RZone will result in a 1-day exclusion. 17 Classroom Consequences
The Behaviour for Learning (B4L) Policy applies to all lessons. Students that misbehave in a lesson and break the Code of Conduct will receive a sanc on.
st • For the 1 misbehaviour, students will receive a verbal warning (W1) from the class teacher, which will also be recorded on the whiteboard in the classroom. nd • A 2 misbehaviour results in a student receiving an R2. This means that the students will spend the rest of the day in the RZone, until 5.00pm. The student will be asked to leave the lesson by the class teacher. The student is expected to arrive at ’check in’ within 5 minutes. (Failure to do this will result in the student being sent home and expected to return with their parent for a meeting, which is followed by a complete day in the RZone.)
In the RZone students will complete set work. Pupils will work independently and in silence at all times. A reconciliation discussion will take place between the pupil and the member of staff whose lesson they disrupted, facilitated by a College Manager. The Code of Conduct applies at all times when in the RZone. Failure to follow the Code of Conduct in the RZone will result in the student having a second attempt at completing their day. If they fail a second time they will receive a fixed term exclusion of 1 day.
1 Day Fixed Term Exclusion Protocol If a student is a placed onto a one-day fixed term exclusion (FTE), parents / carers will need to bring their child into school for a reintegration meeting the day after the FTE finishes. This meeting will be with a College Manager and a member of the Senior Leadership Team. The student will be placed into the RZone to complete their day. Behaviour Incidents
Serious incidents and Around Academy Incidents are dealt with on a case-by case basis. They are reviewed and investigated by a College Manager or member of the Senior Leadership Team. All incidents are reported via the Behaviour for Learning website by any member of staff. After review incidents are categorised as either, Category A, Category B or Category C. The sanctions for each category are listed below.
Category A Category B Category C 1 day fixed term exclusion Referral to RZone Informing parents 2 day fixed term exclusion Restorative Justice Discussion with the pupil 3 day fixed term exclusion Parental meeting Verbal /written apology 4 day fixed term exclusion SLT detention - 90 minutes Replacing property 5 day fixed term exclusion Community Service 30-minute detention Permanent exclusion 60-minute detention 60-minute detention Exam re-sit 18 Rewards
Epraise Points - Epraise points are worth 5p each. Every pupil has an Epraise account – they can spend their points in the academy shop, which is open before school and at lunchtimes. Students can suggest shop items on Epraise or through the Student Voice.
Weekly Rewards • Accolades will be shown on student’s Epraise • Every teacher and TA has 25 Epraise points to certificates. award to pupils who ‘live’ and display our • Students will be rewarded with the following PRIDE attributes. for obtaining certain milestones. • 1 point is automatically awarded to pupils who 11 Accolades = Bronze award certificate have handed in all of their homework on time 22 Accolades = Silver award certificate (Punctual). 33 Accolades = Gold award certificate and • 1 point is automatically awarded to pupils who pin badge have worn their uniform correctly 44 Accolades = Platinum award and Silver (Professional). shield • 1 point is automatically awarded to pupils who have exhibited perfect behaviour (Polite). 100% Achievements - All pupils with 100% • 1 point is automatically awarded to pupils who attendance in a term, 100% punctuality in a term have 100% attendance (Professional) or 100% perfect behaviour record in a term receive a certificate in a Celebration Assembly. Termly Rewards • 1 point is automatically awarded for every Reward Events and Trips outstanding grade on progress checks for: • In order to qualify for a Reward Trip, pupils Meeting expectations (Positive, Polite, must have at least 97% attendance and no R2s, Prepared, Punctual and Proud) SI’s, Prep detentions or exclusions during the Attitude to learning (Reflective, Inquisitive, published dates, and students must have Determined, Enthusiastic) reached the Bronze in the Pupil Charter Homework (Prepared and Punctual) standard for the Summer Reward Trip. Behaviour (Positive, Polite and Proud) • Students have 2 opportunities a year to qualify • Pupils who are in the Top 10 Rank Order for for the Reward Event / Trip. First one runs progress or attainment will receive 10 Epraise from September to December and those who points. qualify will get to participate in a Reward Event. The second runs from January to April Praise Postcards - Every teacher has 1 postcard a and student who qualify will be invited on a week to award to pupils who ‘live’ and display the Reward Trip. 5 attributes (PRIDE). These are entered into a • In order to qualify for a Reward Trip, pupils termly college prize draw for a voucher worth £25. must meet the specified criteria within the published dates. Dates are published in tutor Pupil Charter time, assemblies, and advertised throughout • Students will receive accolades for the academy. participating in enrichment activities against one of the eleven pledges of the Pupil Charter.
19 Our Student Leaders 2019-2020
The Head Boy and Girl, their Deputies, and Prefects, play a vital role in our journey to encourage our students to Dream Big, Aim High and Reach Far by acting as role models and ambassadors for Swindon Academy’s students and visitors. Students in leadership positions are expected to be role models of the expectations and attributes described on page 5.
Becoming Head Boy/Girl To be appointed as Head Boy or Head Girl, applicants are put through a rigorous process whereby they submit their application and, once shortlisted, are formally interviewed by the Sixth From Leadership Team, and then they give a formal presentation to a substantial audience. This is a privileged role and we look forward to working with Head Boy and Girl, and the Sixth Form Executive Team.
Becoming a Prefect The Prefect application process begins in Term 6 for students in Years 9 and 10, resulting in successful students becoming prefects. Prefects take on a range of public roles, acting as ambassadors at school events such as Open Evenings and Primary School Activity Days. The Prefects also run the Epraise Shop. Our Prefects are frequently commended for their maturity and professionalism and we enjoy helping them develop important leadership skills that will serve them well in the future.
Year 11 Prefects will help support and train our new team following their year in post and will support with Academy events until Christmas. They will also take responsibility for organising the Year 11 Prom, the Yearbook and designing the leavers’ hoodie.
Swindon Leadership Academy At Swindon Academy, we encourage students to engage in a number of nationally recognised leadership programmes that provide them with life skills and opportunities to explore new hobbies and engage with the wider community. Students also have the opportunity to show leadership skills through numerous other roles including:
• Student Voice and Council • Peer Mentors • EAL Ambassadors • Healthy Lifestyle Champions
These roles are advertised to the students and a selection process is applied.
20 Safeguarding
Swindon Academy takes seriously its responsibility to protect and safeguard the welfare of the children and young people in its care. The welfare of the child is paramount and comes first in all of our work. As part of the school ethos, the staff and governors are committed to safeguarding children and young people by:
• ensuring all members of staff, including volunteers, are aware of signs and symptoms of abuse, know the correct procedure for referring and reporting concerns and receive appropriate training to enable them to carry out these requirements;
• exercising their duty to work in partnership with other agencies and to share information with them;
• encouraging and supporting parents/carers, working in partnership with them;
• establishing and maintaining an environment where children feel secure, are encouraged to talk, feel they will be listened to and will receive appropriate support;
• including opportunities in the curriculum that equip children with the skills they need to stay safe from harm and to know to whom they should turn for help;
• raising awareness amongst staff of safeguarding issues and ensuring they recognise their responsibilities and are equipped to deal with concerns that arise;
• establishing and maintaining an environment where school staff and volunteers feel safe, are encouraged to talk and are listened to when they have concerns about the safety and wellbeing of a child;
• ensuring that the school has a senior member of staff who is designated to take on lead responsibility for safeguarding issues;
• ensuring robust procedures for recognition and referral where there are welfare or child protection concerns and that these procedures are clear and known to all staff and volunteers;
• promoting effective working relationships with other agencies involved in safeguarding children and young people;
• monitoring and supporting students who are known or thought to be at risk of harm and contributing to assessments of need and support plans for those students;
• ensuring safer recruitment practices in checking the suitability of staff and volunteers to work with children.
Procedures for Referral Any member of staff or visitor to the academy who receives a disclosure of abuse or suspects that abuse may have occurred must report it immediately to the Designated Safeguarding Lead (DSL). In the absence of the DSL, disclosures can be reported to the Deputy Designated Safeguarding Lead (DDSL) or Safeguarding Officer.
Role Name Designated Safeguarding Lead (DSL) Alice Lawrence Safeguarding Officer Dean Ramshaw
21 E-Safety
The academy expects all users to use the Internet responsibly and strictly according to the following conditions:
Users shall not visit Internet sites, make, post, download, upload or pass on material, remarks, proposals or comments that contain or relate to: pornography (including child pornography); promoting discrimination of any kind; promoting racial or religious hatred; promoting illegal acts; any other information which may be offensive to other users any comment that may be deemed as bullying to any person.
Incidents which appear to involve deliberate access to websites, newsgroups and online groups that contain the following material will be reported to the Police: • images of child abuse (images of children, apparently under 18 years old); • involved in sexual activity or posed to be sexually provocative; • adult material that potentially breaches the Obscene Publications Act in the UK; • criminally racist material in the UK.
Mobile Phones Student usage of mobile phones and smartphones for voice, Internet and SMS messaging is covered by the academy’s behaviour policy.
Any use of associated mobile phone technology (still and video cameras, sound recording devices) to capture non-consensual material and to distribute it to the detriment of students, staff of Swindon Academy or any of the academy’s community is forbidden.
Memory Devices The use of USB memory pens/portable media players/external hard disks is not permitted in the academy. Pupils can access OneDrive, where their information is accessible from school or from home.
Laptops and Tablets (including iPads) • Laptops and tablets supplied by the academy are treated as part of the academy network and are bound by the same security and e-safety rules as outlined throughout this policy; • Personal laptops and tablets may not be connected to the academy network without permission from SLT and the Network Manager; • The academy reserves the right to confiscate and investigate the content and usage of any un-notified laptop, tablet, smartphone or any other electronic device found on the site.
22 PSHE and SMSC
PSHE Personal, social, health and economic education (PSHE) is delivered through all curriculum areas as well as 1 period per week of curriculum time and supported through a programme of assemblies, tutorial sessions, national and cultural days.
PSHE education helps students acquire the knowledge, understanding and skills required to manage their lives now and in the future. It develops the qualities and attributes students need to thrive as individuals, family members and members of society. We are also planning to implement statutory guidance on relationships, sex and health education from 2020.
• Personal education • Economic education • Social education • Citizenship • Health education Spiritual, Moral, Social, Cultural Student wellbeing is central to the caring and inclusive ethos of the academy. Outstanding pastoral care and strong relationships help create a supportive environment and atmosphere where students are motivated, success is celebrated and students are keen to achieve and be the best they can be. Students are keen to make a positive contribution to the academy and wider community.
Spiritual, moral, social, and cultural education is delivered through a variety of cultural and national days, activity-based curriculum, as well as through mapped curriculum delivery. These have the advantage of allowing students extended time for active projects, including support from external agencies. All students and staff are attached to one of four Colleges. In the Secondary Phase, there is an effective tutorial programme which includes reading, ‘In the News’ sessions, and assemblies.
British Values The academy uses strategies within the national curriculum and beyond to teach ‘British Values’. We share British Values through: • Curriculum themes and topics that help students understand different cultures’ traditions; • Collective worship, whole school assembly and RE lessons that encourage acceptance of the faiths and beliefs of others; • A PSHE curriculum that includes the importance of identifying and combating discrimination and helps students understand how citizens can influence democratic processes; • PE lessons that promote sportsmanship and do not tolerate discrimination; • Academy Council meetings that facilitate and promote equality for all students.
23 ABC Week
Activity Based Curriculum Week (ABC Week) takes place during July and is for students in Years 7-10. Normal timetabled lessons are suspended for one week and students take part in a variety of theme-based opportunities that are designed to enhance their cultural and social capital during their time at the academy.
During ABC Week students experience a bespoke and multi-faceted alternative curriculum that is designed and led by academy staff. The academy is also extremely fortunate to be supported by a number of local, national and international companies. This support gives academy students a meaningful and memorable experience.
ABC Week has been part of the curriculum since 2013 and the themes for each year group are as follows:
Year 7 Pay it Forward: A community-based activity week, which focuses students on the community they are from, the importance of its past, present and future and what it means to be able to contribute in a positive way to their community. Year 8 Camping at Ashburnham Place: An action packed week spent camping within the grounds of the stunning Ashburnham Place on the South East coast of England. During this week students participate in a range of outward bound activities and visits to places of local interest and natural beauty. Year 9 Health and Wellbeing: As students prepare for some of the most important years of their education they are encouraged to explore the benefits of a balanced and positive lifestyle. Through a range of activities, students start to develop an appreciation of activities and lifestyle choices that will help them to develop a well- balanced future for themselves. They are challenged to try activities that take them out of their comfort zone and work with different friendship groups through the week. Year 10 Work Inspiration: As students embark on the final year of their secondary education, students in year 10 are really challenged to think about the destiny of their futures and how to make themselves marketable to future employers. Students visit a range of local businesses to experience first-hand what life in employment is like and the attributes employers are looking for in new employees, as well as essential qualifications.
24 Swindon+
We have an exciting extra-curricular activity programme which is updated on a termly basis. Staff at Swindon Academy are committed to offering a varied and inspiring selection of activities which they very much hope you’ll learn to love as much as they do!
All students are encouraged to get involved by finding their passion - fuelling their passion - feeding their passion - developing their passion - sharing their passion.
We offer a variety of clubs and activities in: • Sport • Experiences • Leadership
• The arts • Service • Extended learning • Hobbies • Interventions • Homework study and support
In our Pupil Charter, we commit to delivering an ‘extensive range of opportunities to enable students to develop character, compassion and service.” In accordance with the Pupil Charter, we encourage all students to sign up for at least two clubs during each term. In addition to their lessons, students are encouraged to: The Swindon+ timetable is updated termly and can be found in the Swindon+ Booklet, on display boards around the academy, electroni- cally on Epraise (click on the “Community” link and the “Get involved” tab) or on the website at www.swindon- academy.org/ secondary/extra- curricular
Trips and Residentials We offer a range of school visits, school trips and residential trips to support learning, enhance life skills and develop independence. Trips include: • Marlborough College exchange and residentials; • A number of day trips e.g. Cotswold Wildlife Park, London Theatre Trip; • Foreign trips to Disneyland and Paris every Christmas, Spain during ABC week and other residentials abroad.
Performing Arts Showcase Following the enormous success of Swindon Academy’s performances, we will be holding a School Show once again this year, which will take place at the Academy. Planning is currently taking place for this event and it is scheduled to take place over two nights; 11th and 12th February. Save the date on the calendar now and buy your tickets as soon as they are released as they sell out fast! 25 Citizenship Academy
The Citizenship Academy provides students with opportunities that help build skills for learning, work and life, while taking on new challenges, learning new skills, meeting new friends and having a positive impact on the community. Students can participate in the Citizenship Academy by signing up for the Duke of Edinburgh Awards at Bronze (Year 9), Silver (Year 10) and Gold (Year 12) levels, the Swindon Academy Cadet Detachment (Years 8 - 13) and can apply to be Wellbeing Ambassadors (Year 7 - 13). Students who sign up to these programmes receive training and certification, which colleges, universities and employers love to see on CVs and applications.
Army Cadet Force (ACF) We are extremely proud to be a school that has its own Army Cadet detachment that parades every Wednesday from 6:45pm to 8pm. Students between the ages of 12 and 18 can become an Army Cadet and enjoy heaps of benefits. The most obvious being that they get to take part in lots of exciting and challenging activities such as fieldcraft, adventure training, first aid, music, sports and shooting, to name but a few. When they join as a cadet, they will make lots of new friends and have the opportunity to go on annual camp where they will meet cadets from other detachments around the county. They may even get to go on expeditions to amazing places in the UK and sometimes even abroad.
The Army Proficiency Certificate (APC) training syllabus teaches students leadership skills, discipline and gives them self-confidence they never thought possible. They will learn a wide range of transferable skills such as: the ability to command tasks; make decisions under pressure; plan and organise tasks and work as an effective team player as well as independently. These skills will equip them for life and add an extra string to their bow at times when competition for college places and employment is fierce.
Through cadet training, students can also gain valuable qualifications such as the Duke of Edinburgh’s Award and a BTEC First Diploma in Public Services or Music. For more information contact: [email protected] or [email protected]
Duke of Edinburgh Swindon Academy fully embraces the Duke of Edinburgh award and has a vibrant cohort of students completing the award. The Duke of Edinburgh Award comprises three stages — Bronze, Silver, and Gold — and involves participating in activities such as skills, physical activities, volunteering, and an expedition. Completion of the Award will help give you the skills, confidence, and a view on life that everyone is looking for, from employers to colleges and universities.
The Award recognises commitment, endeavour, and a capacity for teamwork, whether that be in newly discovered activities ahead or things you already do. In completing the award, you’ll make a difference to other people’s lives and your community, be fitter and healthier, make new friends, and have memories to last a lifetime.
We strongly encourage students to get involved and take up this challenge. For more information contact: [email protected] or [email protected]
26 Our Colleges and Vertical Tutoring
The College System at Swindon Academy is a key aspect of our school. Our four Colleges; Bath, Cambridge, Imperial and Warwick, are named after four top universities giving our students aspirational ambitions to be the best they can be.
We firmly believe that the sense of identity and belonging created through the College System allows all students and staff to play their part in making us an exceptional and unique learning environment.
Throughout the year, our College Championship provides opportunities for healthy competition and fun through a wide range of competitions. Each competition has a set number of College Points which are allocated to Colleges once results have been decided. College Points are added to our Championship totalizer with the winning College being awarded the College Championship at the end of the year.
Each College has a College Leader who is supported by a College Manager and a team of tutors. Students hold elections each year to appoint their College Captains and Tutor Captains.
CollegeLeader Mr Matthews CollegeLeader Higgins Miss
CollegeLeader Mr Martin CollegeLeader Thomas Mr
-
Khan
Bath Cambridge Imperial Warwick
CollegeManager Roberts Mrs CollegeManager Aplin Mrs
CollegeManager be To confirmed
CollegeManager Harding Mrs
Vertical Tutoring within the Colleges We believe that vertical tutoring promotes individual responsibility, enhances students’ confidence and encourages an environment of collaboration and teamwork.
Each student is a member of one of four mixed-age Colleges. Our vertical tutoring system allows students to work together to develop tolerance, trust and empathy. Younger students are helped, guided and inspired by older students. Older students develop important leadership and social skills and school bullying is significantly reduced.
Mixed-age tutor groups are led by a College Leader with a team of tutors who work with parents and carers. They monitor progress, provide personal support, encourage high achievement and challenge underachievement. 27 Student Council / Student Voice
The Swindon Academy Student Council is a powerful body that is consulted on many aspects of school life and plays a vital role in our journey to inspire students to flourish both personally and academically. Students can place suggestions or ideas into a suggestion box, which is outside of R12. This is checked regularly by the Senior Council who feed back to the Assistant Principal for Student Development. Aims of the Student Council The aim of the Student Council is to provide a forum for discussion of issues raised by students or staff, which affect life at the academy. The Student Council allows views to be expressed and heard, creating a further opportunity for effective communication within the academy and for appropriate actions to be taken, when necessary.
Staff and Governor Representation Meetings of the Student Council are attended by different members of staff at different levels of the council meetings.
Communication Between Council Representatives and Tutor Groups Before each College Council Meeting, the tutor group representatives collect the minutes from the Tutor. Suggestions are made throughout the year and specifically during the week before the College Council Meeting.
This discussion will be led by the tutor group representatives and the Tutor. Tutor representatives will take these discussion ideas to the College Council Meeting and keep minutes of these meetings.
Academy and Senior Council These are our two highest councils in school. Students are elected from their Council to represent at these groups and work with the head of the Senior Council.
28 Guidance and Careers
Your child’s education is extremely important to the staff at Swindon Academy, as is their future. It is important that students develop the skills and confidence to prepare them for life and a career in the 21st century. Swindon Academy works closely with career guidance specialists, Study Higher and Swindon and Wiltshire Local Enterprise Partnership, both partners are on hand to offer further 1:1 support for your child. We are also fortunate to have our own careers advisor who can be contacted via email: [email protected]
There are three steps that we follow to help your child take their first steps on their chosen pathway:
Reflecting Thinking about what makes them tick. Their interests and skills. What they enjoy doing and why. Things they are less good at or don’t enjoy. Exploring Finding out about the different courses, training schemes and jobs that they could move on to. Planning Sorting the different options open to them into priority order. Deciding what steps they need to take to get more information about their favourite subjects, to improve their chances of success and to apply for higher education, volunteer work and employment.
Careers Education takes place throughout a students’ life at Swindon Academy in a variety of forms that include: • 1:1 meetings • Curriculum time • Economic awareness through • Academic mentoring • Assemblies PSHE • CV writing and applications • Guest speakers • Industry visits support • Work experience • College and university taster days • Interview practise
Catering
We have a fully equipped kitchen offering a wide range of food for our students. We encourage students to eat healthily and therefore follow the guidance produced by the government to ensure we meet the highest standards with the widest choices. We are proud of the high quality of service offered and are more than happy for parents to view and join us to experience the food service.
The restaurant is open for breakfast where we offer a range of items, including cereals and hot cooked food. At break time we offer snacks and drinks and lunch service is fully comprehensive with a rotational menu, offering a wide choice of hot main courses.
Loading money onto your child’s account is quick and easy. You can do this via our ParentPay online payment system via the internet or using local pay points, or your child can use the cash loaders in school to add money onto their account.
If your child is eligible for free school meals this is completely confidential as the cashless catering system makes no differentiation between students on free school meals or those paying. Although we encourage students to have a full meal we will allow them to use their allowance on drinks and snack items, so please ensure you sign up for free school meals if you are eligible. Staff are always on hand to help the application process, which can be quickly completed on the internet. Please contact our staff at main reception who will be happy to assist.
29 United College Sixth Form
When your son or daughter joins the academy in Year 7, the Sixth Form may seem a long way off. We know though that this time will go quickly and we want everyone to be proud of the Sixth Form and to aspire to be a part of it. We want the choice to be part of United College Sixth Form to be an active one. A choice made because the Sixth form offers the best opportunities to pursue qualifications, develop skills and be involved in life-changing experiences that provide a vital stepping-stone for our students’ transition into adulthood.
At Swindon Academy, we set out to be inclusive in our approach with a sixth form pathway to suit the aspirational learning needs of all students. We treat all students as individuals and ensure that all advice and guidance is in line with students’ qualifications, interests, career aspirations, skills and talents. As a guidance our entry criteria is five grade 5’s or above on average to secure a place. However, certain subjects require a higher grade at GCSE and we will consider students who have particular strengths and talents for creative subjects. An offer is dependent on meeting applicants, discussing their unique requirements and determining if our Sixth Form is the right place for them and the subjects they wish to pursue. We support students in Years 10 and 11 through individual meetings as they select progression routes and subjects for Sixth Form study. We also support them as they make their choices about careers or university places.
STEM Grammar Stream at Sixth Form
As part of our partnership with Marlborough College we are pleased to offer a STEM pathway for high achieving individuals who wish to study at least two subjects from biology, chemistry, physics, computer science, engineering, maths and further maths at A-level. This pathway offers a focus on the STEM subjects, a dedicated tutor group, access to a tailored mentoring programme and a bespoke programme of support from business representatives, universities and Marlborough College. Students will have aspirations to attend a Russell Group University or take up a high-level apprenticeship.
When the time comes, all students are encouraged to grasp the amazing opportunities that United College Sixth Form offers. We have a unique support team made up of an Academic and Pastoral Director of Sixth Form, a Learning Manager, a group of tutors and a dedicated Study Supervisor, all there to ensure that students’ learning experience is positive. Should you require any further information please contact Jessica Cook on 01793 426926 or refer to the Sixth Form Handbook
NB: Entry to some subjects and pathways will be GCSE results dependent 30 Term Dates and Events 2019 - 2020
Term 1 Term Dates Weds 4th September First day of term for Years 7, 11 and 12 th Term 1 Mon 9 September First day of term for Years 8, 9, 10 and 13 th Wednesday 4 September* Tues 10th September KS4 Academy Awards Evening - Friday 18th October 2019 Tues 1st October Year 7 Base Camp Evening Thurs 3rd October School photographs Term 2 7th October Year 11 exam week Monday 4th November - Tues 15th October Year 7 Grammar Stream Parents’ Evening Friday 20th December 2019 th Weds 16 October Battle of the Bands Term 3 Term 2 Wednesday 8th January - th Mon 4 November First day of term 2 Friday 14th February 2020 Weds 13th November Yr 11 & 13 Parents’ Evening Tues 19th November DofE Launch Evening Term 4 th Mon 2nd December Years 11-13 exam fortnight Monday 24 February - Thursday 2nd April 2020 Tues 17th December Yr 4-7 Carol Service at Marlborough College Weds 18th December Christmas by Candlelight Term 5 th Thurs 19th December Christmas Reward Trip Monday 20 April - nd Term 3 Friday 22 May 2020 Thurs 16th January Progress Review Day 1 Term 6 Weds 22nd January Year 7—10 assessment fortnight Monday 1st June - Mon 3rd February Sixth Form exam week Wednesday 22nd July 2020 11th & 12th February School Show *Return for Years R, 6, 7, 11 & 12 Term 4 only nd Mon 2 March Year 11-13 exam fortnight Term 5 Staff Training Days Fri 24th April Reward trip Monday 2nd and Tuesday 3rd Tues 28th April Young Musician of the Year th September 2019 Weds 6 May Year 8 Camp Parents’ Evening st nd Term 6 Monday 21 , Tuesday 22 rd Tues 2nd June Year 8 Camp & Residential Parents’ Evening and Wednesday 23 th October 2019 Tues 9 June Yr 6 into 7 Transition Eve (Grammar Stream) Weds 10th June Yr 6 into 7 Transition Evening (mainstream) Monday 6th and Tuesday th Mon 15th June Year 7—10 & 12 assessment fortnight 7 January 2020 th Thurs 18 June Sports Personality Evening Friday 3rd April 2020 th Mon 29 June Year 11 Leavers’ Ceremony Friday 26th June 2020 Thurs 2nd July Year 11 Prom Tues 7th July KS3 Awards Evening Thurs 9th July Progress Review Day 2 Fri 10th July Sports Day Mon 13th July ABC Week
31
How to Contact Us
As parents/carers, it can be challenging to know who is the most appropriate person to contact. To assist, we have put together the useful contact guide below. This is by no means exhaustive but we hope it is a useful signpost as to who to contact within the academy If you have any queries please don’t hesitate to get in touch.
Please feel free to contact the switchboard at the number at the bo om of the page to speak to Karen Stokes, Secondary Headteacher, or email Ms Stokes directly at [email protected] Emergency Contact Numbers/Email Addresses: Student Reception 01793 426908 (Use this number If you need to get an urgent [email protected] message to your child)
Academy Reception 01793 426900 or [email protected] Attendance 01793 426973
Other Contact Numbers/Email Addresses: We aim to respond to all phone calls and emails within 48 hours. Calls and emails received after the close of school on a Friday being returned by 5pm on the following Tuesday.
Curriculum Development Team 01793 426957 (To contact Miss Stokes, Head Teacher, Mrs [email protected] Jordan - VP, Mrs Knowlton - AP, Mrs Thompson - Snr AP and Mrs Hendra - AP)
Student Support and Development 01793 426907 Handbook 2019 Handbook Team (To contact Mrs Drinkwater—Snr AP [email protected] and Mr Warren - AP)
Sixth Form Team 01793 426926 ’ [email protected] Safeguarding and Inclusion 01793 426949 (To contact Mrs Lawrence Snr VP) [email protected] Bath College Manager 01793 426917 [email protected] Cambridge College Manager 01793 426980 [email protected] Imperial College Manager 01793 426989 To be confirmed Warwick College Manager 01793 426982 [email protected]
Swindon Academy, Beech Avenue, Swindon, SN2 1JR Tel: 01793 426900 Parents Fax: 01793 426901 32