2014 / 15

Academic Prospectus

Tel 01206 392852 Web www.manningtree.essex.sch.uk

1 Manningtree High School Academic Prospectus 2014/15

Cover Picture: Kian Hunwick and Holly Foskett

2 Student: Alex Metcalf 1 Governors of the School 3 Staff for Year 2014-2015 4 Letter from the Headteacher 7 A Student’s View 9 The School Year 2014-2015 11 The School Day 12 Aims of the School 13 Organisation of School 15 School Website 15 Student Assessment 15 Student Grouping 15 Curriculum 16 Communication with parents 18 Mechanisms for Communication 18 Post 16 Provision 19 Homework 19 Physical Education 23 Music 25 Religious Education 25 Personal, Social and Health Education 25 Policy Statement on Learning Support 29 Policy Statement on Sex Education 30 Primary School Liaison 30 Public Examinations 31 Parents’ Meetings 32 Visits 33 Charging for School Activities 36 Useful Equipment 36 Attendance and Absences 37 Holidays during Term Time 37 Contact in emergency 37 Lost Property 37 Bicycles 37 Part-time Work 37 School Uniform Requirements 39 Year Eleven Uniform 40 Physical Education kit 41 School Uniform suppliers 41 Lunch-times and School Meals 41 Healthy Schools Partnership 42 Safeguarding and Protection of Students in School 43 Buddies 47 Local Delivery Group 48 Library Resource Centre 49 Appendix I: Manningtree High School Code of Conduct/Health and Safety at School 51 Appendix II:Rewards / Sanctions 53 Appendix III: Anti-Bullying Policy 55 Appendix IV: GCSE Examination Results 2014 56 Appendix V: School Attendance 58 Appendix VI: Destination of Leavers 58 Appendix VII: Public Access to Documents in Academies 59 Appendix VIII: Accessible Schools 59 Appendix IX: Complaints about the School Curriculum and Related Matters 60 Appendix X: Admission of Pupils - September 2015 60 Governors of the School

Academy Trust Members Mrs. E. Finney-Hewitson c/o Manningtree High School- Chair of Governors Miss D. Hollister Manningtree High School -Headteacher Mrs. T. Burns c/o Manningtree High School Mr. A. Perillo c/o Manningtree High School Mr. A. Main c/o Manningtree High School

Nominated Governors Mrs. C. Snape c/o Manningtree High School Mrs. R. Stocks c/o Manningtree High School Mrs. S. Walsham c/o Manningtree High School

Staff Governors Mr. B. Colley Manningtree High School Miss S Held Manningtree High School Mr. J. Knights Manningtree High School

Parent Governors Mr. A. Bland c/o Manningtree High School Mrs N. Glasgow c/o Manningtree High School

Co-opted Governors Mrs. E. Jones c/o Manningtree High School Mr L. Cheesman c/o Manningtree High School

Associate Governors Mr. M. Chaplin Deputy Headteacher Mr. N. Farrow Assistant Headteacher Mrs. C. Hughes Assistant Headteacher Mr. M. Page Assistant Headteacher Mrs. E. Staker Finance Manager Mr. G. Tyler Premises/Catering Manager Mrs. C. Sinclair Director of Operations Ms. N. Poole SENCO Mr. D. Brooks Associate Member Mrs. S. Coward Associate Member Mr D Connell-Smith Associate Member

Clerk to Governors Mrs. S. Brown Manningtree High School

3 Staff for Year - 2014/2015

Headteacher D. Hollister, B.Ed, M.A. Deputy Headteacher M. Chaplin, B.Sc. PGCE Religious Education Dh. Advayamati, B.A. M.A.Dip.HE Pastoral Support Assistant K.Baker-Binczyk Learning Support Assistant S. Barrott Department and School Design Technician J. Barrowclough B.A. M.A Technology C. Baxter. B.Eng. Department Technician C. Bearman Mid Day Assisitant/Cleaner P. Bentley Head of Computer Science S. Bell, BEd Art A.Bettison BA, PGCE Key Stage 3 Manager/Science M. Betts, B.A. Geography/ Vocational Studies J. Blackford, B.Sc. Head of Maths A Blake, BSc, PGCE Physical Education A. Bloss, BSc Catering Supervisor S. Boughton Catering Manager L. Branch Registers/Attendence/Admissions Administrator C. Bransby Clerk to Governors S. Brown Mid Day Assistant V. Brown Geography K. Champion BA Modern Foreign Languages R. Coggan, B.A Technology/ Work Related Learning - KS4. T. Collar, B.Sc ICT Technician B. Colley Senior Pastoral Manager K. Collins Cleaning Supervisor C. Cone English/Professional Tutor N. Connell, B.A. ICT Manager C. Cook Site Team J. Corbin Catering Assistant G Coward Pupil Data Technician/Exams J. Cowell Maths L. Crosby Head of RE D. Cox B.A. Study Supervisor J. Davis Catering Assistant A. Day Head of English S. Duffey, B.A. School First Aider/Admin support A. Edwards Head of History J. Edwell, B.Ed. Mid Day Assistant P. Emeny Year 7/8/9 Admin support B. Farrow Assistant Headteacher/History N. Farrow, B.A. PGCE Mid Day Assistant M. Feaviour Music B. Firth, Grad.Mus. Science Admin Support R. Fretwell Mid Day Assistant R. Frost Maths D. Gartlan, M.Sc Year 10/11 Admin Support J. Gentry ICT Web Technician S. Gibb English/Maths/Media Admin Support A. Gibbons Cleaner C. Giddings Senior Science Technician J. Goodchild Cleaner G. Goswell 4 Headteacher’s P.A./ Office Manager S. Graham Textiles E. Gregory, BSc English Learning Mentor M. Harris Finance Assistant S. Hart Head of Modern Foreign Languages S. Held, DEUG, Licence(francais) Maths E. Henson, B.A. Examinations Officer/ Staff Timetable J. Higgon Site Team A. Howlett Health & Safety Coordinator K. Howlett Modern Foreign Languages R. Howlett, B.A. PGCE Assistant Headteacher/Maths C. Hughes, B.Sc, PGCE Maths Tutor S. Hullett Textiles/Food Technician J. Hunt English L. James, B.A., Cert. Ed Learning Support Assistant S. Johnston English R. Jones, B.A., Dip. TE.F.L Maths A. Kolendo, M.A Head of Science J. Knights, B.Sc. Science A. Lamb Library Manager S. Lane Head of Technology . D. Lang, B.Ed. Vocational Instructor P. Le May Head of PE B. Lewis B.A. PGCE Cleaner/Mid Day Assisitant N. Lucas Science Technician J. Lumkin Pastoral Mentor Co-ordinator J. Mason Site Team P. Mason Maths C. McKenna, MSc, BSc Learning Mentor S. McNeish Science Tutor P. Merriott B.Sc. Drama K. Minter, B.A. HR administration D. Mistry English A. Morgan, B.A., PGCE IT Technician D. Morris Physical Education K. Munday, B.Ed. History M. Nash, B.A. Learning Support Assistant E. Newson Physical Education J. Norman, B.Ed. Cleaner S. Norton English K. Nunn,B.A., PGCE Assistant Headteacher/PE/Geography M. Page, B.Ed Catering Assistant S. Panayi Learning Support Assistant M. Pearse Learning Support Assistant R. Peck English S.Phoenix-Johnson BA Catering Assistant J. Pinner SENCo N. Poole, BA, PGCE Science J.Pretty, BSc, PGCE School Welfare Officer N. Prior Learning Support Assistant P. Pritchard English A. Pymer BA, PGCE Transition Manager/Science K. Ramsey, B.Sc. Mid Day Assistant J. Rowsell Head of Geography/Leisure and Tourism J. Scott, B.A. 5 Reprographics/Admin support J. Scrutton Mid Day Assistant T. Scrutton Science R. Shiplee, B.Sc. Director of Operations C. Sinclair Head of Art J. Smalley B.A. PGCE Learning Support Assistant D. Smith Science J. Smith, B.Sc. Pastoral Mentor S. Smith Finance Manager E. Staker, M.A.A.T. Head of Music Alan Swift, BA, PGCE Learning Support Assistant K. Tiffen Cleaner L. Townes Premises/ Catering Manager G. Tyler Technology Technician K. Walker Assistant Finance Manager P. Walker Head of Drama S. Ward B.A. Study Supervisor D. Weedon Receptionist J. White Learning Support J. Wilson

6 Dear Parents and Carers,

Manningtree High School: for 21st Century learning and traditional values

Choosing a school is a big step; choosing the right school is a big decision for you and for your sons and daughters. Each school is different. Each school is unique, having developed strengths and strategies to meet the needs of children in the local community. We are a school where students say they are “happy and feel valued as individuals” (Ofsted 2013).

Academic success, vitally important for successful individual futures, is achieved by students at Manningtree by building on the confidence they gain from being known and valued. We expect and demand the best efforts from everyone here every day.

70% of our Year 11 students gained five or more A*-C grades including English and mathematics in 2014. These record results, which included 200+ A* and A grades, reflect years of hard work by students and teachers and the support of parents, carers and families.

Children make good progress at Manningtree; do have a look at the results further on in the prospectus. Children can choose to study from an ever growing list of subjects in combinations that suit their talents and interests. These choices are made at the end of Year 8 giving a full three years of study to GCSE courses.

In June 2013 we were especially praised for our good care, guidance and support by Ofsted, who also said “students are particularly successful at GCSE”.

Manningtree High School is a special place with a welcoming atmosphere and a friendly feel. 811 students from 11-16 means that Manningtree High School is smaller than most other secondary phase schools; we are very well placed to know the students as individuals. Many of our students follow in ‘family footsteps’ from primary schools to Manningtree. The transition and induction process is a well-planned one, much appreciated by parents and another part of our provision highly praised by inspectors.

Opportunities abound at Manningtree in all areas of work and all subjects during and beyond the school day or school week. All students are encouraged to get involved, participate and work together with others in our community. For our students, knowledge of the wider world is essential if they are to be effective, flexible, global citizens, which is why we are pleased to be an ‘International School’.

Students are keen to take on responsibilities, particularly those such as buddies, peer mentors, youth health champions and Prefects which have a focus on supporting, guiding and caring for their peers.

We are happy to see you at any of our events. Come and see us – several times if you like – see what we have to offer your sons or daughters.

Ask us lots of questions to see if Manningtree can offer what you’re looking for. We hope to work in partnership with you and your child(ren) in the future.

Deborah Hollister Headteacher

7 8 A Student’s View

Wow, time flies when you are having fun! I can honestly say that my time at Manningtree has been the best years of my life. I have been given experiences that have helped me blossom into the young adult I am today. From being a ‘Buddy’ in Year 8 to Head Girl. My school journey has been jam packed with unforgettable opportunities such as Awards Afternoons, Sports Days, extra-curricular activities and once in a life time trips- the Belgium Battlefields being a personal highlight. Not only have I created memories but I have gained vital life skills. This is thanks to the dedicated staff who strive for you to succeed and to reach your full potential. The student-staff relationships are formed on a solid foundation of equality yet the understanding of our individual needs.

I urge Year 7’s to enjoy every moment (even the tests) and seize each opportunity, as the next five years will be the best of their lives.

I look forward to spending my last year here at Manningtree with all the staff and students and hope every one has a happy and successful year.

Beth Perry - Head Girl

Who would have thought that I; the boy who was too shy to ask for my own lunch at primary school, would become Head Boy. This just goes to show how committed Manningtree High School is at bringing out the best in every individual student. No matter what the teachers are doing, they always find the time to help you with whatever problem, big or small. High school isn’t just about learning how to calculate pi or the formula equation for carbon dioxide; it’s about learning who you are and who you want to be. It’s a place that guides you towards the road of adulthood and teaches you all of the daily life skills you need. Everyone looks out for you here and makes you feel safe and happy. If there has to be one great place other than home, it has to be here, at Manningtree High School.

Calvin Webb - Head Boy

9 Student: Sam Lungley 10 Main Holidays Last day of term First day of term

Christmas 19.12.2014 05.01.2015 Spring 27.03.2015 13.04.2015 Summer 20.07.2015 07.09.2015

Half Term Holidays

Autumn 24.10.2014 03.11.2014 Spring 13.02.2015 23.02.2015 Summer 22.05.2015 01.06.2015

01.09.2014 06.10.2014 28.11.2014 13.02.2015 20.07.2015 Non Pupil Days

04.05.2015 Bank Holidays

11 The School Day

The teaching week consists of 25 periods of one hour each and one 25 minute period each day, with the timetable stretching over two weeks to accommodate the needs in the various subject areas as students progress through the school. Each day also includes 2 registrations.

Lesson changes are not marked by bells, we like to encourage a sense of responsibility for individual punctuality.

Students should not arrive on site before 8.15 am. No general supervision is provided until this time. Organised pre-school activities are publicised.

8.15am Students arrive

8.25am Warning Bell 8.30am Registration

8.35am - 9.35am Period 1 9.35am - 10.30am Period 2

10.30 am - 10.55am Morning Break 10.50 am Warning bell

10.55am - 11.55am Period 3

11.55am - 12.55pm Period 4

12.55pm - 1.30pm Lunch Time

1.30pm Warning Bell 1.35pm - 2.00pm Period R: registration, assembly, tutor time Students: Ella Tull, Isabelle Clayton 2.00pm - 3.00pm Period 5

Prefects 2014 - 2015

Senior Prefects Prefects

Calvin Webb Amelia Baines Jodie Hunt Jordan Silltoe Bethany Perry Joshua Bartholomew Hannah Jarvis Maddie Warner Lottie Cansdale Hannah Bligh Ella Jones Alice Watton Katie George Abbie Brown Lewis Kirton Lily Winney Duncan Henderson Yasmin Clarke Rachel Mansfeild Samuel Perry Megan Collins Eve McClean Erin Sims Jordaan Essex Ciaran Mellor Erin Thomas Zoe Hammik Ruby O’Connell Victoria Harris Lily Olley William Hatherall Katie Rawlins-Waumsley Lucy Hudson Alana Rugg Flora Hume Kirsty Salmon

12 Aims of the School (revised in 2006/7 school year in consultation with all sections of the school community.)

To Provide:

Opportunities for all at MHS to enjoy and achieve at the highest possible standards according to their ability;

A broad, balanced and relevant curriculum that equips all students with the essential skills to make a positive contribution to the community and achieve economic well-being;

Opportunities for all to think creatively, solve problems, respond critically and evaluate;

A safe environment where everyone can be innovative and enterprising and free from discrimination, bullying and anti-social behaviour;

Security, stability and care for all;

Opportunities for all to take responsibility for their own well being and the well being of others.

To Promote:

Enquiring minds and high expectations;

Physical, spiritual, moral, social, cultural and personal development;

Healthy lifestyles;

Self esteem, emotional well being and self confidence;

Equal opportunities and the skills to challenge discrimination and injustice;

Leadership, team building and participation in the community;

The appreciation of aspirations and achievements across the complete range of human endeavour;

Positive, worthwhile working relationships based on respect;

The ability to relate well to others and work for the common good.

To Enable:

Everyone to make informed judgements, independent decisions and understand the nature of their rights and responsibilities;

All students to be well prepared for the opportunities and challenges of life;

The development of a sense of identity locally, nationally and internationally.

13 Student: Lewis Spurgeon

14 Organisation of the School

Manningtree High School is a six form entry secondary comprehensive school of about 800 students. There are six mixed ability tutor groups comprising of about 28 students, in each of Years 7,8,9,10 and 11, and students register with their tutor twice a day. The tutor gets to know each of his or her students well and is the first point of contact for students and parents. We feel it is very important for each student to have a sense of stability and belonging in a social group which, where possible, remains with the same tutor for all five years. The tutor can advise on all matters, academic and pastoral, and is supported by two Key Stage Managers, a specialist Pastoral Support Team and other senior members of staff. Students meet collectively for assemblies in year groups and as a whole school during each timetable cycle. Personal, social, health and economic education (PSHEE), and careers education programmes are delivered through a mixture of specially time-tabled days and tutor periods, while some tutor time is designated to literacy and numeracy.

School Web site

The school web site can be found at: www.manningtree.essex.sch.uk

On the web site you will be able to find information regarding all aspects of the school: factual information including latest school policies (such as uniform policy, behaviour policy, etc.) and curriculum details with links to individual departments in school. The web site also contains important dates and the latest news about things that are happening in school. The newsletter and other letters that are sent home with students are also posted on the web site for reference.

Student Assessment

We use your child’s results from their KS2 SATs, along with baseline assessments tests to set targets to help them make the progress expected of them. Your child will have a “minimum expected” target and an ‘aim for’ target for each subject. The table below shows the minimum expected result and the ‘aim for’ target for your child at GCSE based on their KS2 SATs result. It goes without saying that we expect every child to aim as high as possible in order to achieve the best possible outcomes at GCSE.

KS2 SATs result Minimum expected GCSE result Aim for grade Level 3 Grade D Grade C Level 4 Grade C Grade B Level 5 Grade B Grade A Level 6 Grade A Grade A*

We assess your child’s progress towards their targets through classwork, homework and tests. You will receive two tracking reports and one full report each year giving you information about progress, attendance and attitude to learning. You will also be invited to attend a parents’ evening each year to discuss your child’s progress with his/her class teachers.

Student Grouping

English, maths and science are all set by ability. Different departments find it suits the demand of their subject to group children in different ways. Most departments prefer to set children by the attainment in that subject, but some subjects prefer to teach in mixed ability groups. Where we can, we try to give departments or small clusters of departments a whole year group or half a year group at once. They can then group the students as they wish. Ability groups are reviewed regularly to ensure that any change in a student’s needs and/or progress can be recognised.

15 Curriculum

From September 2015 we are moving towards a three year Key Stage 4. This means that students will choose their options to start at the beginning of Year 9. We feel that this will allow students greater time to develop the skills needed to succeed at GCSE and nurture a love for the subjects they are really interested in. It will also allow for more enrichment opportunities.

In Year 7 and 8 students study the following subjects:

English Mathematics Science Technology (Graphics/ Resistant Materials/ Textiles Technology) Geography History Religious Education Modern Foreign Languages (French or German: Year 7 students will be timetabled for either French or German unless a preference is stated) Art Music Drama Physical Education Computer Science Cooking

Students are also involved in a cross curricular skills day. These curriculum days focus on helping students develop their personal, learning and thinking skills.

In Year 9 to Year 11 all students follow a core program of the following subjects.

English Language and English Literature GCSE Mathematics GCSE Science 2 GCSEs

In addition they will have non-examined lessons of Religious Education and Physical Education and a choice of options leading to GCSE from the following subjects:

Triple Science Art Drama/Performing Arts Geography Leisure and Tourism History Religious Studies ICT Media Studies Modern Foreign Languages (French or German) Music PE Technology (Graphics, Resistant Materials or Textiles) Cooking Heath and Social Care

16 Work based learning courses

The school also offers a range of vocational opportunities enabling students to develop and use learning methods closely associated with employment and adult life, in a range of vocational areas. Work experience, practical involvement and self reliance are strongly encouraged on this course.

These courses give students the opportunity to gain work based qualifications in a range of vocational areas such as construction, hairdressing and beauty therapy, childcare and catering. Students attend college on two days of the week.

These opportunities are available by invitation following discussions with parents and students. Students are also provided with further opportunities to widen their overall learning experience by being offered careers education and post-16 guidance, personal and social education, work experience placements, economic and environmental education.

All curriculum areas work together to make the overall learning experience of students relevant and coherent. Equal opportunities are central to curriculum planning and delivery.

17 Communication with parents

The School has a Home/School Agreement which states that,

Parents will:

Make sure that my child goes to school regularly, on time and properly equipped;

Let the School know about any concerns or problems that might affect my child’s work or behaviour;

Support all the School’s policies and guidelines for behaviour;

Support my child in homework and other opportunities for home learning;

Attend parents’ consultations during the day and/or in the evenings and discussions about my child’s progress; get to know about my child’s life at the school;

Support the school’s policy on uniform;

Inform the school on the first day of my child’s absence.

The school will:

Where possible contact parents on the first day of an unexplained absence - this to be by the end of a school office working day;

Let parents know about any concerns or problems that affect their child’s work or behaviour;

Send home regular assessments and reports;

Set, mark and monitor homework (suitable for the age and ability of the student), and provide facilities for children to do homework in school;

Arrange parents’ consultation sessions during which progress will be discussed;

Keep parents informed about school activities through regular letters home, newsletters and notices on the school web site about special events.

Make every effort to reply to parental concerns within two working days.

Our Home School agreement is signed by school, parent and student.

Mechanisms for communication

The school uses a number of systems to communicate with parents:

The student planner for regular or routine information - a key document;

Keep Kids Safe - texting service;

The annual report on progress for each child;

Tracking reports once a term;

18 Special needs review reports;

School web site;

Individual targeted reports;

Letters (specific and general) recording success and concern;

E-mail on request;

Newsletters;

Telephone calls;

Inspection reports;

Publication of examination results;

School prospectus and course guides;

Consultation sessions/parents’ evenings; these vary in time and length but take place annually;

Individual appointments and meetings with school staff.

The quality and quantity of the information sent to and available for parents has been praised by Ofsted. We are not complacent about concerns expressed and would look to evaluate all suggestions as to further improvements.

Sixth Form Provision

As a partner school, Manningtree students have a right of entry to Colchester Sixth Form College, where an unparalleled choice of over forty ‘A’ level subjects is offered, together with a very wide range of GCSE subjects. Other sixth form providers in our area include Colchester Royal Grammar School, Colchester High School for Girls, Harwich & Dovercourt High School and Tendring Technology College.

For those interested in pursuing practical or vocational courses leading to NVQ or B.Tech or City and Guilds qualifications, we also have right of entry to The Colchester Institute which provides a wide range of courses. Some students choose to attend Suffolk New College or Suffolk One in Ipswich or, if they are interested particularly in agriculture or horticulture, Otley College near Woodbridge. During the autumn term Year 11 students and their parents have opportunities to learn about post-16 provision when the main providers visit the school.

Homework

Homework is a great way for students to find out what they can do on their own. A range of tasks are set in most subjects which include research, writing, reading and revising. Additionally they can always review what they have learnt in each subject over the last week, read a book or prepare and organise for lessons the next day. We would ask that all students have a quiet place and preferably a regular time to complete homework and that parents monitor homework to help students use their time productively.

All homework is set on Show My Homework, an online tool that shows all of your child’s homework and deadlines. This is accessible by students and parents. It provides parents with an insight into how much and what type of homework your child receives. More importantly, we hope that it will improve your child’s organisation, time- management, and help them to keep on top of their workload.

19 Student: Daniel Clarke 20 Student working with grafitti artist during activites week. 21 22 Physical Education

From the first PE lesson in Year 7 we begin to aim our students towards the GCSE examinations they can take in Year 11. Our assessment system is designed for students to progress and build on previous experience in order to succeed in this final examination. Success ensures that students leave Manningtree High School as good practical all rounders, with a sound knowledge of exercise related physiology and an understanding of the benefits of regular exercise. We encourage students of all abilities to take advantage of an extensive extra curricular programme, competing in many inter-school leagues and competitions. Our teams are respected in the area for their standard of play and conduct. Our facilities allow for a wide range of activities and we are confident that there is something for all tastes and abilities in our programme and feel that PE is a safe, enjoyable, valuable learning experience.

We have numerous District and County representatives in the following sports.

Football Cricket Rugby Gymnastics Badminton Athletics.

All students must bring their PE kit to all PE lessons.

The School policy is to enable all students to fully participate as far as possible in PE. If anyone is unfit to participate in the current lesson they will be given alternative PE based activities which could be anything from refereeing to overseeing activities and will also include any possible practical work. Even though students are not participating in their original activity they are still gaining knowledge and understanding and some safe, healthy, appropriate exercise.

23 The school has excellent facilities for physical education including 2 Sports halls with facilities for the following activities:

Aerobics Basketball Climbing

Badminton Indoor cricket Dance

Indoor football Gymnastics

Volleyball Netball

The Outdoor facilities include the following

Three netball courts

Four tennis courts

Two basketball courts

Two football pitches

One hockey pitch

Four rounders pitches

A 200m running track

A 25 metre swimming pool

24 Music

Music is an integral and highly successful part of our school; a large proportion of students have instrumental tuition in school. Tuition is provided by the County Instrumental Music Services offering lessons for electric and acoustic guitar, drums, voice, piano, keyboard and all woodwind and string instruments. The County makes a charge to parents for this service. A subsidy scheme operates for families on low income. Full details of the scheme, charges and time-tabling will be supplied to interested parents on application to the school.

Students have the option of taking music or performing arts at GCSE level.

Extra curricular activities include Choir, Advanced Vocals, Big Band, Guitar, Clarinet and Ukulele Ensamble. The music department present two main concert occasions per year and there are numerous opportunities for the various ensembles to perform at local schools, churches and community events. Manningtree High School concerts are renowned for their high quality of musical expertise.

Religious Education

Religious education is provided throughout the school and is an integral part of the curriculum for all students from Years 7 to 11. It is an important part of students’ spiritual, moral and social development. Parents have the right to withdraw their children from religious education and should consult the Headteacher if they wish to exercise this right, with reasons why.

Personal, social, health and economic education (PSHEE)

Manningtree High School aims to ensure that each student has the opportunity and knowledge to:

Be healthy

Stay safe

Enjoy and achieve in school (and later)

Achieve economic well-being

Participate and seek involvement in the community

Together with citizenship and enterprise education, personal, social, health and economic education (PSHEE) (which includes Careers Education and Guidance) makes a major contribution to the delivery of these outcomes, which, it is hoped, will help the development of confident, considerate and competent young adults. PSHEE is delivered in each year group by school staff and visiting professionals on non time-tabled Focus days.

In Years 7, 8 and 9, elements of the course include settling-in, physical changes, economic issues, anti-bullying strategies, personal safety, self-awareness and health and sex education. In Years 10 and 11 students consider health and drug awareness, financial appreciation, sex education, relationships and the family, study skills and how to prepare for the demands of examinations.

Careers education and guidance also contributes to the PSHEE syllabus and is delivered by school staff and external advisors. The school is part of the STEM project which gives students access to a range of opportunities in science, technology, English and maths. Preparatory consideration of personal skills and abilities, the range of qualifications, and the world of work lead to options choices in Year 9 and decisions on post-16 education, training or employment in Year 11.

25 Students: Tom Child, Emily Cousins, Callum Watson School production of ‘Oliver’

26 Students: Louis Chisholm, Lewis Kirton, Malachy Luckie, Yasmin Cox, Jodie Hunt, Lottie Consdale, Anna Buttery.

27 28 Policy Statement on Learning Support

The needs of all students are carefully assessed on entry to the school, reference is made to records from the previous school and the curriculum is differentiated to meet these needs. Progress is monitored, parents are consulted and arrangements for assessment and review are made within school and with the support of Local Authority and other agencies, when required.

The Governing Body of the school has noted and approved the School Offer which provides a framework for support for all learners. The school will continue to offer learning support in accordance with this offer as well as support offered by the Local Authority. Any parents wishing to discuss their child’s special educational needs are invited to contact the SENCO, Mrs N Poole, at the school.

29 Sex Education

Manningtree School Governors affirm that sex education is important and should be taught in the context of the general health and personal and social education programme of the school.

Sex education is an integral part of the curriculum and taught in science, religious education, PSHEE and physical education, each of which makes a distinctive and important contribution to the whole process. In the teaching of this subject, due consideration is given to the following:

Grasp of basic factual information;

Sensitivity to age and background of the students;

Moral considerations and family values;

Balance and objectivity.

Parents are informed before certain specific topics are covered as they have the right to withdraw their children from those lessons. They should consult the Headteacher if they wish to exercise this right.

The pastoral care network of the school provides a useful mechanism for personal counselling and advice for students.

Primary School Liaison

Sound links exist with our partner primary schools with considerable liaison between the schools. This includes visits by specialist teachers to the primary schools, close liaison with departments at Manningtree High School, joint primary/ secondary activities as well as a successful induction programme to introduce primary students into secondary school life. We also make a point of ensuring students admitted to year 7 from other primary schools have additional opportunities to visit Manningtree and feel confident about their transfer to secondary education.

30 Student: Max Baker

Public Examinations

At the end of Year 11 we aim to enter everyone for a range of exams that are geared to the progress they have made and where the required work has been completed. This range includes GCSEs, Certificates of Achievement and Vocational Awards, although most students are entered for GCSEs.

We are proud of the achievements of our students in all of these exams, which make a large contribution to the outstanding success that the school enjoys.

Our results in 2014 were very good with 100% of students obtaining a qualification, 75% of the grades awarded being in the A*- C category, and 70% gaining 5 + A*-C including English and maths. These will be updated as soon as possible and be posted on our website. In 2014 85% gained A*-C in English and 79% A*- C in maths.

Details of our exam results appear in Appendix IV.

31 Student: Max Baker Parents’ Meetings

Meetings between staff and parents are an invaluable part of the educational process and attendance by parents has always been at a very high level. Evening meetings are held for each year group.

Progress Meetings

Each year group has at least one opportunity for parents to discuss their child’s progress with teaching staff. A programme of these events is sent out in advance to all parents. The following dates have been allocated for this year’s meetings.

Year 7 21th May 2015 Year 8 5th March 2015 Year 9 22nd January 2015 Year 10 23rd April 2015 Year 11 5th February 2015

Key Stage 4 courses, Post 16 Provision and New Year 7 Parents

Evening events are arranged for these specific occasions.

Open Week: Tuesday 7th October - Friday 10th October 2014. Tours at 8.45am and 11:00am lasting about 1 hour.

Open Evening: Thursday 2 October 2014 6pm - 8.30pm

This is a chance for prospective and existing parents to view the school in action.

32 Visits

We recognise the value and positive impact of visits away from the school site and look for opportunities to plan trips as part of a wide, exciting curriculum. Risk assessments are carried out and we use the advice and guidance from Essex County Council for residential and overseas trips. These vary from year to year but often include school visits abroad as well as those of a more local nature. All are designed to have both educational and social value, a few examples of such visits are:

Morocco - Kasbahs, couscous, camels! Students gain a unique perspective on the friendly and welcoming people that live in rural Morocco. A highlight of the adventure is a night under the starry desert skies of the Sahara.

Ski Trips - Each year a group of Manningtree staff take a party of students to a ski resort for a very active holiday during February half-term or the Spring break. Destinations have included France and Italy, while February 2014 saw a large group off to Austria. All students receive six full days of ski lessons with qualified instructors. At the end of the week everyone participates in a race and receives a certificate or even a medal for their downhill time. Many GCSE students take the opportunity to use skiing as part of their PE course and are filmed showing their skills. Evenings usually include various activities such as quizzes, bingo, curling and development and cultural experience.

Geography Field Courses - Year 10 will spend 3 days at an outdoor centre during the Activities days completing Controlled Assessment. Local day courses have dealt with coastal and urban issues relevant to both the lower school curriculum and GCSE work.

English- Year 9 Have the opportunity to go to the London Theatre and Media Experience. There are various trips to local and national theatres including a chance to see Warhorse in the West End.

Drama - Theatre trips to productions both locally and further afield, including the West End.

Art - KS4 students visit the Tate and/or Tate Modern.

History - Year 9 students visit the battlefields in northern France and Belgium during Activities Week. - Year 10 attend the Cold War Experience at Duxford

Modern Foreign Languages - Students have visited Normandy and Paris in France and a German Christmas Market in Cologne, in the last few years.

Year 7- All Year 7 Students take part in a curriculum day trip to visiting a choice of attractions including Orford Castle, Aldeburgh and Rendlesham Forest. Students also visit Colchester Zoo as part of a Focus day.

Year 8 Residential Activities Week - Mersea Island Youth Camp - All Year 8 students are encouraged to take part in the wonderful activities over 3 days. Students will sleep under canvas and take part in various activities including art & craft, assault course, climbing wall, first aid, high ropes, mountain bikes, problem solving, roller blades and trampoline. All activities are led by qualified instructors.

Religious Education Visits - As part of the curriculum, the department runs a programme of visits to a variety of places of worship and other places of religious interest such as the Jewish memorial museum. We make use of the local places, such as Lawford Church and other interesting places of worship in and around London. Last year this included a visit to St. Albans Cathedral and the spectacular Hindu Temple at Neasden.

Media Studies - Have run successful trips to Los Angeles, New York and the Warner Brothers Studio in recent years.

Vocational Studies at KS4 - A variety of trips are planned. Students also arrange individual visits as part of their personal challenge required to meet the criteria for this award.

33 Students on a sponsored walk 34 Student: Chloe McGarry

35 Activities Week - Takes place for Years 7-10 every summer term. There are a number of trips taking place for Year 9 which are detailed in the ‘Year 9 Activities Week’ booklet.

International school award

Manningtree High School have been successful in re-gaining the International School Award, which is credited for 3 years, from 1 September 2012.

This award is something Ofsted want all schools to achieve in the near future. The award recognises the international work carried out within the school and a comprehensive portfolio of evidence was submitted for recognition. This included evidence such as international activities for Technology, International Education Week, Geography and Modern Foreign Languages work, links with Nankai High School in China, pen pal schemes with schools in France and Germany and developing countries such as Gambia, internationally themed assemblies and foreign trips to name just a few examples. All these activities link to the global dimension part of our curriculum and help make Manningtree High School students and staff good citizens of the world! We continue to embed international themes in our lessons/themed days and carry out an audit of all our international work in September of each year.

Charging for School Activities

The School Governors have an approved policy on charges and remission for school activities. Copies of this document may be studied at the school. The Headteacher will be pleased to discuss relevant matters in relation to charges, or voluntary contributions towards the cost of various activities, materials and school visits or journeys including those who qualify for the Pupil Premium grant.

Specific information relating to activities, journeys and visits will always be explained in detail to parents. It should be emphasised, however, that many journeys and visits will not be able to take place unless parents/carers are able to give voluntary financial support. So that no student is excluded from appropriate activities, journeys and visits, the Headteacher should be contacted by parents in the case of difficulties. We recognise the pressure on parents and would like to work together to ensure children can participate in all the planned curriculum experiences.

These provisions do not apply to journeys and visits (optional extras) which take place out of school hours, for example, holiday visits to France or skiing visits or that are not a statutory requirement for the curriculum.

Useful Equipment

Many parents have asked for an indication of equipment that would be useful for students to bring to their lessons. It is hoped that the following list will be helpful to you.

Black or blue ballpoint pen plus a spare HB pencil plus pencil sharpener Ruler Rubber Protractor Coloured pencils (preferable to felt tips) Compasses Pencil case with name clearly marked Scientific calculator (see below) A pocket English Dictionary

A useful test for a scientific calculator is to input the sequence: 2 x 2 - 2 x 2 =

If the answer comes out as 0 then this is the right type of calculator.

And remember to name everything! 36 Attendance and Absence

We aim for 100% attendance and hope you do!

All absence from school should be explained in a letter from the parents. This should be given to the form tutor on the child’s return. All absences are carefully monitored, and the school has a very low record of unauthorised absences. The school employs it’s own Education Welfare Officer who will contact parents/carers if attendance is poor.

If your child is fit enough to attend school but unfit to take part in any or some Physical Education lessons, please send a letter of explanation or a medical certificate (see page 18 for our policy). We encourage full and regular participation in PE even if, on occasions, this will be in a modified form - possibly officiating, making notes or coaching.

Everyday your child is absent, please contact the school by telephoning 01206 399622 and leaving details on the ‘Absence’ voice mail. The school also requires for its records a letter explaining the absence.

Holidays during term time

It is the policy of the school and the Local Authority not to authorise such absence except in exceptional circumstances. Forms are available from the school office for those students requesting a family holiday during term time. These should be completed ahead of the planned holiday. Parents/carers should check that students are not involved in exams or module tests during their absence.

Contact and Emergencies

Would you please ensure the school knows the name and place where each parent or carer may be contacted in case of emergency. Best done in advance of any crisis. If you change your employment or emergency address, please let us know immediately as out of date information may delay us getting in touch with you.

Lost property

All clothing and property should be clearly marked. Lost property is the responsibility of Mrs. White (Receptionist) and students who have lost articles should approach her at break or lunch times. Marked items will be returned to students. We amass a considerable quantity of unclaimed items every year; items will be cleared on a termly basis.

Bicycles

There are limited spaces for bicycles to be left at school. It is the parents’ responsibility to ensure that the bicycle is in a safe condition. No responsibility can be taken by the school for the bicycle whilst on school premises. Each student who wishes to park their bike at school is issued with a permit each September which sets out rules for sensible use. Students who cycle to school must wear a cycle helmet.

Part-time work

Students must be 13 years old before they undertake work for payment and then only after Local Authority Work Permit, which needs the Headteacher’s consent, has been issued.

37 Student: Josh Jones 38 Students: Ella Smith and Daniel Armes

School Uniform Requirements

All children are expected to wear Manningtree High School uniform. Our aim is that students should develop a sense of pride in themselves in relation to their appearance, be proud to be members of the school and community and adopt a business like attitude to school. Parental co-operation is essential if we are to achieve this important aim. The school colour is navy blue. Leather or denim clothing must not be worn. The vagaries of fashion trends do not influence uniform. We strongly advise that parents/carers seek advice from the school prior to making any purchase or altering hair styles to avoid possible breaches of the uniform code.

39 Items may be bought from any source unless specifically mentioned i.e. badge and tie.

Blazer Navy blue With school badge on top pocket Skirt Black/Navy blue Box pleated or ‘A’ line style of a discreet and reasonable length (no shorter than just above the knee) without any decoration Trousers Black Trousers, tailored with a sharp crease and fitted into a waistband. tight or ‘skinny’ trousers are unacceptable. Cardigan/jumper Navy blue or black V-necked, knitted, not sweatshirt fabric, button fastening only and not to hang below blazer. Shirt White/light blue With collar and cuffs. Polyester/cotton. Short or long sleeve. Shirts must button to the collar.

Tie (clip on) Blue/gold Obtainable from Manningtree High School.

Shoes Black Black With appropriate height of heel.

NO TRAINERS or CANVAS SHOES

We are concerned about a number of accidents caused by high heals. Socks Black/white

Year Eleven Uniform

Suits Dark coloured business suit. Small pinstripe allowed. Suit trousers are to be full length and fitted to waist. Jacket and trousers/skirt must be the same colour and fabric.

Shirts Any colour shirt but not plain black,. Long or short sleeves, no sleeveless or cap sleeves or made of a transparent material Shirts must button to the neck and be designed so that a tie can be worn i.e. in the same style as a normal school shirt. Ties Own choice of design as long as they are not offensive; bow ties acceptable.

Shoes Black, dark brown or dark grey; smart, flat leather shoes.. Backless shoes, high heels and trainers are not acceptable. Socks Own choice.

Waistcoats Are acceptable, as long as they are part of the suit. Tank tops are acceptable but must match suit colour.

Jumpers or Must be plain in colour, match the colour of the suit, be knitted, not sweatshirt fabric and not hang cardigans below the jacket.

Jewellery and As for other years – minimal and discreet. No visible body piercings including the tongue. make-up Hair Discreet and simple. Decorations Length of Waist to knee length Jacket 40 Tights Plain neutral or black. Not patterned or with holes in. Skirt suits Are an option, but not shorts. Skirts to the knee as a minimum and no stretch fabric. No denim, leather, sweatshirt fabric, or zip tops.

Hair Colours Natural hair colours only. These natural colours do not include bleached hair or ‘platinum blonde’.

Hair should be one solid colour only, without any blocks of colour or other embellishments. Subtle, natural looking highlights are allowed. Temporary hair extensions, braiding or shaved designs are not

permitted.

Hair Discrete and simple decoration

Physical Education Clothing

MHS rugby shirt- Boys MHS T-shirt with school logo MHS sweatshirt - Girls

Socks - white Football boots

Training shoes- white or black Hockey/ football socks - royal blue football type

Towel Shin pads for football and hockey

Swimsuit - one piece/ swim shorts, not Bermuda shorts MHS jogging bottoms for winter term

Gum shield (recommended) MHS navy shorts

Standard items of uniform are available from many shops and supermarkets, PMG School wear, 40 Westgate Street, Ipswich and on-line from Anglia Sports and Schoolwear at www.yourschoolwear.co.uk. School badges and ties can be bought from the school.

Parents are asked to contact the school office, who are always pleased to give advice, on uniform matters.

Lunch times and school meals

A cafeteria system operates in the school dining hall and a choice of meals is offered at current rates. A selection of hot meals could include, for example: sweet and sour pork and noodles; sausage and mash; chilli and rice; fish and chips; jacket potatoes with a choice of fillings. Vegetarian option are available as well as sandwiches, baguettes, salads, pasta, pasties, cakes and fresh fruit. The weekly menu can be found on the school web site. There are designated areas to eat packed lunches inside and outside. We have an open school policy: the school is open to students at break and lunchtimes.

MHS now runs a cashless catering system. Students no longer need to bring money to purchase food in the canteen as it is all done through Biometric Fingertip Identification. For more information please contact the school Finance Office.

Children should not leave the school premises at either breaktime or lunchtime unless they go home with the permission of the Key Stage Manager. Permission to go home solely to eat lunch will be granted on receipt of a note from parents/carers.

41 Healthy Schools Partnership

Manningtree High School was re-designated a healthy school in July 2013. We reached a number of nationally recognised criteria showing the school was doing the following things successfully.

Leading and Managing Change to promote a healthy lifestyle

Developing policy to promote a healthy lifestyle

Learning and Teaching to promote a healthy lifestyle

Using our school Culture and Environment to promote a healthy lifestyle

Giving children and young people a voice

Facilitating support services for Children and Young People

Showing a commitment to all Staff’s Continuing Professional Development

Encouraging partnerships with Parents/Carers and Local Communities (covers parental support and community access from Extended Services)

Accurately assessing, recording and reporting children and young people’s achievement

Students: Shannon Reynolds and Ashleigh Fretton 42 Safeguarding and Protection of Students in School

Legislation and our school ethos commits all adults in Manningtree High School to taking responsibility for the safeguarding and promotion of the well-being of every child. All adults share the objective of helping to keep our students safe. The school has very clear child protection procedures which follows local and national policies.

All adults working within the school and who visit are familiar with our child protection procedures. There is a named member of the senior management team who has responsibility for ensuring that procedures are followed and referrals made to the appropriate agencies. Currently the Designated Person is Assistant Headteacher, Mr Martin Page.

Staff undertake training on child protection and safeguarding on a regular basis including the signs and symptoms of abuse or neglect. Students are made aware of theses sensitive issues through personal, social, health and economic education 43 Students Ben Halls and Ben Grant in a PHSEE session

(PSHEE). Students are also given a presentation to help them use the internet safely. The care and support structure for all students ensures that concerns or worries are investigated sensitively and action taken as required. All visitors sign in and out at reception and wear badges whilst in school. Visitors to the school are never left unsupervised with students; those visitors who will be meeting students are given the leaflet ‘Safeguarding pupils in school’.

The Governing Body has in place the appropriate policies relating to safeguarding children and child protection. Reports are given to the Governing Body each term. There is named member of the Governing Body for Child Protection. When recruiting and employing staff the school follows the recommendations from the DFE including Disclosure and Barring Service checks and police checks.

44 45 46

Students during activities weekc Buddies

For several years now the school has operated a buddy system to support Year 6 students as they move into secondary school. Students in Year 7 apply to be a Buddy taking up the bulk of their responsibility at the start of Year 8. This requires them meeting and establishing friendships with Year 6 students on the Induction Day and then in the first few weeks of their time at Manningtree High School. The buddies will meet new students regularly during their first term assisting them with finding their way around school, organising their belongings, visiting tutor rooms and helping them to feel comfortable in their new school.

47 Students: Millie Stinson, Zoe Frost, Daisy Mann, Andrea Griggs, Josh Godfrey, Michael Paver

Local Delivery Group

The following schools have been engaged in joint activities over the past few years: St Mary’s, Ardleigh, Bradfield, Dedham, St George’s, Great Bromley, Highfields, Lawford, Mistley Norman, Wix and Wrabness and All Saints, Great Oakley Primary Schools.

These schools are also working towards greater community access to resources and facilities, for the children, young people and families within the local area. As a local delivery group we have supported individual children in need of support, parents and families, through access to Educational Psychologists and trained counsellors.

48 Libruary Resource Centre

Our library is an excellent resource centre benefiting from up to date resources and systems within lovely surroundings. Library notice boards display current information, and the library system Eclipse.net can be accessed from any networked computer in school and via the internet through the school’s Virtual Learning Environment (VLE). This enables students and parents to access general library information, the entire library catalogue and students’ personal borrowing/reading records. The library is also an integral part of the Accelerated Reader system at MHS – a scheme to encourage and develop students’ independent reading practice.

Induction. New pupils, especially those coming from primary, are sometimes daunted by the scale of our library, considering it has in excess of 32,000 including those on shelves and those online! We aim to help it all make sense to new students (and staff) by offering library induction lessons. This helps to familiarise new pupils with how the library works and how to get the best from the resources available to them.

Library Assistants. Each year the library has its own team of student library assistants who help with the smooth running of the library. It’s a popular responsibility in school so the job has to be applied for, and once part of the team assistants are on duty at break and lunch times on a rota system. They issue/return books, help with displays, process new stock, tidy the shelves and more. Their hard work, dedication and interest in reading are always an inspiration and there’s been many a lively discussion on new book and film releases.

49 Opening Times. The library is open all day, every school day. The day begins with our ‘Early Bird Club’ 8.15am- 8.30am for students who need that extra time to catch up on homework or coursework or may need the use of a computer or printer. During lesson times students can access the library with their teacher’s permission and pass, or as part of a whole class booked in advance accompanied by their teacher. At break and lunch times the library is open to all who wish to use it, and provides the ideal environment to research, read, complete homework or take Accelerated Reader quizzes etc. The library is also open until 4pm after school Monday to Thursday and 3.30pm on Friday. There are computers, printers and scanners available and as mentioned earlier, the library manager is always on hand to provide any assistance required.

Events. We like to acknowledge special events in the world of books and reading! World Book Day is celebrated annually. We also subscribe to the ‘BookBuzz’ scheme where EVERY student in Year 7 receives their own FREE reading book. We have had ‘The most outrageous excuse for a late book’ competition, ‘Blind Date with a Book’ and lots more. We also like to arrange visits to other schools, local libraries and bookshops, and invite different authors to come and meet and work with our students.

For more information check out the library pages on the school’s website or look out for the library pages on the VLE.

50 Appendix I:

Manningtree High School Code of Conduct/Health and Safety at school

We have high expectations of all our students and we actively encourage students to observe the Code of Conduct in the interests of everyone in our school community.

All students have a responsibility to create a positive, welcoming, disciplined, working environment where everyone can achieve their best. Students come to Manningtree High School to work.

In classrooms:

Students will arrive promptly for lessons, in correct uniform, prepared for and ready to learn;

All students will line up outside each teaching room;

Students will be escorted into the classroom quietly and be given a place to sit;

Students must have the correct equipment for all lessons;

Equipment and students’ planners must be ready on desks as each lesson begins;

Students must behave with respect and courtesy at all times;

Students must use appropriate language, showing consideration and care to each other at all times;

Students must complete all tasks and record homework set by teachers;

Students must tidy the classroom and stand quietly at the end of each lesson;

Students will be dismissed by the teacher and will leave the classroom in a quiet and orderly way.

Around our school:

Everyone shows respect and courtesy to others at all times;

Everyone keeps to the left in corridors and on the stairs taking care when moving around;

Never run or shout in the school buildings;

Social and public areas and corridors must be kept tidy;

Care must be taken of our school buildings. Any damage must be reported to a member of staff;

Litter must be placed in bins to prevent our school being unpleasant and untidy;

Coats and scarves are for outside use only.;

Mobile phones, MP3 players and similar devices are not to be seen or heard and absolutely not to interfere with learning.

The code of conduct for our school was written after consultation with students and staff.

51 Health and Safety at School

In every classroom there is information about what to do if the fire bell should ring. This is a continuous ringing of the bell. Make a point of looking for these instructions as you go into each room.

To keep our school looking attractive and clean, we ask you not to eat anywhere other than in the school dining room or main hall. Please use the bins provided around the school for litter. When asked to remove litter please do so.

To keep our environment safe for all who use it, and as part of your personal health education, we do not allow you to bring items such as matches, cigarettes, chewing gum, penknives, laser pens, caps etc. in to school. Mobile phones must not be used in lesson times or when moving to and from classrooms.

We need to know where you are at all times, therefore if you are absent, please ask your parents to ring the school office on the first day you are away, then send a note to your form tutor when you return.

You should stay on the school premises at break and lunch time unless you have a pass to go home for lunch. This will be allocated after a letter has been received from home requesting permission for you to leave school at lunch times.

If there is a reason for you to go out on any particular occasion, a letter from your parents to the tutor will enable you to have permission to leave the building. You must only do this when signed out by staff at the main office.

You are reminded that Colchester Road can be extremely dangerous, particularly at the beginning and end of the school day. Be very careful when you cross it.

52 Appendix II: Reward/Sanctions

Rewards

Verbal Praise is given for effort, good citizenship and good work. Star points in Key Stage 3 are issued as a reward for excellent work or effort. These are recorded in each form room. The form tutor keeps a cumulative record and will arrange for certificates and other rewards for agreed totals to be awarded by the Key Stage Manager or Head- teacher. Over the past two years the students have decided that other desirable rewards will be: smart bugs, stress balls, lapel badges, distinctive ties and vouchers.

Letters of commendation for every subject are sent home each half term to parents/carers of students who show effort and/or good work. Names of students receiving letters are displayed in the main corridor.

Exceptional Work is recognised with a letter of congratulation.

Sports Colours are awarded for excellence in sport.

School Council Awards for effective participation in school council activities.

Tutor Prizes are awarded for contributions to the tutor group.

Charity Prizes are awarded for significant contribution to charity activities and/or fund raising.

Certificates for excellent attendance are awarded to tutor groups and individual students for good attendance on a monthly basis. Students with 100% attendance receive a certificate at the annual Awards Afternoon and entitled to ‘non uniform’ days.

Achievement boards for each department display work in the main hall. Heads of Department choose five pieces of work each half term.

Awards Afternoon takes place annually in July. Students in all years attend

Sanctions

At Manningtree High School we expect, and do our best to encourage, positive attitudes and behaviour from all stu- dents. However, students do transgress our code of conduct on occasions, and we do respond by imposing sanctions appropriate to the misdemeanour. The range of sanctions include:

A verbal reprimand at the end of the lesson or a quiet reminder of our expectations is often enough to remedy a simple situation.

Breaktime detentions are given for a variety of reasons a student may be detained at break time, but adequate time will be given for a drink and a visit to the toilet.

Headteacher’s lunch time detentions are supervised by Pastoral staff on Tuesdays and Thursdays. Students are given advance warning of these detentions and should bring their lunch to the detention room.

Subject Detentions are held on designated days, 3.05pm to 4.00pm.

Headteacher’s After- school detentions- the school has a legal right to detain students after school. Detentions are held weekly on Thursdays between 3.15pm and 4.15pm for 1 hour. If a student is put into detention on a frequent basis then parents will be asked to meet with staff to discuss mutual concerns. A student can be detained for a few minutes at the end of morning or afternoon school without prior notice.

53 Detention letters are sent to Parents with at least 24 hours notice and it is the responsibility of the Parent(s) to arrange any necessary transport.

‘On-call’ is used for students that are disrupting the learning of others. The member of staff timetabled to be ‘on-call’ will remove the disruptive student from the lesson and the student will spend the rest of the lesson in the Isolation Room. An additional sanction will follow. Parents will be informed via text message that their child has been removed from a lesson.

Exclusion

For serious or persistent offences, the sanction of exclusion can be used. Sometimes it is felt appropriate to impose an Internal Exclusion, where a student works in school but in isolation from others following the same lessons. The student will have breaks during the day, but not with other students. Parents will be notified of the reasons for this sanction. An Internal Exclusion may also be imposed with different start and finish times to the day. This is a ‘shifted day’ and students will arrive at 9:30am and leave at 4pm completing the whole day in isolation.

Fixed Term

In serious or repeated cases of poor behaviour, disruption or violence we use fixed term exclusions. This can be for any length of time between 1 and 45 days in any school year. This is a very serious sanction for which the DFE provides the school with guidelines. The Governing Body is informed. A letter is sent to parents giving details of the exclusion and work is set for the period of exclusion. The student’s parents will be required to meet with the Pastoral Manager/Key Stage Manager or Senior Teacher before the student returns after exclusion.

Permanent - The most serious sanction that a school can use. A student permanently excluded leaves the school. Again DFE regulations make it very clear when permanent exclusion can be used. The Governing Body are involved in any decision to permanently exclude a student.

54 Appendix III Anti- Bullying Policy

Bullying can be any form of physical, verbal or psychological behaviour, deliberately aimed at hurting, intimidating, upsetting or isolating victim(s), who will feel belittled, degraded or affronted as a result.

School’s response

Bullying is unacceptable and will be dealt with firmly and immediately. Such behaviour is a serious offence against the individual and the school community as a whole.

Incidents of bullying are recorded so that patterns of behaviour can be identified.

A log of racist, homophobic and cyber bullying is kept.

To combat bullying the school will

Actively promote the school ethos of care, courtesy and respect through assemblies, PSHE, and subject lessons, to maintain an atmosphere where bullying is rejected and condemned by staff and students alike.

Ensure that all members of staff are aware of the nature of bullying and the procedures to be followed in dealing with incidents.

Ensure all Students sign and commit to the anti bullying charter.

Encourage students to be prepared to speak up about incidents of bullying, being confident of the school’s determina- tion to deal sensitively with the victim(s) of bullying and firmly with its perpetrator(s).

Ensure that any incidence of bullying is recorded and that an overview of the incidence of bullying is maintained through regular pastoral liaison.

Regularly review the procedures.

Procedures

The following are intended as guidelines and may, of course, vary according to circumstances, e.g. nature of offence, persistence of bullying.

For those who experience bullying

Understanding and support Establishment of arrangement of continued support from staff and students Establishment of ‘safe haven’, if appropriate Opportunity to confront bully: “Do I deserve to be treated like this?” Participation in ‘Raising Self Esteem’ Support Group within school day if appropriate

For those who bully Clear, unequivocal condemnation of the form of behaviour shown. Confrontation by victim Counselling Letter to parents Interview with parents Contracts Exclusion Implications for staff training 55 Appendix IV: GCSE Examination Results

2014 GCSE/NATIONALS RESULTS - SCHOOL AND NATIONAL (BASED ON ENTRIES APART FROM ENGLISH LANGUAGE & MATHS) A* A B C D E F G U X Total A*-C A*-G

Art and Design 0 1 4 27 14 2 0 0 0 0 48 32 48 % 0.0 2.1 8.3 56.3 29.2 4.2 0.0 0.0 0.0 0.0 100 66.7 100.0 National % Art 8.9 13.9 24.1 29.5 12.8 6.0 3.0 1.3 0.5 0.0 100 76.4 100.0 D+T Graphic Products 1 3 6 13 11 4 0 1 0 0 39 23 39 % 2.6 7.7 15.4 33.3 28.2 10.3 0.0 2.6 0.0 0.0 100 59.0 100.0 National % Tech 5.2 12.5 20.2 23.1 17.7 10.8 6.0 2.9 1.6 0.0 100 61.0 100.0 D+T Resistant Materials 1 3 16 10 8 2 3 0 0 0 43 30 43 % 2.3 7.0 37.2 23.3 18.6 4.7 7.0 0.0 0.0 0.0 100 69.8 100.00 National % Tech 5.2 12.5 20.2 23.1 17.7 10.8 6.0 2.9 1.6 0.0 100 61.0 100.0

D+T Textiles 1 6 72210000191619 % 5.3 31.6 37 11 11 5 0.0 0.0 0.0 0.0 100 84.2 100.00 National % Tech 5.2 12.5 20.2 23.1 17.7 10.8 6.0 2.9 1.6 0.0 100 61.0 100.0 Drama 0 1 4 14 7 7 3 0 0 0 36 19 36

% 0.0 2.8 11.1 38.9 19.4 19.4 8.3 0.0 0.0 0.0 100.0 52.8 100.00

National % Drama 5.1 17.5 25.8 24.5 15.1 7.0 3.1 1.3 0.6 0.0 100.0 72.9 100.00 English Language incl. English Language & Literature 2 35 57 50 12 4 3 1 5 0 169 144 164 % 1.2 20.7 33.7 29.6 7.1 2.4 1.8 0.6 3.0 0.0 100 85.2 97.04 National % English 3.6 10.7 20.1 27.3 22.9 9.1 3.6 1.6 1.1 0.0 100 61.7 100.00

English Literature 3 25 43 42 18 13 6 2 4 0 156 113 152

% 1.9 16.0 27.6 26.9 11.5 8.3 3.8 1.3 2.6 0.0 100 72.4 97.44

National % English Lit 5.2 16.8 28.6 25.7 14.3 5.6 2.1 0.8 0.9 0.0 100 76.3 100.00 French 0 4 7 12 3 1 1 1 0 0 29 23 29

% 0.0 13.8 24.1 41.4 10.3 3.4 3.4 3.4 0.0 0.0 100 79.3 100.00 National % French 9.6 14.2 19.3 26.6 19.5 7.3 2.5 0.8 0.2 0.0 100 69.7 100.00

Geography 2 5 86601200302130

% 6.7 16.7 26.7 20.0 20.0 0.0 4.8 6.7 0.0 0.0 101 70.0 100.00

National % Geography 9.2 17.3 20.7 21.8 15.0 8.5 4.5 2.2 0.8 0.0 100 69.0 100.00

German 0 1 8 10 9 0 2 0 0 0 30 19 30

% 0.0 3.3 26.7 33.3 30.0 0.0 6.7 0.0 0.0 0.0 100 63.3 100.00

National% German 8.4 14.7 23.0 27.9 17.4 5.9 2.0 0.5 0.2 0.0 100 74.0 100.00 History 11 25 24 18 5 4 2 1 0 1 91 78 90 % 12.1 27.5 26.4 19.8 5.5 4.4 2.2 1.1 0.0 1.1 99 85.7 98.90 National % History 10 19 21 19 14 8 5 3 2 0 100 68.1 100.00 ICT CAMBRIDGE NATIONALS 0 1 9 16 8 2 3 0 0 0 39 26 39 % 0.0 2.6 23.1 41.0 20.5 5.1 7.7 0.0 0.0 0.0 100 66.7 100.00 National % ICT NOT AVAILABLE AT PRESENT Leisure & Tourism 0 0 10 2 1 0 0 0 0 0 13 12 13 % 0.0 0.0 76.9 15.4 7.7 0.0 0.0 0.0 0.0 0.0 100 92.3 100.00 National % Leisure & Tourism 1.2 5.8 10.9 15.9 18.3 15.5 12.3 10.2 9.9 0.0 100.0 33.8 100.0

Mathematics 14 14 36 70 12 1 10 2 7 3 169 134 159 % 8.3 8.3 21.3 41.4 7.1 0.6 5.9 1.2 4.1 1.8 100 79.3 94.08 National % Mathematics 5.4 9.8 16.8 30.4 16.5 8.1 5.2 3.8 4.0 0.0 100 62.4 100.00

56 57 Appendix V: School Attendance

As a school, we are committed to keeping parents informed about student attendance, working positively with students’ families and Educational Welfare Services to maintain excellent attendance and minimal truancy rates. Our examination results can be found in Appendix IV and the tables below reflect the positive work we carry out as a school to promote good attendance and minimise rates of truancy. We have excellent attendance rates and minimal truancy rates.

Total number of students on roll 823

% of half day sessions missed through

Authorised absences 3.9%

Unauthorised absences 1.1%

These figures have been validated by the DFE and apply from September 2011 to July 2012 as required by DFE guidelines and law.

Appendix VI: Destination of Leavers

Final destinations for all 2014 leavers have yet to be received.

In 2013 the destinations of leavers were:

Total remaining in full time education 158 94.04%

Work based training 3 1.78%

Full time employment/apprenticeship 4 2.38%

Voluntary or Part time activity 1 0.59%

Not settled in full time employment 1 0.59%

Moved away/ No contact 1 0.59%

58 Appendix VII: Public Access to Documents in Academy Schools

The Headteacher will be pleased to arrange for parents, and other members of the public, when relevant, to consult the following documents at the School:

The School’s statement of curriculum policy and the Governing Body’s statement of curriculum aims (which is outlined in this prospectus).

Any statutory instruments (including statutory orders for National Curriculum subjects), circulars and administrative memoranda relating to powers and duties under the Education Reform Act (The Curriculum) which are sent to schools by the Department for Education.

Any HMI report (Her Majesty’s Inspectors of Schools) which refers expressly to the School.

Any schemes of work currently used by teachers in the School.

Any syllabuses followed, whether for public examinations or otherwise.

A full copy of the arrangements for the consideration of complaints about the school curriculum made by the LA and approved by the Secretary of State for Education under Section 23 of the Education Reform Act.

The Governors’ agreed syllabus for Religious Education (According to arrangements under Section 23 of the Education Reform Act 1988).

Parents may consult, at the School, the documents which set out arrangements.

Appendix VIII: Accessible Schools

A survey has been undertaken and actions have been completed to ensure the school meets access standards laid down by legislation.

The school is committed to all children accessing a curriculum appropriate to themselves.

The school endeavours to ensure that all parents receive appropriate information and can access the school premises so they are able to fully support their child’s education. Please contact your child’s tutor if you require any arrangements to be made to support your needs.

The school is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment.

59 Appendix IX: Complaints about the School Curriculum and Related Matters

In respect of any complaints which may arise in relation to the curriculum or collective Acts of Worship under the terms of Section 496 and 497 of the Education Act 1996, the Governing Body has approved the arrangements to respond to curriculum complaints and other concerns.

There is, however, a clear expectation in the arrangements that, before recourse to the formal complaint procedures, every effort will have been made to resolve concerns through informal discussion at school level. The Headteacher should be approached so that arrangements can be made to discuss, and hopefully resolve, such cases as may arise.

Appendix X: Admission of Students to Manningtree High School - September 2015

The process of applying for places at Manningtree High School and the offer of places will be in accordance with the Co-ordinated Admission Scheme as set out in the Secondary Education in Essex booklet for the academic year 2015/16.

Our aim is to serve the educational needs of children in the local community.

Policy and Numbers

Students will be admitted at age 11 without reference to ability or aptitude. The number of intended admissions in each year group, commencing 1st September, will be 174.

Procedure

Admission at age 11:

Parents must make an application following guidance issued by the Planning and Admissions Department of the Local Authority. Dates by which applications must be made are indicated in the information received by parents. Late applications will be dealt with as advised and published by the Local Authority.

The Planning and Admissions Department of the Local Authority will inform parents of the result of their application on 1st March 2015.

Oversubscription

Where applications for admission exceed the number of places available, the following criteria will be applied, in the order set out below, to decide which children to admit:

1. Children in Care, or a child who was previously looked after (but immediately after being looked after became subject to an adoption residence or special guardianship order), will be offered a place, in accordance with the guidance of the Local Authority, and therefore accorded the highest priority.

2. Students from the seven main Feeder Primary Schools (listed below) or children whose habitual home is in the priority admission area (map of priority admission area at page 5).

Ardleigh St Mary’s Church of England Primary School

Bradfield Primary School

Dedham Church of England Primary School

Great Bromley, St George’s Church of England Primary School 60 Highfields Primary School, Lawford

Lawford Church of England Aided Primary School

Mistley Norman Church of England Primary School

3. Siblings of students on roll at the date of entry (see definition page 3).

4. Any other applicants.

In each of the above criteria, priority will be decided on proximity of the child’s home to the school, with those living closer being accorded the highest priority.

Waiting List

A waiting list will be kept by Essex County Council until the end of the first week of the autumn term and thereafter by the school until the end of the school year. The school’s waiting list is reviewed annually, in September.

Admission of students other than the September intake of their transfer to secondary education

Where students aged 12 to 16 years apply for a place they will be admitted according to the criteria of the Admission Policy, unless they have a sibling currently attending the school and are living in the school’s priority area, in which case they will be allocated a place second to any Looked After, or previously Looked After, Child. If acceptance of a place is not received, the offer will be withdrawn after 14 days. In accordance with the Education (Pupil Registration) (England) Regulations 2006, students will be entered on to the admission register and attendance register from the beginning of the first day on which the school has agreed, or been notified, that the student will attend the school. If a student fails to attend on the agreed or notified date, the school will establish the reason for the absence and mark the attendance register accordingly. Any student who fails to attend without reason, and where the school is unable to make contact with the parent/carer, may be removed from the school roll after 20 days, and the Local Authority informed.

For mid year applications, a mid year application form needs to be completed and returned directly to the Admissions Officer at Manningtree High School. A copy of the application form is available on request from our school either via our website or the Admissions Officer.

Additional Information

Children with a statement of special educational needs will be admitted where the school is named on the statement.

Definition of Children Looked After

A Child Looked After, or a child who was previously looked after but immediately became subject to an adoption, residence or special guardianship order. A Child Looked After is a child who is (a) in the care of a local authority, or (b) being provided with accommodation by a local authority in the exercise of their social services functions (see the definition in Section 22(1) of the Children Act 1989).

Clarification of admission selection criteria

The definition of a sibling will be the same as the Local Authority uses:

For applications made in the normal admissions round a relevant sibling is a child who has a brother, sister, adopted brother or sister or stepbrother or stepsister living in the same family unit in the same family household and address who attends the preferred school in any year group excluding the final year. Biological siblings who attend the preferred school in any year group excluding the final year will also be treated as siblings irrespective of place of 61 residence. Children residing in the same household as part of an extended family, such as cousins, will not be treated as siblings.

For mid-year applications a sibling is a child who has a brother, sister, stepbrother or stepsister living in the same family unit in the same family household and address as a child who attends or has been offered a place at the preferred school at the time of application and determination and with a reasonable expectation that the sibling will be attending at the time of admission. Biological siblings who attend the preferred school will be treated as siblings irrespective of their place of residence.

(Taken ECC Secondary Education in Essex – Your Guide to transferring from primary to secondary school 2013/2014.)

All straight line distances are calculated electronically by the Local Authority. The data plots the co-ordinates of each property and provides the address points between which straight line distance is measured and reported to three decimal places.

Governors confirm that for mid-year allocations the oversubscription criteria will apply. In each of the above criteria, priority will be decided on proximity of the child’s home to the school, with those living closer being accorded the highest priority.

Should it be found that a place has been obtained on a fraudulent basis; the offer/place will usually be withdrawn.

62 Manningtree High School Colchester Road Lawford Manningtree Essex CO11 2BW

[email protected]

Mannintree High School Academy Trust - Limited63 by guarantee - Company Number 7883446