This prospectus is intended to provide the necessary information to make an informed choice about education and to give you a flavour of the school. If you require further information do not hesitate to contact us. If you would like to see our school in action please join one of our parent tours. We look forward to welcoming you to The School soon.

“Innovation and creativity coupled with a relentless search for improvement have made The Romsey School a good school with many outstanding features.” Ofsted 2007

Executive Headteacher: Mr J de Sausmarez Headteacher: Mr G Bell

Tel: 01794 512334 Fax: 01794 511497

Email: head @ romsey.hants.sch.uk Web: www.romsey.hants.sch.uk

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3 CONTENTS

Page number

Introduction 5

SECTION 1 GENERAL INFORMATION Admissions – general information 10 Admissions Policy 11 Getting to School 13 Uniform and dress 15 KS3 Grouping Arrangements 17 Organisation of the school day 18 Term and holiday dates 18

SECTION 2 SCHOOL ETHOS Introduction 19 Home School Partnership 19 Behaviour and Learning 20 Achievement and Rewards 21

SECTION 3 SCHOOL POLICIES Homework Policy 22 Anti-bullying Policy (Summary) 24 Drugs Policy (Summary) 24 Examinations Policy (Summary) 24

SECTION 4 CURRICULUM INFORMATION Allocation of time 25 Aspergers Resourced Provision 26 Children with Special Educational Needs 27

SECTION 5 EXAMINATION RESULTS The Romsey School 2010 Examination Results 28 KS3 Results 2010 29 Destinations of Year 11 Leavers from Romsey School 2009 30

4 THE ROMSEY SCHOOL A Community School With Maths and Computing Specialist Status High Performing Specialist School

Introduction

The Romsey School sets out to teach pupils in a well-ordered and disciplined environment, and aims to give every pupil a sense of purpose and achievement. The school enjoys considerable academic success with results amongst the best in .

The most recent GCSE results (2010) show we performed in the top 25% of similar schools nationally

We received a special mention in the Chief Inspector’s annual report 1999 for the progress of the pupils and the good value the school provides. We achieved the School Achievement Award in 2000, and the Community School of the Year Award in 2006 and 2007. We are a Healthy School and have achieved the Sports Mark. We were recognised with the Eco School award in 2009 and the gold standard for our professional development of staff. We have been designated as a High Performing Specialist School and we took on an additional specialism, Applied Learning, in 2009. We aim to achieve the Arts Mark and the ICT Mark this year.

School ethos The school has a distinctive ethos that successfully combines success and achievement within a happy, supportive and caring environment. It is very important to us that every child should have an opportunity to thrive within a highly personalised curriculum that recognises the diversity of talent within our pupils. The last Ofsted report commented that this was a school where staff went the extra mile for children. This was again recognised by The Romsey School being the first school in Hampshire to gain the prestigious Inclusion Mark. In many ways we are a traditional school in terms of uniform and a belief in firm but fair discipline. But we are also a school that recognises that we have a responsibility to prepare pupils for this fast changing world we live in. Our belief is that individuals who are well balanced, who feel good about themselves, have good social skills, are resilient and above all happy will be able to take on any challenges life will throw at them.

Specialist School Status In September 2004 the school was designated a Maths and Computing Specialist School. This means that we expect to be at the leading edge of teaching and learning, and our pupils to achieve particularly well in these areas. This is supported by increased investment.

We aim that all pupils leave the school with a good qualification in maths and ICT. Maths results remain excellent and in 2010 achieved the best results ever with over 78% of the cohort achieving A*-C. In ICT 87% of pupils achieved A*-C grades in 2010.

We chose this specialism because we believe the skills and teaching methods that can be developed through maths and computing can be readily transferred to other subjects in the school, thus helping to raise standards across all subjects. We work to achieve a whole school maths and computing ethos, which, we believe, will enhance the employability of our pupils.

5 A High Performing Specialist School Because we are a high performing school we were invited to take on an additional specialism in April 2009. We are now working to develop Applied Learning. This means that the pupils’ learning will be embedded in the real world, in many cases finding practical solutions to complex problems. Company House opened on the school site in September 2009 to provide facilities for pupil-run businesses as well as Romsey Radio.

Catering for particular needs

Gifted and Talented pupils Pupils who achieve very high scores in our standardised tests, or who display exceptional talents in areas of the curriculum are identified on our gifted and talented register. Teachers stretch them in lessons using specifically designed activities and techniques. There are also additional opportunities beyond the curriculum. For example, in Key Stage 4 pupils may take additional GCSEs in Psychology, Sociology and Italian, or join a Critical Thinking course at a local college. Talented pupils have additional opportunities in sport, music, drama and art.

Our most able pupils achieve particularly well at GCSE. For example, in 2009:  27% of our pupils achieved 5 or more A or A* grades (many of these achieved far more than 5);  47% of our pupils achieved at least 1 A or A*

Pupils with special needs There is a strong special needs department with a good reputation in the County. It provides pupil support through withdrawal and in-class support. It also draws on expertise from outside school. There is a particular focus on raising the literacy levels of pupils who enter the school below Key Stage 2 Level 4 to enable them to gain full access to the curriculum.

For some pupils in Key Stage 4 the full range of GCSE courses is not appropriate so we provide vocational courses, extended work placements and link courses with local colleges to enable these pupils to achieve the best outcomes possible and to ensure they are employable beyond school.

Aspergers Resourced Provision In September 2002 a new provision known as “The Base” was opened in a purpose built area for small numbers of pupils in the autistic spectrum. Entry to the provision is via a child’s statement of special needs and is determined by the County placement panel. The curriculum is personalised for each of these children. Where possible they are educated in mainstream lessons with specialist support. Additional activities are provided for them, and we develop a close partnership with their parents. There is also the opportunity for one to one tutoring and support in social time.

The Resources Provision has an excellent reputation and achieved an “outstanding” grade in our most recent inspection.

6 Preparing pupils for their future

KS4 Courses In years 10 and 11 all pupils study and are examined in maths, English, ICT and at least one science subject. Pupils then select one subject from 5 different option blocks. There are an extensive range of subjects suited to all abilities and talents and include over 20 GCSE subjects and other more applied courses and diplomas. There is a curriculum pathway to suit everyone.

Pupils take between 8 and 13 GCSEs in core and optional subjects. Most of these courses are examined at the end of Y11, but pupils also follow GCSE short (half) courses in Religious Education and Citizenship, which are examined at the end of Y10. Other features of the curriculum include:

 Pupils achieving higher levels in KS3 science have the opportunity to study separate sciences, and the great majority of pupils study at least double science.  The options process is based on pupil choice rather than pre-determined blocks to enable the maximum number of pupils to study their first preference courses.  In addition to the usual core subjects, all pupils follow a course in ICT leading to a recognised qualification.  All pupils in KS4 follow a PE course which includes off-site physical activities. Some pupils supplement this course by opting for GCSE PE.

A very high percentage of pupils enter . Many pupils achieve scholarships to further and higher educational establishments including Oxbridge.

There is an extensive and successful programme of support to enable pupils to achieve their best in their exams. This includes a mentoring programme for those pupils at risk of underperforming. In 2009, 73% of those mentored achieved their target grades or better.

Caring for pupils

We set a very high value on enabling our pupils to develop into happy, well-rounded people who are stretched to achieve their best. Pupils are placed in mixed ability tutor groups and each subject sets pupils according to ability at an appropriate time. Setting in English, Maths and Modern Languages takes place early in Year 7. The role of tutors is important in supporting the personal, social and academic development of pupils. Tutors act as academic mentors to their tutees, analysing their working, attainment and attitude levels three times a year (often with parents) and setting appropriately challenging targets.

There is a programme for personal development learning delivered through the drama curriculum in lower school. The Personal Social and Health Education programme is delivered by a specialist team throughout the school and they are supported by tutors in tutor time. It is intended that tutors remain with their group throughout their time in school.

The oversight of the care of pupils is the responsibility of the five year leadership teams and the Deputy Head. The pastoral team maintains close liaison with educational welfare services and parents to ensure as much co-operation and support as possible. The school is open to parents at any time of the day so there are considerable opportunities for parental involvement.

We are very keen that pupils who are new to the school are well looked after. We have peer supporters who are older pupils trained to support their younger counterparts when they join the school and who stay with their tutor group throughout the first year. We are in close contact with all the feeder schools and at least one member of staff will visit each child in each school before they join us. We have specially designated Year 7 toilets to allay the anxieties that many pupils have. We have a special Year 7 day at the start of the year so they can get used to the school before the older pupils start.

Guidance Pupils are also prepared for the world of work through the careers guidance programme, which begins in year 9, and the successful Enterprise Project in year 10 which brings in consultants from business

7 and commerce to work alongside pupils. All pupils have a two-week work experience placement. Pupils on vocational courses have an extended work experience placement.

Extra-curricular Activities The school extends beyond the normal curriculum by means of clubs and activities, sporting and cultural. As well as providing opportunities for enjoyable and worthwhile experiences the extra curricular dimension also helps to cement the good pupil/teacher relationships which are the cornerstones of the success of the school.

Our aim is that every pupil is involved in some sort of extra-curricular activity. Our sports teams do particularly well in competitions with other schools. Our music and drama productions are of the highest standard. We did really well in our first entry into the Rock Challenge, a dance competition for the region’s schools and youth organisations. There are also special interest clubs, homework clubs, coursework clinics and revision sessions prior to examinations.

Our extra-curricular programme is a particularly strong area of the school highlighted in our recent OFSTED inspection.

Facilities

The school stands in very pleasant grounds on the edge of the town of Romsey with views of the Abbey. There has been considerable work in recent years to update and improve the facilities. There is a modern sports hall, and a floodlit all weather pitch as well as a gymnasium, tennis courts and playing fields. Recently we have added an all weather volley ball court, outdoor table tennis and a huge outdoor chess board. Our facilities are also well used by the community.

There is a modern performing arts block. This consists of two music rooms, a well-equipped drama studio with removable tiered seating and a further drama room. Theatrical productions and concerts can also be mounted in the school hall. The school choir and orchestra produce high quality performances in school, in Romsey Abbey and, more recently, in venues overseas during our popular and highly successful international tours. Of equal standard is the popular annual drama production involving large numbers of pupils and staff. There is a modern library and resources room with stock partly funded by the highly active parents’ association.

There are up-to-date facilities for the teaching of the arts, humanities, science, mathematics and modern languages, and curriculum areas each have their own suite of rooms.

In 2002 a new classroom block incorporating the special needs area and the resourced provision for pupils with Aspergers Syndrome was opened.

ICT Facilities There has been significant investment in IT in recent years, which has been matched by a dramatic rise in the number of pupils achieving good qualifications in ICT. We now have:

 More than 400 up-to-date computers for pupil use;

8  10 state of the art computer suites some of which can be accessed before and after school and at lunchtime;  Digital projectors in virtually every classroom, and interactive whiteboards in many;  The Romsey Learning Platform (RLP) containing a mass of information, many teaching and learning resources as well as all homework tasks. The RLP can be accessed from anywhere through the internet;  Every pupil with their own network account, email address and digital learning space

A school for the community

Pupils benefit from belonging to a genuine community school, which results in:

 increased investment in the site and facilities;  opportunities for pupils to contribute to and work within the community;  a wider range of learning opportunities both during the day and beyond.

There is considerable community activity on the site which is open from 7.00 am to 10.00 pm on most days. There is a full programme of adult education classes, as well as the use of the facilities by local groups and organisations.

The success of the community dimension was recognised by the achievement of the prestigious Schools’ Curriculum Award on three occasions and winning the national Community School of the Year Award in 2006 and 2007.

Catchment and intake The Romsey School serves the greater part of Romsey and the surrounding villages of , , , Sherfield English, and Timsbury. The part of Romsey within the catchment area lies to the north of the old Eastleigh to Romsey railway line, east of the Sun Arch, north of the A27 from the Sun Arch to the Plaza roundabout, continuing along the bypass over Middlebridge.

In addition to pupils from our catchment area the school benefits from pupils travelling to school from a wide area including the surrounding villages, Wiltshire and Southampton.

There are 1100 pupils on roll with an admission limit of 224.

Interested? If this sounds like the sort of school you would like to be part of, call us for a tour so you can see for yourself The Romsey School in action.

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ADMISSIONS – GENERAL INFORMATION

Applications for Year 6 pupils are made to Hampshire County Council either directly or through feeder primary schools in the Autumn term. Any Other applications are made via Hampshire County Council. A form can be obtained from the school or from Hampshire County Council Admissions team directly. Applications will be considered with reference to the agreed Admission Policy. Enquiries should be made, in the first instance, to Hampshire County Council or the school office.

For those seeking Admission in September we provide, during the autumn term, a number of opportunities to visit the school and see us at work. We believe this provides an opportunity to see the school as it really is. For those who require admission during the course of the academic year we will provide an opportunity, at a mutually convenient time, to tour the school during the course of a school day. Appointments can be made, either in person or by telephoning, the School Office.

Our published admissions number is 224.

Parents Tours 11 – 14 October 2010 18 – 21 October 2010

New Intake parents’ evening 5 July 2011

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THE ROMSEY SCHOOL ADMISSION POLICY FOR 2011-2012 This policy will apply to all admissions from 1 September 2011, including casual admissions. The authority’s Fair Access protocol will be applied alongside the policy to secure the admission of vulnerable pupils from specific groups. It will be used during 2010-11 for allocating places for September 2011 as part of the main admission round for Year 7.

ADMISSION CRITERIA Hampshire County Council is the admission authority for all community and voluntary controlled primary and secondary schools. The admission arrangements are determined by the County Council, after statutory consultations.

The County Council will consider first all those applications received by the published deadline of midnight on Sunday 31 October 2010. Applications submitted after midnight 31 October 2010 but before 7 January 2011 will be considered after all on-time applications have been fully processed unless exceptional circumstances merit consideration alongside on-time applications. Letters to parents offering a secondary school place will be sent by the County Council on 1 March 2011.

The published admission number (PAN) for The Romsey School for 2011-2012 is 224 (plus 2 statemented pupils admitted to specialist SEN provision).

For the main admission round, all preferences will be considered simultaneously and ranked in accordance with the admission criteria. If more than one school can offer a place, the parent’s highest stated available preference will be allocated.

If the school is oversubscribed, places will be offered in the following priority order. Places for applications received after the deadline will be allocated using the same criteria.

1. Children who are in the care of a local authority or provided with accommodation by that authority in accordance with Section 22 of the Children Act 1989. (A letter from the Children's Services Department confirming the child’s status must be provided.)

2. Children or families who have a serious medical, physical or psychological condition which makes it essential that the child attends The Romsey School rather than any other. (Appropriate medical or psychological evidence must be provided in support.)

3. Children living within the catchment area of The Romsey School who at the time of application have a brother or sister (including children living as siblings in the same family unit in the permanent residence) on the roll of The Romsey School and who will still be on roll at the time of the sibling’s admission.

4. Other children living within the catchment area of The Romsey School.

5. Children living outside the catchment area of The Romsey School who at the time of application have a brother or sister (including children living as siblings in the same family unit in the permanent residence) on the roll of The Romsey School and who will still be on roll at the time of the sibling’s admission.

6. Children living outside the catchment area of The Romsey School who, at the time of application, attend one of the linked primary schools. Linked schools: Ampfield C E ; Awbridge Primary School; Braishfield Primary School; Cupernham Junior School; Romsey Abbey C E Primary School and Romsey Primary School.

7. Other children living outside the catchment area of The Romsey School.

N.B. School Closures statement. In the event of a school closure, pupils from the closing school may be given a higher priority (for example this might include the child being treated as in-catchment) within the admission criteria for any school nominated as the receiving school. Specific arrangements will be determined by the Local Authority in accordance with the School Admissions Code and will be published at the time for the specific schools affected by a particular closure.

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SIBLINGS Criteria 3 and 5 include children who at the time of application have a sibling for whom the offer of a place at the preferred school has been accepted, even if the sibling is not yet attending.

PERMANENT RESIDENCE The child’s permanent residence is where they live, normally including weekends and during school holidays as well as during the week, and should be used for the application. The permanent address of children who spend part of their week with one parent and part with the other, at different addresses, will be the address at which they spend most of their time.

DISTANCE MEASUREMENT If the school is oversubscribed from within any of the above categories, straight line distance will be used to prioritise applications; applicants living nearer the school have priority. Hampshire County Council’s Geographic Information Systems (GIS) will be used to determine distances (from the Ordnance Survey home address point to the school office). Distances from multiple dwellings will give priority to the ground floor over the first floor and so on. On individual floors, distances will be measured to the stairs leading to the communal entrance. This method of prioritising admissions will also apply to any ‘school specific’ criterion unless otherwise stated in the school's brochure.

MULTIPLE BIRTHS If the last pupil to be offered a place within the school’s published admission number (PAN) is a multiple birth or same cohort sibling, any further same cohort sibling will be admitted, if the parents so wish, even though this may raise the intake number above the school’s PAN. The PAN will remain unchanged so that no other pupil will be admitted until a place becomes available within the PAN.

PUPILS WITH STATEMENTS OF SPECIAL EDUCATIONAL NEEDS The governors will admit any pupil whose final statement of special educational needs names the school. This is not an oversubscription criterion. Where possible such children will be admitted within the PAN.

IN-YEAR FAIR ACCESS PLACEMENTS BY THE LOCAL AUTHORITY The local authority must ensure that all pupils are placed in schools as quickly as possible. It may therefore sometimes be necessary for a pupil to be placed by the local authority, or a local placement panel acting on behalf of the authority, in a particular school even if there is a waiting list for admission. Such placements will be made in accordance with the provisions of any protocol approved by the Admission Forum, based on legislation and government guidance. If an admission through Fair Access raises the number on roll above the PAN, no further pupil will be admitted from the waiting list until a place becomes available within the PAN.

WAITING LIST When all available places have been allocated, a waiting list will be operated by the local authority. Any places that become available will be allocated according to the criteria of the admission policy with no account being taken of the length of time on the waiting list or any priority order expressed as part of the main admission round. Fair Access admissions and school closure arrangements will take priority over the waiting list.

The waiting list will be reviewed and revised –  each time a child is added to, or removed from, the waiting list;  when a child’s changed circumstances will affect their priority;  at the end of each school year, when parents with a child on the waiting list will be contacted and asked if they wish to remain on the list for the following school year.

At the time of receiving an offer of a school place parents will be advised of the process for having their child’s name on a school’s waiting list. Parents may keep their child’s name on the waiting list of as many schools as they wish and for as long as they wish.

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GETTING TO SCHOOL

The school is a busy site, particularly at the start and end of the school day. We have worked with residents, the County and the Borough Councils to produce a travel plan with the aim of minimising car journeys to school. Children are encouraged to use public transport, to walk or cycle to school. If a car is essential we ask our parents to try to:

 Organise a car share with another family.  Arrange a pick up point away from school.  Abide by parking and traffic restrictions.

Buses

For families who live in the school catchment area and are more than three miles away from school the child will be entitled to free transport which is organised via Hampshire County Council.

The School offers the following bus services:

After School Bus

A free minibus service runs on Tuesday, Wednesday and Thursday evenings which leaves school at 4.15 pm. Children attending an after school club can book a place on the mini bus via the school office. The minibus will deliver children throughout the catchment area and into Southampton.

Shirley Bus

Currently we organise a service run by Wheelers Coaches to provide transport for pupils from the Shirley, Lordswood, Bassett, Nursling area to the Romsey School. There is a cost to use the service which is worked out termly depending on the numbers on the bus. The costs of the bus are subsidised by the school. Any parent who is interested in using this service should speak to the Finance Department in the School Office.

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SHIRLEY BUS ROUTES 2010-2011 Bus A - Green Route Bus B - Yellow Route Bus C - Red Route King Edwards Ave/Velvet Stop 07:48:00 Luccombe Road 07:41:00 Avenue Road 07:40:00 Shirley Precint via Newmans St 07:52:00 Vincent Ave 07:43:00 Northlands Road‐Cowherds 07:41:00 Emsworth Road 07:54:00 Bellmoore/Wilton 07:47:00 Highfield Road/Ave 07:44:00 Villiers Road/Opp Fitness First 07:55:00 Branksome/Wilton 07:49:00 Omdurman Road 07:45:00 Brass Monkey 07:55:00 Radway/Wilton 07:52:00 Highfield Church 07:47:00 Lumsden Ave/Jester Inc Shop 07:57:00 South View/Wilton 07:53:00 Shaftesbury Ave 07:49:00 Paynes Road/St James School 08:00:00 Kellett/Hill Lane 07:56:00 Burgess Road/McDonalds 07.53.00 Walnut Tree Crt 08:01:00 Kineton/Hill Lane 07:57:00 Burgess Road/Woodcote 07:54:00 Northlands Gardens/Hill Lane 08.02.00 Bellemore/Hill Lane/Tauntons 07:58:00 Burgess Road/Glen Eyre Road 07.55.00 Northlands Gardens 08:02:00 Warwick/Hill Lane 08:01:00 Bassett Avenue/Burgess 07:56:00 Raymond/Thornbury 08:04:00 Burgess/Hill Lane/ 08:02:00 Rockleigh/Hill Lane 07:58:00 South View Road 08:05:00 Redbridge Hill/Kingdom Hall 08:08:00 Dale Valley Road 07:59:00 Bridlington Ave 08:06:00 Ordnance Survey 08:13:00 The Woodman PH 08:02:00 St James/Shirley Ave 08:08:00 Green Lane 08:14:00 Woburn Road 08:03:00 Turners Oak Crt 08:10:00 Malin Close 08:16:00 Lordshill Way 1 08:04:00 Winch/Wordsworth 08:11:00 Redbridge Lane 08:17:00 Lordshill Way 2 08:05:00 Lower Brownhill Rd Via Romsey Rd 08:20:00 Balmoral Inn 08:20:00 Lordshill Way 3 08:06:00 Rownhams Road North 08:07:00 Lennox Close 08:08:00 Bakers Drove 08:10:00 Telephone Exch 08:10:00 Motorway Bridge 08:11:00 Kiln Farm 08:13:00 Hackridge Lane 08:14:00 Hoe Lane 08:15:00 Bedes Lea PH 08:15:00 St Christohers Close 08:17:00 Crescent Road 08:18:00 St Andrews Close 08:19:00 Botley Road 08:20:00

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UNIFORM

The school has an unambiguous approach to uniform as we believe uniform contributes to the learning ethos. Pupils are, therefore, expected to wear the official school uniform for the full five years they attend the school. It should be worn correctly both in school and on the journey to and from school.

We also explain our standards on hairstyle and colour (extremes are not allowed). We discourage the use of make-up at school. If worn it must be kept to an absolute minimum. Pupils wearing excessive make-up will be required to remove it.

The official School Uniform stockists are D W Stevenson Limited who can be contacted on 01727 853262 (press option 1). Uniform can also be obtained from Direct4Logos in Romsey Industrial Estate, Tel: 01794 511550 and online from John Lewis.

Details of the uniform are as follows: BOYS Blazer Black with School Badge and house colour on pocket. Shirt Plain white Trousers Dark grey or black, No Jeans or Cords Tie School tie Socks Grey or black, No White Socks Shoes Black. All black leather lace-up or sensible slip-on shoes with non-slip soles. Patent leather and suede are not acceptable. Boots are not acceptable. Trainers are not acceptable. Pullover (Optional) Grey V Neck. Top Coats or Anoraks These should be of a suitable design and colour for school wear. Large designs or motifs are not acceptable. Leather and Denim jackets are not acceptable GIRLS Blazer Maroon with School Badge and house colour on pocket. Blouse Plain white with buttons and collar Skirt Plain grey, box pleat or straight skirts, knee length. No split, button up or pencil skirts. Trousers (Optional) Uniform grey, parallel legs worn from the waist down with waistband Tie School Tie. Socks Maroon tights. Plain white ankle socks without coloured patterns may be worn in the summer. Shoes Black sensible shoes with wide low heels (height not to exceed 2 inches measured from the instep) - no sling backs or unnecessary buckles or decorations are allowed. No suede shoes, boots or trainers. Pullover (Optional) Grey V Neck. Top Coats or Anoraks Plain. Large designs and motifs are not acceptable. Leather and Denim jackets are not acceptable PHYSICAL EDUCATION BOYS Maroon Rugby Shirt with white stripe For soccer, rugby and hockey Black Shorts For all activities Maroon Socks For soccer, rugby and hockey White Polo Shirt For all indoor activities White ankle socks For indoor PE Football Boots. Training shoes or plimsolls, no dark soled footwear GIRLS White polo shirt For indoor and Summer PE Maroon Rugby Shirt with white stripe Outdoor PE and Games Maroon shorts For gymnastics White ankle socks For indoor PE Hockey boots, training shoes or plimsolls, no dark soled footwear

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During winter months, for outdoor work, boys and girls may wear maroon tracksuits or maroon or black jogging bottoms. Gymnastics is done in bare feet or plas sox for boys and girls. All pupils must provide a towel. All kit must be properly named and labelled. The wearing of shin pads is now compulsory and we also strongly advise the wearing of a mouthguard for rugby and hockey, please contact the PE Department if you need specific advice about this.

Technology And Science Appropriate clothing as specified by staff must be worn for these subjects.

Jewellery The school policy is that jewellery should be kept to an absolute minimum for health and safety reasons. It is recommended that no jewellery is worn by boys or girls. However the school will allow the following only:

 One plain ring may be worn on the hand with no edges or ornamentation that might cause cuts or scratches on contact.  One, small plain ear stud may be worn in either or both earlobes only. No loops, stretchers or earrings are permitted.

The school will not permit any facial jewellery e.g. nose studs, eyebrow studs etc. Tongue studs are also forbidden. Any pupil not following these rules will be asked to remove any items that do not conform. It is not acceptable to cover forbidden items with plasters etc.

Whilst not guaranteeing their safekeeping nor indemnifying the parents from any claim and liability arising from injury or damage to whatsoever person or thing occasioned by the wearing of sleeper earrings or wristlet watches, these articles will be permitted provided that the above conditions are adhered to.

Financial Assistance For Uniforms If you are receiving Income Support or Family Credit from the Department of Health and Social Security, a limited amount of financial assistance is available to help provide the essential clothing or footwear that your child needs to attend school.

Applications are considered at the beginning of year 7, 9 and 10 and forms are available from the Local Authority.

If you have any difficulty in providing your child with essential items of clothing or footwear for Physical Education, a limited amount of financial assistance may be available.

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KS3 GROUPING ARRANGEMENTS

Upon entry pupils are placed in mixed ability tutor groups. The average number of pupils in a tutor group is 28. It is intended that pupils remain in the same tutor group with the same tutor throughout their time in school. There are 8 tutor groups in each year, and the pastoral care of the year group is co-ordinated by a Progress Leader who is responsible to the Deputy Headteacher.

This year group is divided into two equal half-year populations for timetabling purposes. In Year 7 pupils are taught in their tutor group for all subjects except:

 English, Mathematics, ICT and French where they are organised into sets according to their ability using data from primary schools. These sets are monitored throughout the year and amended to reflect pupil progress;  PE where half the programme is taught to single sex and half to mixed set groups;  Technology which is taught in 10 mixed ability groups across the year.

Each year group has 8 tutor groups. These are divided into two equal half year populations. Unless otherwise stated, where subjects are organised on a half year, A-P and R-W form the basis for this organisation.

7 8 9

English Set across half year Set across half Set across half groups immediately. year groups year groups

Mathematics Set across half year Set across half Set across year groups immediately. year group group

Science Mixed ability Set across half Set across year year groups group

History Mixed ability Set across half Set across half year groups year groups

Geography Mixed ability Set across half Set across half year groups year groups

RE Mixed ability Set across half Set across half year groups year groups

Music Mixed ability Mixed ability Mixed ability

Drama Mixed ability Mixed ability Mixed ability

Art Mixed ability Mixed ability Mixed ability

Technology Mixed ability Set across half Set across half year groups year groups

Modern Set across half year Set across half Set across half Languages groups from year groups year groups Christmas PE Mixed ability Banded by ability Banded by ability across half year across half year groups groups IT Set across half year Set across half Set across half group year group year group

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ORGANISATION OF THE SCHOOL DAY

There are five lessons and a tutor period each day. Consequently, excluding breaks and registration, the taught week is 26.25 hours for all pupils. The day is scheduled as follows:

8.45am Tutor time 9.05am Period 1 10.05am Period 2 11.05am Break 11.20am Period 3 12.20pm Period 4 1.15pm Lunch 1.55pm Period 5 3.00pm End of Day

TERM AND HOLIDAY DATES

The dates for the academic year 2009/2010 are as follows:

Autumn Term 2011

Term Starts: Monday 5 September Half Term: Monday 24 October – Friday 28 October Term Finishes: Friday 16 December

Spring Term 2012

Term Starts: Tuesday 3 January Half Term: Monday 13 February – Friday 17 February Term Finishes: Friday 30 March

Summer Term 2012

Term starts: Monday 16 April Half Term: Monday 4 June – Friday 8 June Term Finishes: Friday 23 July

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THE SCHOOL ETHOS

The Romsey School is about success, and the school ethos is intended to create the right climate for success. Success for all covers many areas.

There is academic success – this is at the core of all we do. Our aim is to provide good quality teaching, at the right pace, so that each child can achieve their full potential.

There is social success. This means that all children can engage with other people of their own age, and of different ages, working with them, learning from them, understanding them and valuing them. In short it means teaching them to become good citizens.

The key to achieving these aims is to ensure there is a strong partnership between the home and the school. After discussion with parents we produced a Home/School Partnership. It gives a brief outline of what may be expected of each of the three partners: the school, the parent and the pupil. Parents are expected to sign to say they have seen the partnership. All partners are asked to try to meet the expectations described therein.

Home/School Partnership At The Romsey School our aim is that all pupils achieve the best they are capable of in an environment that is caring, disciplined and supportive. This is best achieved through a partnership where each partner knows their responsibilities.

As a school we shall do our best to:  care for your child’s safety and happiness  ensure that your child achieves his/her full potential as a valued member of the school community  provide a balanced curriculum and meet the individual needs of your child  achieve high standards of work and behaviour through building good relationships and developing a sense of responsibility  keep you informed about general school matters and about your child’s progress in particular  be open and welcoming at all times and offer opportunities for you to become involved in the daily life of the school

As a parent I shall do my best to:  see that my child attends school daily, on time and properly equipped for work  make the school aware of any concerns or problems that might affect my child’s work or behaviour  support the school’s policies and guidelines for behaviour  support my child in homework and other opportunities for home learning  ensure the homework diary is signed weekly  attend parents’ evenings and discussions about my child’s progress  get to know about my child’s life at the school  ensure my child wears the correct school uniform

As a pupil, I shall do my best to:  attend school regularly and on time  bring all the equipment I need every day  wear the school uniform and be tidy in appearance  do all my classwork and homework as well as I can  be polite and helpful to others and obey school rules  keep the school free from litter, graffiti and chewing gum

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BEHAVIOUR AND LEARNING

Good learning takes place in a disciplined environment and we set very high standards of behaviour at The Romsey School. The School reinforces good behaviour and attitudes through the use of reward and encouragement. Each teacher aims to create the right atmosphere for learning by setting clear boundaries, developing good working relationships, using verbal and written praise and, if necessary appropriate sanctions. We seek to build on the good behaviour the child has learnt at home as well as to teach children how to behave appropriately at school. We also believe that children need to take increasing responsibility for their own actions, and recognise that their behaviour, good and bad, has consequences.

Through our behaviour and discipline systems we aim to:

 develop in pupils a sense of self worth and self-discipline;  create a culture of good behaviour through encouragement, positive reinforcement, praise and reward;  ensure pupils take responsibility for their own actions;  explain clearly our expectations of pupils and take appropriate action if those expectations are not met;  maintain an orderly and secure community in which there is mutual respect and care for the environment.

The thrust of our policy is to create good discipline through positive reinforcement, and to deal with behavioural problems immediately with a timely word or reprimand. Other punishments are sometimes necessary. If so, they may take the following forms:

 a 10 minute detention (at break, lunchtime or after school);  extra appropriate school work, or appropriate work around the school site;  a lunchtime detention (up to 25 minutes);  a longer detention (up to one hour) after school. A day’s notice will be given and, where transport is genuinely a problem, the detention may be moved to lunchtime, or an alternate sanction imposed;  “On Report” until such time that the Year Progress Leader is satisfied with progress or behaviour;  “Attendance Report” for truancy;  exclusion-internal – the pupil does not attend normal lessons and is under the direct supervision of a senior member of staff.  exclusion-fixed term – in the last resort, and very rarely, a child may be returned to his or her parents until such time as the parents have met the Headteacher, and possibly the Governors, to resolve the problems. Copies of the LA’s procedures on exclusion may be obtained from the school.  exclusion - permanent

Our standards of behaviour are not confined within the school’s boundaries, or during normal school hours. Our expectations extend to all pupils and staff when travelling to and from school and throughout the school day. We expect good behaviour in the Town, on the buses and at bus stops. Bad behaviour on a school bus may mean we would ask a pupil to wait for the normal service bus or make alternative travel arrangements.

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ATTITUDE AND LEARNING The key to success at school (and in life) is a positive attitude. At The Romsey School we have developed a system of defining attitude, and identifying criteria so that we can measure it. Each pupils is, therefore, given an attitude level in each subject, each term. We report these attitude levels to parents at the end of each term along with the level at which their child is working, the target level we think they are capable of achieving and their attendance.

The attitude level is a simple 7 point scale which enables the parent, the pupil and the teacher to see whether the pupil is working in the right way to succeed. We can see the change in attitudes over time, and we can compare attitudes from one subject to another. The system provides a wealth of information that we use to maximise learning.

The attitude levels also help us to write references when pupils leave, and to determine who should be appointed to positions of responsibility (such as prefects).

ACHIEVEMENT AND REWARDS The ethos of the school is to encourage pupils to do well by recognising and rewarding their achievements. The rewards system is comprehensive and detailed but the following provides a brief summary of the awards available to pupils:

Summary of Awards

 A commendation for each subject where the attitude is level 7 (presented in the lesson)  A certificate for excellent attitude across the curriculum – 5 or more commendations - (presented in the achievement assembly)  A certificate for significantly improved attitude across the curriculum – average attitude level +0.4 or better - (presented in the achievement assembly)  A curriculum leader’s credit for achieving above expectations in a subject (presented in the lesson)  A certificate for excellent achievement across the curriculum – 5 or more CLCs - (presented in assembly)  Credits for a particular piece of work (presented in the lesson)  A credit certificate if they are in the top 15% for numbers of credits in the year group (presented in the house assembly)  100% attendance certificate (presented in the achievement assembly)  98.5+% attendance certificate (presented in the achievement assembly)  Active citizen awards (presented in the citizenship assembly)  Extra-curricular certificate for significant contribution (presented in the achievement assembly at the discretion of the progress leader)

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HOMEWORK In Years 7,8 and 9 the homework curriculum can be viewed via the school website- parent drop down menu. Each week pupils will be set two extended homework tasks. The tasks are designed to be motivational and encourage pupils to think more deeply, to solve problems and be creative in a real world context. All the homeworks for a term can be accessed throughout the term allowing parents to support and monitor their child's work. Each extended task is designed to take at least 2 hours and must be handed in two weeks after being set. The homework might result in an essay, a piece or research, a model, a presentation, a piece of drama- in short much more varied with greater opportunity for pupils to be creative. In addition to the two extended homework shorter homeworks e.g. learning homework for French will also be set and recorded in pupil's planners.

Homework is important because it:  supports and extends work done in lessons  develops research and study skills  promotes the skills and attitudes needed for independent learning  encourages self-discipline  helps manage the demands of examination coursework  involves parents in their child’s learning

Expectations and responsibilities The parents/guardians’ role We ask parents to support their child by:  providing, where possible, a quiet, suitable place for homework to be done  encouraging homework to be recorded in the homework diary and deadlines to be met  checking and signing the homework diary weekly  giving advice and support when needed to enable the homework task to be completed  supplying a note when exceptional circumstances prevent homework being completed

The school’s role The school supports pupils by:  setting appropriate and regular homework tasks  publishing the homework checker on the school website – www.romsey.hants.sch.uk  organising a homework timetable to make the workload manageable  ensuring homework is recorded in the homework diary, deadlines are met and work is done to a reasonable standard  giving comment and feedback on homework to enhance learning  taking appropriate action when a pupil fails to produce homework  providing information where homework may be done, other than at home

The pupils’ role To help their learning by:  writing homework in the homework diary  beginning homework on the night it is set whenever possible  handing it in on time  asking for help if necessary (but not copying other people’s work)  seeing the teacher the next day if there is a problem with the homework  showing care and attention in the content and presentation of work  getting the homework diary signed by their parent/guardian every week and showing it to their tutor  acting on the advice the teacher gives about the completed homework  starting work early on longer term projects, to avoid a last minute rush

WORKING DETAILS

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Time spent on homework There are no hard and fast rules as a number of variables come into play (e.g. ability of the pupils, the speed at which they work, nature of the work set, number of subjects set, absence) The following are offered as guidelines:

Yrs 7, 8 & 9 - 2 to 3 hours per subject extended task homework, set over a 2 week period Yrs 10 & 11 - 35 to 45 minutes per subject (average 1 to 2 hours per day)

If pupils are working significantly more or less than this, there may be a problem and school should be contacted.

Frequency of homework The Homework Checker has been devised to provide pupils with regular, manageable homework. Each curriculum area has a set number of homeworks each year and a time slot for each homework. This will appear on the school website. Teachers and tutors will remind pupils of the homeworks that are due and offer support where necessary.

Incomplete homework When a pupil fails to complete or hand homework in on time without good reason, a range of sanctions will be applied. These include a verbal reprimand, extra work and a detention held during the lunch break or after school. Twenty four hours notice will be given for an after school Senior Staff Detention if this is necessary and parents, who will be informed via a detention slip, are responsible for arranging transport home.

If there is problem with homework in a number of subjects the Progress Leader will become involved and parents will be contacted to discuss the matter.

All homework is now posted on the school website. This means parents and pupils can view it at any time through the internet. It will enable:  the school to monitor homework more closely;  parents to support their children more easily;  parents to feed back any comments;  pupils to check what needs to be done, and see worksheets etc, that they may have misplaced;  pupils to see the homework if they were absent from the lesson;  pupils to submit their homework through the RLP (which will record the time it was submitted).

It will also remove one excuse for not doing homework!

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SCHOOL POLICIES INTRODUCTION The school has a full range of policies including all those that are statutorily required. In this section we have included a summary of some that may be of particular interest to those who are joining the school. All our policies are available on The Romsey Learning Platform (RLP)

ANTI-BULLYING POLICY (Summary) Bullying is conduct intended to cause hurt, either physical or psychological, which is unprovoked and which continues over a long period. It includes physical and/or verbal abuse. Bullying includes, for example, taking someone's food or money; deliberately damaging another's work or equipment; forcing another to steal; racial and sexist abuse.

Any behaviour which is the illegitimate use of power in order to hurt others is bullying behaviour. Bullying is not just part of growing up.

Romsey School’s anti bullying policy is rigorous and simple; bullying will not be tolerated. This policy is positive rather than punitive, it seeks to raise awareness of issues involved in harassment and is based on trust between staff, pupils and parents. We seek to ensure that victims of bullying are confident of support and redress while aggressors are helped to see the error of their ways. The message is delivered to all members of the school community. Pupils are in no doubt as to the outcome - bullies have no place in our midst. Our policy extends to all pupils and staff when travelling to and from school and throughout the school day.

DRUGS POLICY (Summary) Romsey School recognises that many young people will be presented with the opportunity to try drugs. The school condones neither the use of illegal substances, alcohol or tobacco, nor the misuse of glue, solvents, prescribed and over the counter medicines.

Romsey School acknowledges the importance of its pastoral role in the welfare of young people, and is committed to integrating drug education across the curriculum. The school recognises the need to work in partnership with parents and the wider outside community to ensure the young people make healthy informed decisions to safe-guard their own well-being.

EXAMINATIONS POLICY (Summary) Principles Upon entry to The Romsey School, all pupils are regarded as examination candidates. All Key Stage 4 courses will lead to a DfES recognised qualification except for the core programmes of Physical Education.

Purposes  To motivate pupils.  To promote and record achievement at an appropriate level of ability.  To prepare pupils with the relevant academic qualifications for further study or employment post 16.

Practice Pupils are entered for the appropriate examination towards the completion of the Key Stage 4 course. However, in exceptional circumstances, it may be appropriate for a pupil not to be entered for public examination. The criteria applicable for possible non-entry are:  failure to complete required coursework;  prolonged or frequent unauthorised absence;  specific request from the pupil, which must be supported by parent(s) and staff.

Parents will receive written notification of examination entries prior to entries being finalised. If a pupil fails, without good reason, to complete the examination requirements for any public examination for which the school has paid or is liable to pay an entry fee, then the school may recover the fee from the parent.

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ALLOCATION OF TIME – CURRENT ARRANGEMENTS

KEY STAGE 3 KEY STAGE 4

CORE Year 7 Year 8 Year 9 Year 10 Year 11

English 6 6 6 6 6

Maths 6 6 6 6 6

Double Science 10 10

Core Science 5 6 6 5 5

Separate Sciences 10 11

Technology 4 4 4 5 5

French 5 5 5 5 6

Core PE 4 5 4 2 2

Core RS/PSHE/Citizenship 3 2 4 2 1

Core ICT 2 2 3 4 4

OPTIONS

History 4 4 3 5 5

Geography 4 4 3 5 5

RE GCSE 5 5

Spanish/Italian/German 5 6

Art 3 2 2 5 5

Music 2 2 2 5 5

Drama 2 2 2 5 5

Further ICT 5 5

Dance 2 5 5

PE GCSE 5 5

Business Studies 5 5

Media Studies 5 5

Applied courses 10 11

CoPE 5 5

Numbers represent hours per fortnight cycle – total of 50 lessons per cycle. The curriculum is under constant review particularly the range of options in KS4. Full details of the programme on offer will be made available at the time that choices are made.

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AUTISTIC SPECTRUM DISORDERS RESOURCED PROVISION

The Resourced Provision was established in September 2002 to meet the needs of pupils with an Autistic Spectrum Disorder. All pupils have a cognitive ability within the range normally found within a mainstream .

In mainstream schools it is quite usual to find many children on the Autistic Spectrum, some children have statements of special educational needs and some do not. There are a number of pupils whose ASD needs are more complex and without the additional support of the Resourced Provision they would find not only learning, but surviving the normal daily events in a large school impossible to deal with. The resource has been established to meet the needs of these pupils.

The resource is staffed by two specialist teachers plus a team of Learning Support Assistants who have all been trained to work with pupils on the Autistic Spectrum. We also have a Speech and Language Therapist and an Occupational Therapist who work in the resource one day a week.

The resource consists of a large base room and a small tutorial room. The base room reflects the TEACCH (Treatment and Education of Autistic and Related Communication Handicapped Children) approach and is divided into clear zones – a teaching and IT zone, social zone, group work zone and individual bays. Pupils know that if they become anxious they are able to return to the base at any time during the day. It is also a safe haven at break and lunchtime.

The aim of the resource is to ensure that the ASD pupils are included within the mainstream school as much as possible and to be active members of the Romsey community, whilst maintaining a balance between their educational and ASD needs. The levels of in-class support are dependent on individual pupils but will generally reflect a higher level of support for more formal or practical subjects.

Admission to the resource is controlled by a specialist LEA panel which considers the needs of all ASD pupils and allocates places in terms of needs. The LEA sets the admissions criteria for the provision. Generally all pupils should be able to access learning within a mainstream classroom but also require an ASD curriculum including social skills and life skills.

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CHILDREN WITH SPECIAL EDUCATIONAL NEEDS - CODE OF PRACTICE REQUIREMENT

A child has a need if the child:

"has significantly greater difficulty in learning than the majority of children of the same age".

"has a disability/impairment which either prevents or hinders him from making use of educational facilities of the kind generally available for children of his age".

In this school: i) all children are valued equally regardless of their abilities. ii) all children are entitled to have access to a broad, balanced and relevant curriculum which is differentiated to meet individual needs.

Mrs Caroline Anderson (Special Needs Co-ordinator (“SENCO”)) leads a team which includes an established, experienced, and well qualified Special Needs teacher and a number of Learning Support Assistants. All members of the team are encouraged to participate enthusiastically in in-service training and are well informed of school and county SEN practice.

The strong liaison programme with feeder schools highlights the needs of the new intake. This is undertaken by the SENCO. Those highlighted are assessed in September by the LS Department. These formal assessments are carried out at least annually (usually termly) to monitor progress and achievement and results circulated to all subject teachers.

Pupils apparently under performing in any year will be investigated further to assess any reasons for the under performance and the process of providing appropriate support begun.

This takes the form of either

i) in-class learning support or ii) small group curriculum withdrawal.

Both forms of support are discussed with curriculum managers and parents to establish agreed areas of concern. The SENCO reviews and monitors progress of individuals both formally and informally as a matter of course.

The SENCO enjoys regular contact with external Support Agencies. The agencies vary according to the needs of the pupils but a "core support team" include i) Hampshire Educational Psychology Service ii) Hampshire Ethnic Minority Achievement Service iii) Educational Welfare Service iv) Hampshire SEN Teacher Support Services v) Speech and Occupational Therapists vi) School Doctor and Nurse vii) Child and Adolescent Mental Health Service

To improve the continuity of experiences and learning with SEN the SENCO passes relevant documentation to key personnel in 16+ establishments and when needs cannot be met in mainstream, to identified Special Schools.

Disability Provision

The school has an Accessibility plan which outlines all of our requirements under the Disability Discrimination Act. A copy of this is available on request.

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THE ROMSEY SCHOOL EXAM RESULTS 2010

81% of pupils achieved 5 or more A* - C grades.

65% of pupils achieved 5 or more A* - C grades including

English and Maths

23% of grades were A* and A

94% of pupils achieved at least one A*-C pass

99% of pupils achieved 5 or more A* - G grades including English and Maths

80% of boys achieved 5 or more A* - C grades

81% of girls achieved 5 or more A* - C grades.

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KS3 Results

These tables show the percentages of the Year 9 pupils achieving each level in 2010. Figures may not total 100% because of rounding.

Key Stage 3, 2010: The Romsey School : core subjects

Pupil Achievement: Percentage at each level

2 3 4 5 6 7 8 Dis Abs English 0 0 12 33 42 13 0 0 0 Mathematics 0 0 6 15 33 29 18 0 0 Science 0 3 9 33 40 12 3 0 0

Key Stage 3, 2009: National Results: core subjects

These tables show the percentages of Year 9 children achieving each level nationally in 2009.

Percentage at each level

National% Romsey% (2009) (2010) Above 5 6 and above Above 5 6 and above English 77 35 88 55 Mathematics 79 57 94 80 Science 78 41 88 55

0% may include some pupils but less than 0.5%.

Dis represents pupils who have been disapplied under section 364/365 of the Education Act 1996.

Abs represents pupils who have failed to register a level due to absence.

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DESTINATIONS OF YEAR 11 LEAVERS FROM ROMSEY SCHOOL 2009

Total number of students = 219

Destination % of total

Full time Education 90.41

Full time training (non-employed) 0.46

Full time employment 6.39

Part time activities 0.91

NEET (Not in Education, Employment or Training) 1.37

Unknown 0

Others 0.46

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