Additional Information Contents

Attendance ...... 2 Admissions ...... 3 Students with Disabilities...... 8 Teaching Staff and Curriculum Area Leaders...... 10 Governing Body...... 13 Curriculum...... 14 Subject Organisation and Delivery...... 16 Promotion of Teaching and Learning...... 17 Sporting Aims and Provision...... 18 The Arts at Weydon...... 19 Collective Worship and Citizenship...... 20 The Spiritual, Cultural, Social and Moral Development of the School Community...... 21 Student Leadership Team and Satellite Forums ...... 22 Child Protection and Lunchtimes...... 23 Valuables and Punctuality...... 24 High Achieving Students and Special Educational Needs...... 25 Clubs, Societies and Teams...... 26 i2i Partnership...... 28 Useful Contact Details...... 29 Inspiring Achievement Attendance

There is a direct relationship between 100% attendance Our vision and academic performance. However there are times when even the most healthy child becomes unwell. If your child is too ill to attend school, please contact the Student Absence Line on each day of absence so Inspiring the minds of every student through: that we are fully aware of the situation. A text message will be sent to you if you have not informed us of an absence. Upon returning to school, on your first day back, Excellence please provide a note for the tutor. If your child is feeling in progress, achievement and learning unwell but is well enough to come into school, please encourage this as there is a school nurse on site should they start to feel worse throughout the day. We have a Ethos 24 hour Student Absence Line – please select option 1 through leadership, partnership and friendship when calling to leave a message.

The school telephone number is: 01252 725052 Expectations a relentless focus on improvement through If it is necessary for a medical or dental appointment to innovation and creativity be made during school time, please write a note for your son/daughter to show to the subject teacher to excuse them from the lesson. The note should then be handed into Student Reception when they sign out. Once the student returns back to school, they should sign back into Student Reception so we are aware they are back in the building.

We discourage families from taking students out of school for holidays during term time. All such holidays are recorded as ‘unauthorised absence’ as there is a clear link between attendance and progress.

Page 2 Admissions Policy General Principles

Weydon School Academy is an 11 – 16 mixed There is no guarantee of a place for children comprehensive school, serving the southern attending the named partner schools. area of Farnham and rural villages within Surrey and Hampshire. We are a school with The school will endeavour to provide places for National Teaching School status. We do not students who do not attend a named partner have any requirement for aptitude from school whose parents wish them to attend prospective students. Weydon School, provided that they can be accommodated within the admission limits. The admission number for September 2017 will be 308. When applying, applicants may make a request in writing to the School’s Admissions Admission to our school is not dependent on Committee for a place for their child outside any ‘voluntary’ contribution. of the normal age group. This request will be considered by the School’s Admission The school participates in the Local Authority Committee and the decision will be made co-ordinated scheme and all deadlines within on the basis of the evidence supplied to the that should be adhered to by applicants. committee of the circumstances of each case and in the best interests of the child concerned. As required by the Admissions Code (2014) the school will give top priority to applications on Should there be more applications for entry to behalf of children in public care (Children in Care) the school than places available the governors and previously in care. will apply the criteria in the order in which they are set out below. Children with statements of Special Educational Needs / Education Health and Care The Schools Admissions Code will take Plan naming the school will also be admitted precedence if there is any disparity with and will count in the admission numbers. the Policy.

Page 3 Admissions for Year 7

First priority: Looked after Second priority: Fourth priority: Siblings children & previously looked Staff children Places are offered to siblings of students who will be attending the school at the time of after children Priority will be given to children of staff the Admission. who have been employed at the school Children who are registered as being in the for 2 or more years as at the final date for care of a Local Authority (LA), or previously in By siblings we mean: admissions applications or who will meet a the care of a Local Authority. skills shortage. • Children living at the same address who have Looked after and previously looked after one or both natural parents in common; A Supplementary Information Form is needed children will be considered to be: • Children living at the same address who are for applications made under this criterion. • Children who are registered as being in the related by a parent’s marriage; care of a Local Authority or provided with By children of staff we mean: • Children living at the same address whose accommodation by a local authority in parents are living as partners at this address; • Children of staff refers to the situation where accordance with Section 22 of the Children the staff member is the natural parent, legal Act 1989(a), e.g. fostered or living in a • Foster children or adopted children living guardian or resident step parent children’s home, at the time an application at the same address; for a school is made; and • We do not include ‘cousins’ within our Third priority: • Children who have previously been in the definition of sibling. care of a Local Authority or provided with Exceptional circumstances accommodation by a local authority in Occasionally there will be a very small accordance with Section 22 of the Children number of children for whom exceptional Act 1989(a) and who have left that care circumstances will apply which will warrant through adoption, a child arrangements a placement at a particular school. Evidence order (in accordance with Section 8 of the from a consultant doctor will be required for Children Act 1989 and as amended by the medical cases. Documentary evidence from Children and Families Act 2014) or special any relevant support services will be required guardianship order (in accordance with for other sensitive family circumstances. This Section 14A of the Children Act 1989). evidence would set out why the child should attend a particular school.

Page 4 Fifth priority: Sixth priority: Children for Seventh priority: Children attending a whom school is the nearest Any other applicant named partner school to their home address In the event of oversubscription children within any of the categories above will be In alphabetical order these are: Currently the nearest school is defined as the allocated a place in rank order using the school closest to the home address admitting • Highfield South Farnham School following criteria: students of the appropriate age range, as • Potters Gate CE Primary School measured by a straight line. The distance is measured from the address point of the Tie-Breaker • Rowledge C of E Primary School student’s house, as set by Ordnance Survey, Nearest school is measured by a straight • South Farnham Primary School to the central entrance gate of the school. line. The distance is measured from the • St Peter’s C of E Primary School address point of the student’s house as set Parents should note that if they apply for by Ordnance Survey to the central entrance • Waverley Abbey C of E Junior School free transport, different criteria apply and the gate of the school. distance from home to school will be measured All partner schools are treated on an using a different route. The home address will equal basis. Parents should note that if they apply for apply at the closing date of applications unless free transport different criteria apply and a change of address for good reason has been the distance from home to school will be accepted by the Academy. measured using a different route. The nearest school may be either inside or Where two or more children share a priority for outside the county boundary. a place, e.g. where two children live equidistant from the school and only one place remains,

the school will draw lots to determine which child should be given priority.

Late applications will be considered in line with Surrey’s Coordinated Admission Scheme.

“I love how the teachers involve students and make the lesson fun.” Year 10

Page 5 Definitions and Clarifications

Twins, Triplets or Children The address to be used for the initial their wish to remain on the waiting list and allocation of a place for Year 7 will be providing their child’s name, date of birth from Multiple Births the child’s address at the closing date for and the name of the child’s current school. In the case of multiple births, where children application. Changes of address that affect The children on this Spring Waiting list will are ranked consecutively in their order waiting list positions may be considered be ranked excluding criteria point number of priority for a place and there are not in accordance with Surrey’s Co-ordinated 5 (partner schools children), without regard sufficient vacancies remaining for each of Schemes if there are exceptional reasons to the date the application was received or them, wherever it is logistically possible, each behind the change, such as if a family has when the child’s name was added to the child will be offered a place. Where it is not just moved into the area. The address to waiting list. logistically possible to offer each child a place be used for waiting lists, after the initial the child(ren) to be offered the last remaining allocation, will be the child’s current address. In Year Admissions place(s) will be determined by the drawing Any offer of a place on the basis of address of lots. The remaining sibling(s) will be placed is conditional upon the child living at the (Years 8 to 11, and from the at the top of the waiting list, after any looked appropriate address on the relevant date. January following the Year of after or previously looked after child. Parents have a responsibility to notify Surrey County Council and Weydon School of any Admission into Year 7) Home Address change of address. Please contact the Weydon School Admissions on either telephone 01252 725052 or email Proof of residence will be required by the Waiting Lists – Admissions [email protected]. co-ordinated scheme. The offer of a place may be withdrawn if proof of residency is into Year 7 In the case of oversubscription a waiting not met. In the case of temporary address a In the case of oversubscription, waiting lists list will be created and kept for each year 12 month rental agreement is required as a are created using the criteria as stated above. group. The children on this waiting list will minimum proof of residence. This waiting list is maintained until the end of be ranked excluding criteria point number Autumn Term of entry. From the start of the 5 (partner schools children), without regard Where a child lives part of the week with one Spring Term a new waiting list will be created to the date the application was received or parent and part with another member of the and kept. when the child’s name was added to the family the ‘home address’ will be considered to waiting list. be residence where the child spends at least Parents wishing to remain on the waiting list three nights of the school week each week. for the Spring Term must contact the school All waiting lists for all year groups will be by the end of the Autumn term, stating cancelled at the end of each academic year.

Page 6 Appeals

If you are not offered a place at our school you have the right to appeal to an independent panel. If you were offered a school lower on your preference list than Weydon School (Academy) you may contact the Surrey Schools Appeals Service to request an appeal form at: Surrey Schools Appeals Service, Room 122, County Hall, Kingston Upon Thames KT1 2DN 020 8541 9029 www.surreycc.gov.uk/schoolappeals

All applicants please note

Governors reserve the right to withdraw the offer of a place if an application has been made which is fraudulent or intentionally misleading and which has effectively denied a place to another child.

Page 7 Students with Disabilities

The definition of disability is defined in the Equality Act 2010 as having a physical or mental impairment that has a ‘substantial’ and ‘long-term’ negative effect on your ability to do normal daily activities.

Admissions Steps to prevent students with arrangements disabilities from being treated All students have equal opportunity for less favourably consideration for admission to Weydon. Every effort is made to meet the individual Helping all students to be effective learners The Supported Learning team co-operate needs of the applicant and, after consultation is the responsibility of every member of with their mainstream colleagues to with the appropriate outside agencies, staff. Therefore, a whole-school policy for facilitate the integration of a range of parents or guardians would be advised of Supported Learning has been adopted. This learning activities and differentiated any difficulties that the student would be aims to ensure that appropriate provision resources into teaching programmes likely to encounter. is available to enable all students to have and endeavour to provide any additional equal access to curriculum opportunities teaching or non-teaching support that may and to ensure that the curriculum is be required. differentiated to meet individual learning needs. Every effort would be made to provide and accommodate any additional facilities or resources that might be required by the disabled student, including the use of special technological aids.

“I like the opportunities that I have been given at Weydon.” Year 10

Page 8 Access to the Accessibility duties – background school buildings Schools are expected to draw up accessibility We will aim to increase the delivery of plans to improve access to education in ‘written’ information to disabled students. Weydon has much of its teaching and schools over time. The following statements learning space at ground floor level and are initial ideas as to how Weydon might look As part of Weydon’s ongoing assessment access ramps have been installed to those to meet its duties under the Act. of provision of resources for students, the ground floor areas. Wheelchair users would school regularly assesses the provision that it encounter problems in gaining access to Some classrooms, particularly some Science makes for students with physical disabilities some upper floors, however there are lifts laboratories, have less than ideal acoustic to access learning resources. As part of the to the Faraday area, the Art classrooms in properties affecting audibility and teaching. identification process there is potential Medici and a lift has been installed in the for specific software to be made available new Globe building. Toilet facilities have We will aim to increase access to the school should a need arise. been installed in many areas of the school. curriculum for disabled students. There may be a need in the future to We will aim to increase access to the physical investigate voice-activated software as a environment of the school. solution for students that have mobility issues; it can also be used in certain We intend to investigate, with appropriate circumstances where students have visual or resources, any other facilities that might severe dyslexic type difficulties. This type of cause difficulties for those with disabilities. software will require a very specific tailoring to educational needs owing to the diversity of curriculum opportunities that is provided to Weydon students.

Page 9 Teaching Staff Leadership Team Mr John Winter BA (Hons), PGCE, NPQH Headteacher Mr Neil Butcher MA, BEd (Hons), NPQH Deputy Head, Curriculum and Assessment Mr Stuart Maginnis BA (Hons), QTS Deputy Head, Director of Key Stage 4 and Performance Mrs Jackie Sharman BSc (Hons), PGCE, NPQH Deputy Head, Learning and School Development Mr Mark Sharman BA (Hons), PGCE Deputy Head, Director of Teaching Schools Alliance Mr Justin Coad MA, BSc (Hons), PGCE Assistant Head, Director of SCITT, Head of Faculty – Mathematics Mr Matthew Venton BA (Hons), PGCE Assistant Head, Director of Key Stage 3 (Y7 & 8) Mrs Gill Wrobel CSBM Director of Business & Finance

Head of Faculty Mrs Maria Mason MA, BSc (Hons), QTS Computing / Business Studies Miss Caroline Stallwood BSc (Hons), PGCE Design & Technology / Child Development Mrs Victoria Brownlow BA (Hons), PGCE English / Communication Miss Maria Mezzullo BA (Hons), PGCE Humanities / History / Geography / RE / PSHE Mr Justin Coad MA, BSc (Hons), PGCE Assistant Head / Mathematics Miss Valeria Donia BA (Hons), MA, PGCE Modern Foreign Languages Miss Sarah Gilbert BA (Hons), PGCE Performing Arts Mrs Lou Iles BSc (Hons), PGCE Science Mrs Sam Cox BA (Hons) Supported Learning / SENCO

Page 10 Progress & Achievement Leaders (PAL) Mr Stuart Maginnis BA (Hons), QTS Deputy Head, Director of Key Stage 4 (Y9, 10 & 11) Miss Jasmin Fisher BSc (Hons), PGCE Year 11– Castle College Mrs Sharon Thornton BSc (Hons), QTS Year 11– River College Mrs Sally Bowden BSc (Hons), QTS Year 10 – Castle College Mr Adam Allaway BA (Hons), QTS Year 10 – River College Miss Lara Crenan BEd (Hons) Year 9 – Castle College Mr Tom Jackson BSc (Hons), PGCE Year 9 – River College Mr Matthew Venton BA (Hons), PGCE Assistant Head, Director of Key Stage 3 (Y7 & 8) Miss Laura Butler BA (Hons), QTS Year 8 – Castle College Miss Marie Ash BA (Hons), PGCE Year 8 – River College Mrs Catherine Islip BEng, PGCE Year 7 – Castle College Miss Hannah Smith BA (Hons), PGCE Year 7 – River College

Page 11 Curriculum Area Leaders (CAL) Ms Laura Harrison BA (Hons), PGCE Art Mrs Heather Legat Dip.CSSD, Cert Ed Drama Mrs Sandi Kennedy BEd (Hons) Personal, Social and Health Education Mr Karl Brown BEd (Hons) Physical Education Mr Nick Curry BA (Hons), QTS Religious Education

Subject Leaders Mr Ben Bingham BA (Hons), QTS Geography Ms Dhanya Birtwistle BSc (Hons), QTS Chemistry Mrs Lesley Churms BSc (Hons), PGCE Physics Mr Simon Harvey BA (Hons), PGCE Biology Mrs Nicky Hayes BEd (Hons) Child Development

Details correct as of June 2016

Page 12 Weydon School Governing Body c/o Weydon School, Weydon Lane, Farnham, GU9 8UG

Mr Peter Brinsden (Chair) Community Governor Mr Chris Hyland Parent Governor

Mr John Winter Headteacher Mr John Impey (Co-Vice-Chair) Community Governor

Mrs Angela Adam Co-opted Governor Mr Ralph Johnson Parent Governor

Mrs Louise Barber Parent Governor Mrs Maria Mason Staff Governor

Mrs Claire Booth Community Governor Mr Nick Pow Community Governor

Mrs Carolyn Bradley Staff Governor Mrs Sheryl Rees Co-opted Governor

Mr James Cheyne Parent Governor Mrs Rachel Swan (Co-Vice-Chair) Parent Governor

Mrs Julia Crocker Staff Governor

Mr Michael Field Community Governor Mrs Bridget Naylor Clerk to Governors

Mr Brian Hurn Community Governor Updated April 2016

Page 13 Weydon Curriculum 2016 – 2017

Minutes per week for each subject

Year 7 Year 8 Year 9 Year 10 Year 11

English 200 200 200 200 200

Mathematics 200 200 250 250 200

Science 200 150 300 300 300

Physical Education 100 100 100 100 100

Personal & Social Education 50 50 50 50 50

Religious Education 50 50 - - -

Computing 50 50 - - -

Geography 100 100 Options Options Options

Languages 150 150 Options Options Options

Design Technology 100 150 Options Options Options

History 100 100 Options Options Options

Music 66 66 Options Options Options

Art 66 66 Options Options Options

Drama 66 66 Options Options Options

Approximately 66 minutes a week, based around a carousel *Please note that the school reserves the right to change the curriculum.

Page 14 • The total curriculum time is 1500 minutes • Vocational courses are offered to some per week. students in partnership with colleges and other providers, leading to a variety • The curriculum is delivered through a of qualifications. These have, in the past one-week timetable of thirty periods. been, Motor Mechanics, Hairdressing, Each period lasts for 50 minutes. Beauty Therapy, Small Animal Care, • Year 7 students will follow a two-year Catering, Child Care and Construction. Key Stage 3. For a number of subjects, students will follow a particular pathway. The pathways are designed to ensure that the students are fully engaged in their learning. • Students will follow either French or Spanish on joining the school. Some students identified in particular language pathways will complete a GCSE course in French or Spanish. • Year 9, 10 & Year 11 includes four option subjects of 150 minutes per week leading to a full GCSE. Subjects include French, Spanish, History, Geography, Business Studies, Information Technology, Art, Music, Drama, Child Development, Design Technology, Physical Education, Statistics and a second language. The school also follows a number of other courses provided by BTEC and OCR Nationals (currently subject to review).

Page 15 Subject Organisation and Delivery

In Year 7 students are assigned to a tutor In Year 9 students will begin to follow GCSE We are increasingly aware of individual group and the majority of students will be courses in English, Mathematics and Science students’ preferred learning styles, and following a two-year Key Stage 3 course. The alongside their chosen options. They will promote the use of all learning styles in the courses that the students will follow have continue to follow all subjects from Year 8. For classroom to encourage learning. been designed to personalise the learning the majority of the subjects, students will be experience of the learners. In some subjects assigned to a pathway to suit their individual We aim to be an inclusive school. This means students will follow a particular pathway needs. All National Curriculum subjects and that all students, regardless of their strengths which has been designed to ensure that Religious Education are taught separately. and weaknesses in any area, are equally they are fully engaged in their learning valued and have the same opportunities whilst following a relevant course designed The teaching methods employed at Weydon for participation. As part of our school for their particular needs. In all subjects, vary in response to the needs of the students community they are included in the feeling the pathways are continually reviewed and the demands of subject content. Thus, of belonging. and monitored. By the start of the Spring group work, resource-based learning in the term, students are assigned to pathways in classroom, independent learning utilising English, Mathematics, Science, History and resources inside and outside the classroom, Geography. During the year all students will collaborative learning using more than one be involved in themed days. teacher in the classroom and a whole-class approach may be used by all teachers with In Year 8 students will continue to be the same group of students at some stage. taught in a range of pathways to suit their individual requirements. They will also be involved in theme days. At the end of the year students will complete an ‘internal’ end of Key Stage 3 assessment.

Page 16 Promotion of Outstanding Teaching and Learning

At Weydon we believe that effective learning takes place when: • Students feel valued as learners and are • Students are enticed, enthralled and • The learning environment in which active partners in the learning process. excited by their teachers and are given students and teachers are working is opportunities to enjoy a genuine sense stimulating and comfortable. • Students are inspired, motivated, challenged of achievement. and build upon their sense of curiosity. • Lessons are well prepared, with activities • There is a common expectation that and resources appropriate to all students’ • Classroom relationships are built on mutual high standards of self-discipline and order learning needs. tolerance and respect. are expected.

Staff at Weydon are committed to ensuring that: • Lessons and activities are prepared and • Students are given the opportunities to • Students, through a variety of techniques, have a clear learning framework. review and develop their ability to reflect are given opportunities to develop as upon their own progress and, where autonomous and reflective learners. • Students have a clear and common possible, to be involved in planning the understanding of the high expectations next steps in their learning. their teachers hold of them and of the targets towards which they are working. • Students’ achievements are praised, shared in the classroom and celebrated • The teaching styles, resources and tasks through, for example, wall displays, students encounter are varied and assemblies and newsletters. challenging, offering opportunities for achievement by students across the • A broad spectrum of enrichment activities, ability range, irrespective of social class, such as Duke of Edinburgh’s Award race or gender. Scheme, is available for students to join.

Page 17 Sporting Aims and Provision

The Physical Education curriculum The curriculum area has great facilities, Students who opt to study GCSE PE follow area has an excellent reputation both which consist of two high quality all-weather the EDEXCEL syllabus, with approximately within the school and local area and is pitches, a state of the art fitness suite, a 60 students studying for this award each year. extremely proud of its students and their sports hall, gym, the use of the main hall, and The department has also launched GCSE Dance achievements. The curriculum area believes high quality floodlit hard court areas marked in 2014, with an initial cohort of approximately strongly in developing healthy, active out for either four netball or six tennis courts. 15 students. As part of a curriculum enrichment lifestyles in the school community, whilst Additionally the main playground has programme in Year 9 students can take a also striving for excellence. been refurbished so that it now provides leadership or dance course. six superb basketball or football courts The Curriculum Area Leader joined the marked for students to use both within Many of our students are very talented and school in September 2012 and currently and outside of lesson time. go on to achieve success locally, nationally there are eight members of staff teaching and even at international levels. There are Physical Education. A key feature of the area Students in KS3 cover a number of team inter-school and inter-form competitions is the way in which the staff interact, and games together with gymnastics, athletics run throughout the year and we are a their willingness and flexibility to adapt in and fitness. In Years 8, 9 and 10, classes are dedicated curriculum area for fixtures and order to best meet the needs of the students. set by ability and all staff teach a mixture extra-curricular activities. of ages and abilities. In Year 11, students have the opportunity to follow an options The curriculum area is fully committed programme and make use of local facilities, to encouraging students to adopt including the Farnham Sports Centre, healthy, active lifestyles and we welcome Guildford Spectrum and Surrey Sports Park. applications from well qualified teachers, or NQT’s, capable of teaching the wide range of activities offered both through core and GCSE Physical Education lessons.

“I enjoyed the trip to Avon Tyrell because it was fun and I got to know all my classmates.” Year 9

Page 18 The Arts at Weydon

This year saw the opening of our fantastic new theatre and arts block; Medici. The Medici building has enabled the Arts to perform and exhibit in a world class building that has purpose built studios, exhibition spaces and a 308 seater theatre with an in-house sound and lighting technician.

Art Music The Art and Design curriculum area is a The music curriculum area is a thriving and GCSE music is a popular choice at KS4 and music busy and creative area where a wide range dynamic space within the school. Over 150 students are encouraged to make full use of the of activities takes place. All students are students regularly take part in the extensive new facilities, having priority over the 6 purpose given the opportunity to experience a extra-curricular musical timetable which built practise rooms both before school and at variety of media and techniques in 3 new includes a number of choirs, string orchestra, break times. Over half of our current Year 11s are purpose built studios. We have a brand woodwind ensemble, jazz band, guitar and uke continuing on to study music at A level. Trips to new exhibition space, ICT suite and kiln, band, DJ club and funk band. In September concerts and operas are organised every term giving students the opportunity to work we are also launching a community choir and really enhance the musical understanding in both 2 and 3 dimensions across a wide and orchestra, open to both students and the of our GCSE students. spectrum of artistic styles. The rooms are wider Weydon community. All those involved available for students to work in at lunch in extra-curricular music are invited to take times and GCSE students have guidance, part in our regular tours abroad. We are looking Drama support and access to media and staff forward to travelling to Italy in 2017. Students are encouraged to take part in after school. a variety of productions from large scale Public evening performances take place at least Shakespeare plays to small-scale studio pieces. Extra-curricular activities take place at every half term and include designated year group Extra-curricular clubs run at lunchtime for both lunch times during the week and include arts evenings, Concerts, The X Factor final, Jazz KS3 and KS4 and students may take the Arts workshops in fine art, acrylics and textiles. Cafes and Musical Theatre Productions. We also Award at Bronze, Silver or Gold level. We offer Fine Art and Art and Textiles work closely with the Maltings to create a number at GCSE in Key Stage 4 and a significant of community performances in the area. Theatre visits are arranged for all year groups percentage of our students move on to and are enthusiastically supported by students. do further Art-related courses at 6th Form The music curriculum is based around practical, In February a group of Year 11 students fly to Colleges. Our wonderful new exhibition workshop based lessons exploring, creating New York for the ‘Broadway Experience’. GCSE space has meant we are now able to offer and listening to a wide range of musical genres Drama has a high uptake at KS4 and many evening gallery space to each year group including world music, twentieth century music, students go on to study Drama, Performing Arts to exhibit their work to parents. popular music and western classical music. or Theatre Studies at 6th Form Colleges. Students each have access to an individual IPad installed with Garage Band and Sibelius in order to enhance their composing and recording skills.

Page 19 Collective Citizenship

Citizenship is delivered across the Citizenship addresses issues relating to social Worship curriculum but more specifically through justice, human rights, community cohesion PSHE lessons in all year groups and the and global interdependence, and encourages We are unable, through lack of space, to hold pastoral programme. students to challenge injustice, inequalities assemblies for the whole school or for two and discrimination. It helps young people halves of the school, on a daily basis and our Citizenship education aims to equip to develop their critical skills, consider a experience is that the smaller year assemblies young people with the knowledge, skills wide range of political, social, ethical and are more satisfying to students and staff alike. and understanding to play an effective moral problems, and explore opinions and Accordingly, each student will attend at least two role in public life. Citizenship encourages ideas other than their own. They evaluate assemblies each week at which there will be a them to take an interest in topical and information, make informed judgements and combination of presentations, readings, talk and controversial issues and to engage in reflect on the consequences of their actions music. School musicians make very meaningful discussion and debate. Students learn now and in the future. They learn to argue a musical contributions from time to time. about their rights, responsibilities, duties case on behalf of others as well as themselves and freedoms and about laws, justice and speak out on issues of concern. While the general ethos of the talks is broadly and democracy. They learn to take part Christian, there will be ample room for in decision-making and different forms of Citizenship education is about enabling contributions from people from different action and learn how to play an active role and encouraging students to make their traditions. Assemblies led by members of in the life of their schools, neighbourhoods, own decisions and to take responsibility for Cohesion, Farnham and local church leaders communities and wider society as active their own lives as well as the quality of life are a regular feature for each year group. and global citizens. of all those who are part of Weydon and the wider community. Parents who do not wish their children Citizenship encourages respect for different to participate in formal Religious Studies national, religious and ethnic identities. It In order to achieve these objectives or collective worship, should write to the equips students to engage critically with and students at Weydon are encouraged to Headteacher. As consideration should be given explore diverse ideas, beliefs, cultures and participate fully in the rich life of the school. to the needs of the developing young person in identities and the values we share as citizens company with her/his peer group, withdrawal in the UK. Students begin to understand how from lessons is not encouraged. No organised society has changed and is changing in the substitute activity can be provided when a UK, Europe and the wider world. parent decides on non-participation in Religious Studies or collective worship.

Page 20 Securing the Spiritual, Cultural, Social and Moral Development of the School Community

The curriculum in all its parts attempts to particularly well equipped to encourage The school assembly system follows a weekly, create an environment where the potential understanding and the development non-faith based theme which is designed to for development of the whole person is of specific human qualities, though it is reflect the values of the Spiritual, Cultural, Social realised in individual lives. There are regular difficult and at times impossible to measure and Moral development policy. Also supportive opportunities, taught and caught, to learn progress, particularly in the moral and of this policy are the ‘Tutor Time Thunks’ which about and to experience qualities like love, spiritual spheres. tie in with the current PSHE theme being taught forgiveness, inspiration, humour, tolerance, and are discussed during tutor time. beauty, awe and wonder. All curriculum areas identify aspects of their taught curriculum and schemes of work Numerous school trips, whether local, national The whole curriculum develops students’ where opportunities may be provided for the or international, along with a vast array of spiritual, cultural, social and moral development of these qualities. Teachers are curricular and extra-curricular opportunities, development. However, parts of the encouraged to use a variety of learning styles all make valuable contributions to students’ curriculum such as RS, Literature, Drama, which will allow all students to reflect on maturing sense of spiritual, cultural, social and Music, Art, History, MFL, PE and PSHE are important issues and aspects of life. moral development. Religious Studies

The RS curriculum at Weydon is where Youth Organisation. Visits to a mosque in Year heavily on topical philosophical and ethical students’ study varied aspects of Christianity 7 and to ‘The Life of Christ’ at Wintershall in issues requiring students to keep abreast and is carefully balanced by their learning Year 8 are organized annually and are very of current affairs. Wherever possible the about five other major world religions: popular and successful. In Years 9, 10 and 11 curriculum is supported by visiting speakers Judaism, Islam, Hinduism, Buddhism and students follow an interesting and extremely and local church leaders. Sikhism. The school benefits greatly from popular course in Religious Studies, which close relations with Cohesion, a Christian leads to GCSE qualification. This course draws

Page 21 Student Leadership Team and Satellite Forums

Each forum acts as a satellite from the Student Leadership Team and is co-chaired by a key member of staff alongside the Student Leaders. Each forum additionally Curriculum KS3 contains elected members from each Year Innovation Group (Years 7-10). The Head Boy and Girl, along with the two deputies, chair the Student Leadership Team which comprise students who are chosen from each of the forums. They devise the agenda to run alongside key school developments with the intention of forging a genuine partnership Senior KS4 between the students and the school Technology Innovation leadership body. It facilitates a real learning Students dialogue between the school and its students with the student body having a significant impact upon their learning journey.

Alongside the satellite leadership curriculum areas will also have student leaders working with them. Student Student Support Voice

College

Page 22 Child Protection Lunchtimes

The Designated Safeguarding Lead (DSL) at At lunchtime we offer a wide range of Weydon School is Mr S Maginnis (Deputy Head). hot and cold food in the restaurant which In his absence, we have a team of Deputy follows the new national food standards. Child Protection Officers who can help you. Students may purchase food or bring a Upon receiving information that a child may packed lunch, which may be eaten in the be in danger, all members of the staff know restaurant, the hall or outside. In good that they are responsible for referring the weather we encourage students to spend details to the DSL, whose duty it is to decide their break times outside but in wet weather what course of action to follow. Procedures they may use their tutor rooms to talk quietly are laid down by the local authority and it is the or the Learning Resource Centre to work. policy of the DSL to follow these guidelines. Students are not allowed to leave school at lunchtimes. The school provides a wide The DSL may conclude that the nature of range of activities and clubs at lunchtimes given allegations indicates that they should which they are encouraged to participate in. be reported to the appropriate member of the Social Services and, in certain very specific circumstances, to the Police. These agencies are trained to deal sensitively and supportively with a wide range of child protection matters.

Page 23 Valuables

Mobile Phones there for general use or for students to ring Jewellery home regarding quarrels and less serious When in school, mobile phones must be turned matters. Calls are charged from 20p for a Acceptable off and stored in your son/daughter’s bag landline and 50p for mobile numbers. Jewellery should not be worn in school. or locker. They must not be used at break or An inexpensive watch, one signet ring and lunchtimes. Mobile phones will be confiscated Please do not text or telephone your small ear studs one per ear are tolerated. if used and will not be returned until the end son/daughter during the school day. All No responsibility is accepted for jewellery of the day on Friday. Due to the ongoing fast communications must be via the main which is lost or stolen and all jewellery is paced nature of technological development, the school office on 01252 725052 and we will forbidden during practical lessons and PE. school is constantly reviewing and updating pass on any messages. Unacceptable its guidance and policy. Excessive jewellery will be confiscated. Earring(s), nose rings, tongue studs, eye- On rare occasions, a teacher may allow mobile Confiscated Items brow studs or any visible body piercings are phones to be used for learning in lessons. Items which have been confiscated, such as unacceptable. The taping of earrings or other jewellery, mobile phones, MP3 players and piercings is not permissible. There is a pay phone situated by Student non-uniform clothing, can be collected at Reception which is for emergencies only, 3.20pm on Fridays. If required, a confiscated for example when a student is detained at item may be collected sooner by a parent school for some reason. The phone is not (in person) from Reception. Punctuality

Good punctuality is a social and work virtue If a student arrives late to either morning or If a student needs to arrive late to school due for all of life and is positively reinforced by staff. afternoon registration three times in one half to an early morning medical appointment, term, they will be expected to attend an Early parents should leave a message on the 24 Students must arrive at school by 8.30am and Morning Detention which takes place on a hour Student Absence Line and provide their be in their tutor bases at 8.35am ready for Wednesday morning from 8am. If a student child with a note explaining their absence for registration at 8.40am. is issued with an Early Morning Detention, them to present to staff upon arrival at school. parents will be notified by text message.

Page 24 High Achieving Students

Students who demonstrate excellence in themselves realistic and challenging targets. A programme is in place for students that their subjects will by identified consistently All staff are made aware of these students and are identified as having the potential to through the Progress and Achievement plan their lessons to ensure the students fulfill achieve highly in Years 7-10. Year 11s are Leaders (PALs) and teacher input and grade their potential. Additionally CBI grades are then stretched and challenged through the sheets. These students will be registered as monitored, as evidence suggests that practice student leader process and their assigned being potentially high achieving students. and effort are the key factor in performance. curriculum areas. The high achieving student co-ordinator, the The students are helped to reflect on their Directors of Key Stages and PALs, monitor their own learning and are encouraged to set progress in line with an assessment cycle.

Special Educational Needs

We aim to be an inclusive school. This means Staff based in the Student Support Centre Students are initially identified through that all students regardless of their strengths (SSC) address a wide range of special transition liaison with our confederation or weaknesses in any area are equally valued educational needs and disabilities (SEND). schools, screening test results, referrals by and have the same opportunities for These include children who have difficulties subject teachers and concerns expressed participation. As part of our community they with communication and interaction, by students and parents. Our current SEND are included in the feeling of belonging. cognition and learning, social, emotional provision is published on our website and can wellbeing and mental health difficulties and be found at www.weydonschool.surrey.sch. A student is defined in the Code of Practice sensory or physical needs. We try to help all uk/parent-information/sen-info-offer/ 2014 to have special educational needs students to become effective learners and to where their ‘‘difficulty or disability calls for ensure that the curriculum is differentiated to special educational provision, that is different meet individual needs. Regular monitoring from or additional to that normally available and assessment allows targeted intervention to pupils of the same age’. based on individual need. A detailed SEN policy is available.

Page 25 Clubs, Societies Sample Summer Timetable and Teams

As you can see from the sample timetable, Monday Weydon has a wide variety of clubs/activities Activity Staff Venue Time in which all students can participate in. Y9 & Y10 Rounders BW Field Lunchtime However, clubs can only continue to run if they have a suitable number of members Y9 Cricket Boys BW/CB Field Lunchtime attending on a regular basis. We would like as Rounders Fixtures BW Field After School many students as possible to attend at least Tennis coaching (paid activity) Outside Coach Courts After School one club per week – more if they wish! The timetable is updated each term, as some clubs ‘String Thing’ – All years MV WM2 1.00 – 1.30 may change. Each student will be issued with Golf (paid activity) Outside Coach After School a copy of the timetable at the start of each term. A laminated copy will be provided for Computer Availability – All years S13/LRC 3.20 – 4.30 each tutor base and the Weydon website will Y7 Drama HL Drama Hall Lunchtime also be updated. Home Study Club – All Years NV/AS/DT LRC After School

Tuesday Activity Staff Venue Time Rounders Fixtures BW Field After School Judo (paid activity) Outside Coach Gym After School Green Team – All Years AS N16 12.40 – 1.10 Athletic Club CWI Field After School Computer Availability – All years S13/LRC 3.00 – 4.00 Home Study Club – All Years NV/DT/JLC LRC 3.00 – 4.00 Rounders Fixtures BW Field After School

Page 26 Wednesday Thursday Activity Staff Venue Time Activity Staff Venue Time Y7 & Y8 Rounders BW/CWI Field Lunchtime Y8 Cricket – Boys BW/CB Field Lunchtime Y7 Cricket – Boys BW/CWI Field Lunchtime Y7 & Y8 Vortex SG Field Lunchtime Roxing & Glee Club MV/SHM WM2 Lunchtime Rounders Fixtures BW Field After School Y9 & Y10 Vortex SG Field Lunchtime Ultimate Frisbee CWI Field After school Origami / Art MAF Art rooms Lunchtime Art Club MAF S16 Lunchtime Computer Availability – All years S13/LRC 3.20 – 4.20 Running Club – All years AS Field After school Oware Club JUT/CW N7 1.05 – 1.30 School Band AD WM1 Lunchtime GCSE Film Club MUV W5 12.35 Computer Availability – All years S13 3.20 – 4.20 Y9 & Y10 Tennis CWI Courts After School Summer Production Rehearsals HL Drama Hall 3.20 – 5.00 Y9 Drama Club RA Drama Hall Lunchtime Y8 Drama Club HL Drama Hall Lunchtime Y9 & Y10 Community Cohesion PAK W1 1.00 – 1.30 Home Study club – All years NV/AS LRC After School Home Study Club – All years NV/MP LRC After School Friday Activity Staff Venue Time In Year 7 we will be monitoring each student’s participation of Y10 Sports Leaders BW Gym Lunchtime clubs / activities. Certificates will be Ultimate Frisbee CWI Field Lunchtime awarded at the end of each term for Y7 Y8 Y9 Cricket – Girls BW Field Lunchtime good attendance and participation. Y7 Y8 Tennis CWI Courts After School Funk Band AD WM1 Lunchtime Y10 & Y11 Computer Availability S13 After School Street Dance (paid activity) Outside Coach E3 After School Upper School Art Studio MAF S16 3.20 – 4.30 Summer Production Rehearsals HL Drama Hall 3.20 – 5.00 Y10 Drama Hall EKE Drama Hall Lunchtime Science Club LC/LE N6 Lunchtime Christian Union Faraday 12.35 GCSE Media Film club MUV W5 12.35

Page 27 i2i Partnership Teaching School Alliance and Teach@Weydon (Teacher Training)

The i2i Partnership and Teaching Training

Since 2012 Weydon School has been part A key focus of our teaching school is to of a select group of schools designated as ensure that we train and employ the best new Teaching Schools. The two most important teachers entering the profession. To achieve factors for driving school improvement are this, we need your help. If you or someone developing and maintaining outstanding you know is considering teaching as a career, teaching and learning, and maintaining whether they are an undergraduate coming the highest levels of school leadership. to the end of their studies or someone Teaching School status has given us the thinking about changing career, we would means and resources to achieve these two like them to contact us about our Secondary main priorities. PGCE programme. For details, please look on our school web page or contact [email protected]

Page 28 Useful Contact Details

School Email Headteacher’s PA [email protected] [email protected]

Admissions Main Office Telephone [email protected] 01252 725052 Weydon Lane Farnham Surrey GU9 8UG

Tel: 01252 725 052 Email: [email protected] www.weydonschool.surrey.sch.uk