Welcome to Outwood Academy Brumby s Parent/Carer Handbook.

Transcription

1 Welcome to Outwood Academy Brumby s Parent/Carer Handbook. This handbook has been written to provide you with useful information about our policies and systems and to give important information that we hope will make it easier for you to understand the way the academy operates and allow you to easily contact key staff should the need arise. We all know that an excellent partnership between school, parents and students is the recipe for student success and we hope that the information within this handbook will be of use to you throughout the whole academic year in supporting your child to achieve their potential Yours faithfully Sir Michael Wilkins Chief Executive Julie Slater Regional Chief Executive Toby Rutter Principal 1

2 CONTENTS Page Number Visiting the academy 3 Supporting your child 4 The academy day 6 Contacting the academy 7 Student health support 9 Frequently asked questions 11 Attendance information 12 The academy uniform 14 Pastoral care 16 SEND (special educational needs and disabilities) 18 Literacy 19 Numeracy 20 Questions you may want to ask at meetings 24 How does the academy set student targets? 25 Praising Stars effort grade descriptors 26 Praise 28 Code of conduct 29 Consequences of behaviour 30 Behaviour Policy - fixed term exclusion 31 Curriculum 32 Coursework and controlled assessment 33 Examinations (including exam dates ) 34 Exam and revision guidance 37 Pledges 38 Assemblies and collective worship 39 Life and religious studies 40 Cyber bullying and internet safety 41 and 43 Parent support 42 Positive relationships and anti-social behaviour 44 Cycle/Scooter safety 46 Procedure for the unplanned closure of the academy 47 Maintaining a good working relationship (complaints procedure) 49 Key events 50 Academy Council 2 52

3 VISITING THE ACADEMY Safeguarding students is a priority at Outwood Academy Brumby and as such we operate an automatic gate at both the main entrance and staff carpark. The gates are open and staffed at the beginning and end of the school day, but at all other times the gates are shut and the academy site can only be accessed by contacting the receptionist via one of the call-points near to the gates. All visitors must report to Reception immediately upon entrance to the academy. If you arrive by car you must park in the visitor car park and enter the academy by the main reception. As part of our Safeguarding Policy, it is important that we are able to identify all staff and visitors on site. As such, all adults will be required to wear a coloured lanyard which signals their purpose on site. Lanyard Colour Purple Green Black Explanation An academy employee who has been CRB/DBS checked and has unlimited independent access to the site A regular visitor to the academy who has been CRB/DBS checked and is entitled to unaccompanied access to the site A visitor to the academy who has not been CRB/DBS checked and should be accompanied at all times by another member of staff with a purple lanyard. PARKING The academy car park has adequate car parking space available but this is limited especially on open evenings and other whole academy events. Alternative arrangements will be made for these events and Parents/Carers are respectfully asked to park considerately both within the academy and in the neighbouring areas. 3

4 SUPPORTING YOUR CHILD Your support is essential in helping your child to realise their full potential. Please inform us of any issues that you feel may impact upon their learning or general well-being. TIPS FOR A POSITIVE START TO THE SCHOOL DAY: The beginning of the day can be a rush. Your child will need to be organised so that they are ready to learn. Encourage your child to pack their school bag and lay out their uniform before going to bed each evening Try to make sure your child eats breakfast - this provides essential energy and will help him or her perform better at school. We found that children who skip breakfast either occasionally or routinely are less fit, less active and more likely to be overweight or obese than those who always eat breakfast said lead author Dr Gavid Sandercock, a lecturer in clinical psychology at the University of Essex. Breakfast is available for students in the restaurant from 8.00 am. Allow plenty of time for your children to get to school - build extra time into your morning routine so that if there are transport problems he or she won t be late for period 1. Each evening check for letters home or consent forms to sign as this will help avoid early morning panic and items being forgotten. Letters are copied to the website. GENERAL ADVICE Encourage them to attend regularly. Make doctor/dentist appointments outside school hours or in school holidays. Insist your child aims for 100% attendance. Contact their Learning Manager if you have any concerns. Insist that your child is punctual and arrives at school by 8.20 am. Remind them of our shared expectations. Check that they have the right equipment for the day. If they forget anything, equipment can be dropped off at main reception. Take an interest in their work by asking to see their books and signing to indicate that you have seen them. Read and sign their student planner each week. Check it is being used effectively. Insist they work hard, listen and follow instructions. Support them by attending Parents Evenings. EQUIPMENT CHECK LIST: Planner Pencils Eraser Scientific calculator Pens Ruler Compass PE kits (on the appropriate day) 4

5 SUPPORTING YOUR CHILD SPECIFIC SUBJECT EQUIPMENT: Art pad DT apron All items are available to purchase at the academy during break and lunchtime. ENRICHMENTS Every day after school, Outwood Academy Brumby has a selection of extracurricular activities that you child can choose from. Whether it s a fun enrichment or essential catch-up session, there is something from every department in the academy. Students can play a sport, learn a language - there is something for everyone! Each term an updated enrichment booklet will be available on our website. Please encourage your son/daughter to experience a variety of enrichment activities. We firmly believe that participation in such extracurricular activities will help them settle in to life at Outwood Academy Brumby and create a healthy balance between the academic pressures and personal enjoyment and development. The best thing about Outwood is that the school library is open out of hours to complete homework Outwood Academy Brumby Student 5

6 THE ACADEMY DAY Arrival on site Period 1 Period 2 VMG Time/Assemblies/Staggered break Period 3 Period 4/Staggered Lunch Period 5 Enrichment Activities 8.20 am 8.25 am am 9.30 am am am am am - 12 noon 12 noon pm 1.30 pm pm 2.30 pm pm ACADEMY TERM DATES Autumn Term 2015 Open staff only INSET day - Academy not open to students Wednesday 2 September 2015 Open to students All students Thursday 3 September 2015 Last Day Half Term Thursday 22 October 2015 First Day Open to students Monday 2 November 2015 Last Day End of Term Friday 18 December 2015 Open Staff only Spring Term 2016 INSET day - Academy not open to students 6 Monday 4 January 2016 Open to students All Students Tuesday 5 January 2016 Last Day Half Term Friday 12 February 2016 Open staff only INSET day - Academy not open to students Monday 22 February 2016 Open to students All students Tuesday 23 February 2016 Last Day End of Term Thursday 24 March 2016 Open Staff only Summer Term 2016 INSET DAY - Academy not open to students Monday 11 April 2016 Open to students All students Tuesday 12 April 2016 Last Day Half Term Friday 13 May 2016 First Day Open to students Monday 6 June 2016 Last Day End of Term Thursday 21 July 2016

7 CONTACTING THE ACADEMY The primary contact for every child if their Mentor. Please be aware when contacting the academy that most staff will be teaching between the hours of 8.30 am and 2.30 pm and whilst staff will endeavour to answer queries from parents/carers as quickly as possible, at times it is not practical to do so until the end of the school day or even the following day. As Parents/Carers, it can often be challenging to know who is the most appropriate person to contact. To assist, we have put together what we hope will be a useful guide. This is by no means exhaustive but we hope it delineates the roles of different departments that operate within the academy. General questions should be directed to the Main Reception The receptionist will be able to assist you in directing your questions to the relevant person. Main reception opens at 8.00 am and closes at 4.30 pm Information regarding attendance, including a student absence, should be directed to the Attendance Office on Option 1 or attendance@brumby.outwood.com Information concerning your child s general well-being should, in the first instance, be directed to your child s Learning Manager who will pass it on to the relevant personnel as necessary. Please refer to the contact details below If you are telephoning the academy to inform us that your child has forgotten their lunch/pe kit or if you need to get an urgent message to them, please contact the Student Information Desk (SID) on ext If you are enquiring about an educational visit that has been planned or you wish to speak to your child s teacher about their academic progress, please contact the main reception who will redirect your call as necessary. Alternatively, if the matter is urgent, please contact the relevant Head of Department. If you wish to write to a member of staff in the academy please indicate clearly whom you with to be the recipient of your letter and address it to Outwood Academy Brumby, Cemetery Road, Scunthorpe, North Lincolnshire. DN16 1NT. The academy s address is: enquiries@brumby.outwood.com FOR STUDENT WELFARE ENQUIRIES YEAR NAME TELEPHONE 7 and 8 Mrs Linda Scott l.scott@brumby.outwood.com Ext Mrs Julie Taylor j.taylor@brumby.outwood.com Ext Mrs Lexie Harwood l.harwood@brumby.outwood.com Ext Mrs Elaine Etchell e.etchell@brumby.outwood.com Ext 1037 Bridge Manager Mrs Diane Lowthorpe d.lowthorpe@brumby.outwood.com Ext 1010 Student Information Desk Mrs Louise Christer l.christer@brumby.outwood.com Ext 1081 Attendance Officer Mrs Julie Drewery j.drewery@brumby.outwood.com Ext 1002 Inclusion Co-ordinator Mrs Marilyn Johnstone m.johnstone@brumby.outwood.com Ext

8 CONTACTING THE ACADEMY FOR SUBJECT SPECIFIC ENQUIRIES Mrs Katharine Beckett Head of English Mrs Jenny Moss-Gulliver Head of Maths Mrs Marian Toyne Head of Humanities (History/Geography/ and RE) and ICT Miss Alison Butterfield Head of Languages Mr Damian Batley Head of Science Mr Andy Cross Head of Design Technology Mr Graham Lings Head of PE Mrs Wendy Letherland Head of Music TO AMEND PARENT/CARER AND STUDENT PERSONAL DETAILS Main Reception Personal details and amendments FOR SENIOR LEADERSHIP TEAM ENQUIRIES Mrs Julie Slater Regional Chief Executive Mr Toby Rutter Principal Designate Mrs Julia Pinder Vice Principal Mr Mike Fisher Vice Principal Mrs Diana Blanchard Assistant Principal Mrs Wendy Letherland Assistant Principal Mr Dave Rogers Assistant Principal If you are unsure who to contact, please There is also useful information on the academy website for parents/ carers The best thing about Outwood is the many caring teachers who help people including me within the school. Whether I need help with my Maths or any homework assignments I always go to catch ups and the teachers there support me Outwood Academy Brumby Student 8

9 STUDENT HEALTH SUPPORT If your child has an ongoing medical condition and requires medication or a Health Care Plan you need to meet with the Inclusion Co-ordinator as this needs to be updated every year. If at any point your child does need medication please send this in with details of the medication and dosage so that it can be administered properly and sorted safely. COMMON AILMENTS There are common ailments that we experience on a daily basis: Headaches Colds/coughs Sore throats Period pains Upset stomachs Vomiting Feeling hot/cold Bumps and knocks HOW DO WE DEAL WITH COMMON COMPLAINTS? Our usual course of action is to observe students. We ask key questions such as: Have you had a drink today? Have you eaten today? When was the last time you ate or had something to drink? More often than not the answer to both these is no. At this point we will give them something to drink and ask them to have something to eat. If the issue persists we then ask students to return to SID. f the medical issue returns or does not subside then we contact parents/carers, as the student may need to go home. We cannot however deal with significant injuries/complaints etc. In these cases we contact parents/ carers, as the academy cannot sign for treatment in a hospital situation. In extreme situations the academy will contact an ambulance or take the student directly to hospital. Parents/Carers will be contacted and we will meet them at the hospital. TRIP INFORMATION It is parental responsibility to make sure that medical information we have at the academy is up to date and this is why we issue a medical form with every trip. Please make sure this is completed correctly so we can act appropriately. If a student carries an inhaler or other medical device we have to have one on site and we expect the student to carry one with them at all times. CARRYING MEDICATION No student should carry medication. The only exception is : Inhalers If a student loses medication we cannot ensure that it is safely returned to them. We also have to consider the health and safety of our other students. If medication is lost and another child picks it up and take it we cannot know how this will affect them. Equally we do not want students to share medication as they may not know if they can take paracetamol or they may have a bad reaction. No medication will ever be given to a student unless a Health Care Plan is in place. PERIOD PAINS Many girls feel really self-conscious and nervous about getting their periods at school but it is really not a big deal. Most girls will have their period at school at some point, so they are not alone. The more relaxed and organised they can be the better the chances of no one noticing and that they feel comfortable and in control. Here are some tips: 1. Have a kit prepared - girls should think about the products they want to use and have a small bag with them in. It is also good to bring extra items of clothing just in case e.g. pants and tights. 2. Practise! - it s a good idea to have discussions with your children about what to do and when and it is a good idea for girls to practise so they feel able to deal with this change in their life. 3. Know the toilets - always know where the nearest toilets are. 4. Good hygiene is important - always keep clean and fresh 5. Emergency supplies - if there is an emergency, students should go to SID where we can help. This is also the first port of call if a student feels they need to take medication to relieve pain. 6. Asking to be excused from class - girls shouldn t feel embarrassed to leave class. However it is always advisable to think forward and use the facilities before lessons start 9

10 STUDENT HEALTH SUPPORT 7. What if they have an accident? If an accident occurs the SID office have extra supplies of kit and uniform. It is advised that students keep spare intimate items with them. If a girl is unsure and has questions she can also discuss any issues with her Learning Manager. If boys have any questions they can also seek advice. BROKEN BONES/CRUTCHES/STRAPS If your child is injured or is returning after an operation you must make an appointment to see your child s Learning Manager who will take you through a risk assessment and students will be supported so they can move around the site effectively. Staff will be briefed so they can support if a student needs to leave early as they will have to change the structure of the lesson. INJURIES OUTSIDE ACADEMY HOURS Should your son or daughter be injured outside of academy hours it is the parent/carer s responsibility to take them to A & E, the GP or a walk in centre. During this academic year students have presented themselves with broken bones, cuts and other injuries and ailments that should have been dealt with sooner. SELF INJURY If we receive information regarding self-injury we will encourage students to pass this information on to parents/carers immediately as they are endangering themselves. We act proactively and want to help students get to the root cause of the issue. We help treat the issue not the symptoms. If you feel your child needs help with this situation please contact the academy through your child s Learning Manager. If your child is self-injuring our advice is to please take them to the Doctors Surgery as they can activate CAMHs (Child and Adolescent Health for support) quicker than the academy can, however we will also make this referral. Self-injury exhibits itself in many different ways: Cutting Burning Significant rubbing Pulling hair Pinching Starving or expelling foods Hitting objects Advice can be found from: CONFIDENTIALITY If a student is over the age of 12 and is deemed competent they can be granted confidentiality and seek medication and treatment for themselves. However, if the academy feels that the young person is in danger either to themselves or others, information can be shared to support them. The academy does not want to break the bond we have with students, however if they are in danger or do not meet the basic competency requirement* we will safeguard accordingly Frazer guidelines inform/research/questions/ gillick_wda61289.html 10

11 FREQUENTLY ASKED QUESTIONS PROBLEM SOLUTION My child is ill and will not be attending school Call the Attendance Office (details on contact page) and explain the reason why your child will be absent from school that day I need to take my child out of school for... Contact the attendance office by phone, or letter I want to take my child out of school for a holiday I am concerned that my child is being bullied My child is feeling unwell but I have still sent them into school My child has had an item confiscated My child is unsure of detentions I am concerned about anti-social behaviour Please note: holidays in term time are only authorised in exceptional circumstances and you should seek authorisation before booking Ask your child to collect an application form from the Attendance Office. You should complete this and submit it no later than 3 weeks in advance of the proposed absence. You will receive a letter informing you whether your request has been authorised or not Contact your child s Learning Manager and explain your concerns to them. They may have to refer to you to another member of staff if appropriate Write a note in your child s planner explaining this. If your child deteriorates throughout the day we will contact you if he or she needs to be at home or in the event of an emergency. Please ensure we have the correct details to contact someone in case of an emergency. The academy does not allow smart items (technology, music equipment), jewellery or make up. Items will be confiscated and stored in the main reception. Parents/Carers can collect these daily. Students can collect these at the end of a half term Students must check when they have a detention, they will not be reminded. If your son/daughter is unsure they can check initially with their Learning Manager. They can request this information from SID as well as from their Learning Manager Take down the key details and contact your child s Learning Manager Please note. Academy policies in this handbook are subject to change throughout the academic year. These will be updated on the website. There is a great deal of information on the academy website and it is updated regularly. Please refer to this on a weekly basis to keep up-to-date with any changes. The website address is You can also follow the academy on Outwood Academy Brumby 11

12 ATTENDANCE INFORMATION At Outwood Academy Brumby excellent attendance and punctuality is our aim for every student. Our academy attendance target of 95% is the minimum that we expect for all our students. To achieve this attendance level, a student should have no more than 9½ days absence in an entire academic year: If a student attendance falls to 90% this is the equivalent of missing half a day every single week; 85% is equivalent to a student missing around 6 weeks in an academic year. Full attendance maximises learning opportunities and research suggests that just 17 days absence in any one year = 1 GCSE grade drop in achievement. If you feel there are exceptional circumstances that warrant an application, please contact the Attendance Office for a form. You will be notified in writing of the academy s decision. HOW DOES THE ACADEMY HELP? We monitor students attendance and punctuality very closely and will follow up unexplained absence with parents/carers, by telephone or by letter. Where a student s attendance record reaches a concerning level, we will contact you to discuss ways in which the academy can support you and your child. FAST TRACK TO ATTENDANCE HOW PARENTS/CARERS CAN HELP We would appreciate the full support of parents/carers in ensuring that their child attends wherever possible, which means only keeping your child off school when it is unavoidable and helps them develop good habits for the world of work. For example: illness - only keep your child at home for genuine illnesses, not minor ailments (you will know!). If you re not sure, send them to school with a note and school can contact you if there s a problem. Medical/dental appointments - make routine appointments out of school time. If this is not possible, please notify us in advance and ensure that your child attends school both before and after the appointment as appropriate. Any problems? - If your child has a problem either at school or at home, that is affecting their attendance to school, it is important that you contact us as soon as possible and we will do what we can to help. Keeping them away from school will only make things worse. Where the above measures have failed to bring about an improvement in attendance and there continues to be unauthorised absences, the Fast Track to attendance process may be used (in appropriate circumstances). A meeting will be held in school and an action plan will be drawn up. 4-week period will be given for improvement and a target will be set. In cases of continuing unacceptable attendance, the academy may refer to the Local Authority for a Fixed Penalty Notice to be issued. A VARIETY OF AWARDS AND INCENTIVES ARE IN PLACE: Students are notified in VMG every half term of their own attendance level. Students are asked to record it in their planners. For every week a student has 100% attendance, their name is entered into a termly draw to win vouchers. Certificates are awarded to students with 95% attendance and above on a termly and annual basis. The attendance Teddy is awarded to best VMG by continent. There are also half termly postcards sent home. The attendance cup is awarded each half term to the VMG with the highest attendance. Attendance during one is this many days which is...which is this many school year absence approximately this lost learning hours many weeks absence per year 95% 9 days 2 weeks 50 90% 19 days 4 weeks % 29 days 6 weeks

13 ATTENDANCE INFORMATION REPORTING AN ABSENCE If your child is too ill to attend the academy you should contact the academy attendance office as soon as possible on the day of absence by telephone or by . We ask that you contact us each day your child is absent, unless you have already given us an indication of how long the absence will last. On your child s return please fill in the absence note at the back of the Student Planner which your child should take to the attendance office. Tel Option 1 attendance@brumby.outwood.com TRUANCY CALL We take our safeguarding responsibility seriously. If the attendance office has now received notification of absence an automated call is made daily to parents/ carers if a student is absent from Period 1 (8.25 am to 9.30 am). Calls are made on a daily basis, even when your child has been absent due to illness on previous days. We cannot assume that your child is still ill unless you have notified us. We would not wish to put your child at risk by failing to contact you. PUNCTUALITY Please ensure that your child arrives at the academy for 8.15 am. The first bell goes at 8.20 am. Students are expected to be at their first lesson by 8.25 am ready to start learning. Students who are late to class will be marked as late on the register and issued with a C4 Class Late Students who are more than 5 minutes late to class will be reported to SLT as truanting. There is zero tolerance to lateness P1, P3 or after lunch as students have adequate time to move around the site. LEAVE OF ABSENCE (for holidays) Absence for any reason interferes with students learning and progress. In addition, students exam results may be affected, they may miss important exams or controlled assessments. No leave of absence will be granted during term time, except in exceptional circumstances. Family holidays should be taken during school holidays. Absence taken without authorisation will lead to your child having unauthorised absences and may lead to a Fixed Penalty Notice being issued by the Local Authority. Penalty Notices are issued under the Anti-Social Behaviour Act 2006 and are 60 per parent per child if paid within 21 days, rising to 120 per parent per child if paid between 22 and 28 days. For further information or to discuss any aspect of yoru child s attendance, please contact the Attendance office Option 1. Please support us to support your child. Any student arriving late must sign in at the attendance office. After 8.20 am, students will be marked as late and will receive a C4 detention for the following day unless there is a genuine reason for their lateness supported by a note in their planner. Minutes lost each day Days per school year Hours lost learning per year The best thing about Outwood is that it 5 mins 3 days mins 6.5 days 33 has a community feel Outwood Academy Brumby Student 15 mins 10 days mins 13 days mins 19 days 95 13

14 THE ACADEMY UNIFORM REQUIRED ACADEMY UNIFORM Academy long or short sleeved shirt - white Academy trousers or skirt - black Academy clip-on tie Academy jacket - black Plain black socks Plain black shoes - no trainers, boots, pumps or canvas shoes will be allowed OPTIONAL ACADEMY UNIFORM Academy V neck jumper - sleeves need to be at full length. Academy v neck slip (tank top) SHIRTS, JUMPERS & JACKETS Jackets must be worn with the sleeves down. Sleeves on shorts, jumper or jackets must not be rolled up at any time. Shirts must be tucked in. SHOES Only plain black shoes are allowed to be worn with the uniform. No trainers, boots, pumps or canvas shoes will be allowed. Heels should be no higher then 2.5 cm/ 1 inch. NB - if students are not wearing the correct footwear they will be expected to borrow a pair of shoes from SID - the shoes will be treated with a hygienic spray after each use. Failure to wear the shoes provided will result in an exclusion (refusing a reasonable request). OUTDOOR COATS Outdoor coats should be plain and should not have large logos or studs. Please note: hoodies, fur jackets/ costs and denim jackets are not allowed. BAG Students require a school bag which can fit in an academy planner and A4 workbooks REQUIRED PE UNIFORM Purple academy polo top Purple/Black academy reversible games top Black academy shorts Plain black knee length games socks Indoor trainers - non marking sole with laces providing support to ankle and foot sup- Outdoor trainers - good grip with laces providing port to ankle and foot NB. Pumps do not provide adequate support for the foot or ankle We strongly recommend: Gum shield - for rugby/hockey Shin pads - for rugby/hockey 14 OPTIONAL PE UNIFORM Football boots Academy tracksuit top Academy tracksuit bottoms 3/4 zip fleece * if you have an academy tracksuit top you do not hafe to buy the reversible games top DRAMA Academy tracksuit bottoms or plain black tracksuit bottoms. Purple academy polo top. DANCE GIRLS Plain black cotton leggings Purple academy polo top DANCE BOYS Academy tracksuit bottoms or plain black tracksuit bottoms. Purple academy polo top MUSIC We strongly advise that students use a hard case to transport their instrument to and from the academy to offer the best possible protection for the instrument. The case must be clearly labelled with the student s name. Students are responsible for ensuring their instrument is stored safely on the shelves provided in the instrument store. The academy will not be responsible for damage caused due to improper storage or unsuitable protection. TIGHTS If girls choose to wear a skirt, tights must be worn. Tights must be plain black. Opaque (not patterned) and a minimum of 40 denier. It is recommended that girls carry a spare pair of tights with them in case they ladder the pair they are wearing NAIL POLISH Nail polish and any type of false nails (including clear gels, acrylics, extension, Shellac etc) are not allowed.

15 THE ACADEMY UNIFORM HAIR Hairstyles and colour should be sensible. Please check with your child s Learning Manager before considering any dramatic changes to style or colour. No offensive patterns should be shaved into hairstyles. Hair accessories should be discreet and in black or purple, no scarves or bandanas (unless for religious reasons). Hair accessories can only be worn in the hair. Hair bobbles cannot be worn on wrists. JEWELLERY No jewellery or adornments (including bobbles on the wrist) are allowed except a wrist watch and a Medic Alert necklace or bracelet. If any student is thinking about having their ears pierced, this should be done at the start of the summer holidays, as no student will be allowed to wear earrings or studs at any time. MAKEUP Any makeup worn must be very discreet. Students will be asked to remove makeup if it is not discreet. OTHER EQUIPMENT Each student will require a cotton apron for Design and Technology. The apron should be non-plastic and nonoffensive and can be purchased from high street stores or from uniform suppliers. All students will need a pen, pencil, ruler and rubber/ A scientific calculator; we recommend Casio fx-85, a pair of compasses, a protractor and a dictionary would also be useful. THE UNIFORM RULE IS SIMPLE: wear the uniform and wear it correctly. Please note: students will not be reminded of our uniform policy and will be issued with a consequence if it is not adhered to at all times. All students in year 7 to 11 are required to wear the correct academy uniform. Jackets must be worn, with shirts tucked in, at ALL TIMES. Academy jumpers can be worn under the jacket again worn correctly. In classes academy jackets can be removed with the permission of the class teacher. Any student who does not wear the uniform correctly will be issued with a C4 Other. Any items of clothing, jewellery or hair accessories that do not adhere to the above policy will be confiscated and a C4 Other will be issued. Parents/Carers may wish to collect these items, other items can be collected Mon-Fri pm If students do not attend the academy in the correct uniform an appropriate alternative will be provided (where possible). Eg. If you arrive in the incorrect footwear. Failure to follow this reasonable request will result in a fixed term exclusion. NB the final decision with regard to all issues relating to uniform will be made by the Principal. STUDENT PRESIDENTIAL ELECTION

16 PASTORAL CARE We want to create an outstanding climate for learning. We want our young people to feel happy, cared for an dwell supported so that they are able to flourish in the classroom. We have therefore put in place a system of pastoral care that is proactive in its approach to provide the support and guidance that our students deserve. VERTICAL MENTOR GROUPS As part of our pastoral system, all students in the academy are placed in a Vertical Mentor Group (VMG). VMGs are identified by the name of a country and belong to one of the five continents. Each VMG has approximately 26 students ranging from year 7 to year 11. The vertical structure enables students to interact with students of all ages. It is invaluable in providing opportunities for students across all age ranges to mentor each other and offer invaluable advice and guidance in relation to target setting and academic progress. Students meet their Vertical Mentor every morning for 15 minutes between and 10.45am or and 11 am, depending on which Continent they belong to. VMG time is an opportunity for a variety of information to be passed to students as well as a time for students to discuss any issues or problems with their Mentor. Your child s Vertical Mentor is your first point of contact should you have any concerns about your child s general well-being. A weekly programme of activities is conducted in each VMG. These daily activities include things such as; weekly quiz relating to current affairs both in and out of the academy, updating their progress files, group discussions on relevant topics, student voice questionnaires, time to discuss and record Pledges, attendance and much more. As parents/carers, we ask that you check and sign your son/daughter s planner each week, read for it to be checked by the VMG Mentor. As well as the guidance of a Vertical Mentor, students are also supported by a year group Learning Manager. The Learning Manager has an overview of the progress made by all students in the year group and will provide additional support packages for students where necessary. VMG time also offers a variety of tasks every week to stretch students understanding of spiritual, moral, social and cultural issues. Word of the week (WOW) and numeracy and literacy are also part of VMG time. Each Continent has an assembly, once a week, during VMG time. VULNERABLE REGISTER All students from time to time are vulnerable. To support students through difficult times and address the government agenda the academy has adopted a vulnerable register. This register highlights to staff certain criteria so that staff may be sensitive to the needs of students without compromising the quality of education for others. Some of the criteria include: Bereavement English as an additional language Children who are looked after Free school meals Service children Literacy This register is updated regularly and staff are informed when an update has occurred. Outside Agencies - (this is not an exhaustive list) Target Youth Support Rebound (drugs) Early help - supports young people to get back on track Barnardos Young Carers If you have any queries please contact your child s Learning Manager who will organise a meeting to review provisions. 16

17 PASTORAL CARE BRIDGE The Bridge is the social inclusion centre and is managed by Mrs Diane Lowthorpe who works closely with the student, Parents/ Carers and staff. She works with students who have behavioural difficulties, medical problems, emotional and social difficulties. Students can access the provision on a short-term, full-time basis or part-time. Students are also offered support with anger management, academic or social issues. They can also access the services of the academy counsellor. OUTSIDE AGENCIES Outwood Academy Brumby works in conjunction with a number of outside agencies including: Educational psychology Child and Adolescent Mental Health Services (CAMHS) Academy Counsellor Special needs support services - hearing impairment (HI), visual impairment (VI), communication, interaction and access team (CIAT) and learning support services (LSS) Careers Inc. If you have any questions or concerns, please contact the Inclusion Co-ordinator, Mrs Marilyn Johnstone, at the academy. The whole point of schools if that children come first and everything we do must reflect that single goal Sir Michael Wilkins Chief Executive 17

18 SEND (Special Educational Needs and Disabilities) At Outwood Academy Brumby we have a strong tradition of supporting the inclusion of all young people. Our aim is to enable students with a variety of needs to access a broad and balanced curriculum. Timetables are modified in response to the needs of individual students. Outwood Academy Brumby follows the graduated wave response as outlined in the SEND Code of Practice. LEARNING SUPPORT On entry, all year 7 students are assessed using reading and spelling tests. Some students are identified as being in need ot additional intervention for literacy. This includes students identified as having specific learning difficulties - sometimes referred to as dyslexia. This will take the form of small group withdrawal work for one lesson a week. For students with reading difficulties, we also offer paired reading during VMG time. The emphasis is on early intervention at Key Stage 3. Parents/Carers are informed of all proposed changes to timetables. Some students require additional support in classrooms. This is provided by a well-qualified, highly skilled team of Learning Support Assistants who work across a range of subjects. We run a very comprehensive transition programme for year 6 students which includes additional visits for students who are particularly anxious about transfer. Wave One: The effective inclusion of all children in high-quality lessons (quality first teaching) with a focus on reading, writing, communication and mathematics. Children may be at any point on the graduated response - that is, the usual differentiated curriculum. Wave Two: Small-group intervention (Literacy support, Additional Literacy Support, Option classes, Literacy and Numeracy classes) for children who can be expected to catch up with their peers as a result of the intervention - that is, who do not have special educational needs related specifically to learning difficulties in literacy or mathematics. Wave 2 intervention are not primarily SEND interventions. This may also be where they have additional needs such as special educational needs, for example, emotional and behavioural difficulties for which they are receiving other forms of support. Wave Three: Specific targeted intervention for individual children identified as requiring SEND support. Children at Wave 3 may have particular needs related specifically to mathematics or literacy, or needs associated with other barriers to learning. Provision at Wave 3 is likely to draw on specialist advice. It may involve the adjustment of learning objectives and teaching styles and/or individual support. It aims to reduce gaps in attainment and facilitate greater access to Waves 1 or 2. Children receiving Wave 3 support will always be placed on SEN register or will be identified on the provision map. The SEN register not only lists students by category of SEN but also by Major Need - i.e. why they are on the register. The main major needs are: Cognition & Learning: this might include developmental delay, language paucity, poor literacy and low cognitive ability SPLD: specific learning difficulties - this would include students with dyslexia, dyspraxia, dyscalculia and dysgraphia. Social, Emotional and Mental: - this would include a whole range of complex social, emotional and metal health conditions. Communication & Interaction: speech, language and communication needs - this would include those students with receptive and expressive language disorders, stammering and stuttering and those with Autistic Spectrum Disorders including Asperger s Syndrome. PD: physical disability includes mobility issues and motor co-ordination difficulties; chromosomal disorders such as Down s Syndrome, Cerebral Palsy and Fragile X Syndrome. OT: other medical conditions: Crohn s Disease and other such illnesses VI: visual impairment HI: hearing impairment 18

19 LITERACY Literacy is an extremely powerful tool which will enable students to access all aspects of the curriculum. Our aim is to improve the literacy skills of all our students at all levels. With your support, we can aim to equip your child with the essential literacy skills to achieve academic success and thereby enable them to participate in the highly competitive world of employment. WRITING Students need to recognise that they o nly get one opportunity to make a first impression and to engage their reader. As such, written accuracy is essential and students need to recognise that it is not acceptable to continue to make the same errors year after year. HOW CAN I HELP MY CHILD IMPROVE THEIR WRITTEN ACCURACY? Your support is essential in developing your child s use of language. You could encourage them in the following ways: Please encourage your child to strive for accurate expression. Every piece of work should be checked for basic errors and also for opportunities to improve expression and develop ideas. Where possible, take the time to read over their homework; support them in identifying inaccuracies and challenge them to develop their ideas in more detail. Does their writing make sense? Encourage your child to use the literacy pages in their planner to support their writing. Check that they have used sentences properly (capital letter to start and punctuation at the end). Encourage imaginative use of vocabulary. SPELLING Anxiety about spelling is one of the major barriers to confident writing. However, it is a barrier that with practice and patience can be broken down to produce a confident communicator. Our aim is to promote the value of accurate spellings and the impact it can have on their writing. The Student Planner includes pages for students to record any words that they struggle to spell correctly. Please take the time to test your child on these spellings. If your child were to learn just a few spellings every week it would have a dramatic long-term effect on their writing. It works in primary school! READING Many children leave primary school with fairly proficient reading skills. However, reading as a life skill requires so much more than this. A modern day curriculum requires students to be able to access increasingly more complex texts as a means of achieving qualifications in a variety of subject areas. HOW CAN I HELP MY CHILD IMPROVE THEIR READING ABILITY? You could encourage them in the following ways: Ask them questions about the text they have read: Why? How? What might happen next? Etc/ Encourage them to read regularly - 30 minutes a day Read together and then discuss e.g. newspaper article Support them in finding interesting texts e.g. magazines, fiction and non-fiction, visiting a library or book shop. Your continued support is always appreciated. If you have any questions about literacy, please contact your child s English teacher in the first instance. 19

20 NUMERACY Language Typical Calculation Language Be careful to use accurate mathematical language when dealing with numeracy. Use of = Multiplying/dividing by 10 Move the decimal place Negative Numbers Histogram/Bar Chart Sum It may sound obvious but remember that = means equals. There is a different sign for approximately equal ( ) Do not say add a nought/take a nought when multiplying/dividing by 10 since it does not work for decimals. 4.6 x 10 = 46, not 4.60 Never say this it contradicts the principle of place value. The decimal is fixed and the digits move. The number -3 is negative 3 rather than minus 3. Avoid saying Two minuses make a plus. These are different types of graphs. It is good practice to use a bar chart for discrete data and a histogram for continuous data. Sum means add. Not all calculations are sums. This checklist shows the steps used for solving most worded problems. Pupils may need reminding that inverse operations refer to the opposite calculation. The Problem Solving Ideas Jotter can also be useful to help you capture your ideas when solving problems. 20

21 NUMERACY Calculation Methods Below are some calculation strategies that work well for the very weakest pupils. There are several approaches to the four main operations and students should always be encouraged to use the method that they are most comfortable with. 21

22 NUMERACY Common Misconceptions Use of = Calculator displays and money Time Length or Numbers This is often used incorrectly in problems which take two or more steps to solve. Correct: 2 3 = = 10 Incorrect: 2 3 = 6+4 = 10 (since 2x3 does not equal 6+4 or 10) Pupils often have difficulty interpreting amounts of money such as 3.50 as the calculator will display 3.5. A common mistake is to write this as 3 pounds and 5 pence. Students often forget that time works differently to other numbers and will write 3 hours 40 minutes as 3.4 hours. This makes working with time on calculators particularly difficult. Students commonly think that the longer a number is the larger it is. This does not work for decimals and can cause problems when asked to put answers in order. Conventions Units Line Graphs Probability Time Money Values should include units unless inappropriate. The horizontal axes of the graph should be used for the independent variable. Probabilities should always be given as a fraction, a decimal or a percentage. It is never written as a ratio. Avoid using a decimal point as this implies base 10 is being used. Use a colon for 12-hour clock with am or pm. There is no decimal point or colon when using 24-hour clock. E.g. 4:20pm or Money should be written using either or p but not both. 123p or 1.23 but not 1.23p. Similarly, 1234mm, 123.4cm or 1.234m but not 1m23cm4mm. 22

23 Students in Years 7 and 8 have one session per week. During this session the student will develop their ability to work at pace on key aspects of mathematics which will support their progression towards attaining the best GCSE grade that they can. Within each classroom there is a leader board that is specific to each class. This is updated on a weekly basis to inform the class who is the most consistent who has improved their score the most. Each half-term one students from each class will be awarded the grand master status for which they will receive a certificate, presented in the house assembly and the highly coveted Master badge which they 23

24 QUESTIONS YOU MAY WANT TO ASK AT MEETINGS PARENT S EVENING QUESTIONS Texts/letters will be sent out alerting parents/carers to parents evenings. Requests for appointments will be sent by post. You can request your own appointment. Is his/her progress in line with the expectations for the group/class/academy? What does he/she need to do in order to improve? How can I support him/her with this? How does level 5/6 or Grade A/B on his her report relate to potential performance at GCSE level? What grade should he/she be aiming to achieve in this subject? Is he/she on target to achieve this? How much time should my son/daughter be spending on homework in this subject? Is my child spending enough time on independent study? Does he/she get on well his his/her peers? Teachers? Does he/she contribute in a positive manner in class? Do you have a reading list/exemplar work? Are there any relevant places that we could visit at weekends that will further stimulate interest in the topics you are studying in your subject? 24

25 HOW DOES THE ACADEMY SET STUDENT TARGETS? YEARS 7-11 The academy sets individual student targets using national data provided by the Department of Education to inform aspirational targets. As a successful academy we should aspire to better our students results year on year ensuring that every child finishes a key stage/course with he best possible level/grade. FFT Rank 10 (top 10% nationally) will help us to have that clear focus for our students. Therefore, the targets we have set our students are aspirational and we hope that the majority of our students will be able to successfully achieve them and beyond. We need to be striving for better results for our students and as an academy we have reflected this shift in the targets we have set for our students. E1, E2, E3 For any queries regarding Praising Stars please contact the appropriate Learning Manager: YEAR NAME TELEPHONE 7 Mrs Linda Scott l.scott@brumby.outwood.com ext Mrs Linda Scott l.scott@brumby.outwood.com ext Mrs Julie Taylor j.taylor@brumby.outwood.com ext Mrs Lexi Harwood l.harwood@brumby.outwood. Com ext Mrs Elaine Etchell e.etchell@brumby.outwood.com ext HOW DO WE USE THIS DATA AS AN ACADEMY? Across the whole academy 6 times a year Creates an interactive database for staff Data investigated by the Senior Leadership Team, Heads of Department and Learning Managers Individual students are tracked against predictions based on their prior attainment and current performance Intervention then follows individuals in order to get them back on track Impact measured by results of next Praising Stars Your Child should aim for all E1 E3 effort grades 25

26 PRAISING STARS EFFORT GRADE DESCRIPTORS Effort Grade Description E1 Star Students Students always invest in their own learning. They are always ready to learn always listen carefully to teachers and other students make an excellent contribution to group work and to whole class discussions work well independently including doing homework which involves extra reading or research always hands homework in on time E2 Promising Students Students almost always invest in their own learning. They are usually ready to learn usually listen carefully to teachers and to other students usually make a good contribution to group work and to whole class discussions try to work independently including sometimes doing homework which involves extra reading or research usually hands homework in on time E3 Hard Working Students Students are positive about learning. They generally try to be ready to learn generally try to listen to teachers and students generally try to contribute to group work and to whole class discussions are making progress with working independently and have done some homework which involves extra reading or research generally try to hand their homework in on time 26

27 E4 Students are beginning to neglect their academy work. They Wake-up Call Students are sometimes not ready to learn sometimes do not listen to the teacher and to other students sometimes do not contribute to group work and whole class discussion do not work well independently and do not attempt homework which involves extra reading or research exhibit behaviour that disrupts their learning and that of other students They are in danger of not doing as well as they can. The attainment grade they have been given will not be reached if they do not wake up to this problem. They will not graduate. E5 Target Students Students are in danger of missing out on their education. They need help in valuing their own learning and often block the learning of others. They frequently interrupt lessons slow down the learning of others don t do enough work in lessons arrive late distract other students get easily distracted refuse reasonable requests fail to hand in homework They will already have been spoken to about their work and there will also be discussions with you, their parent/carer. E6 Negative Students Students are having major difficulties in managing their own learning and are stopping other students learning. They disrupt learning challenge other students challenge teachers truant from lessons do not respond to being on report do not improve despite the help we have offered do no homework Serious consequences will follow. This will not be allowed to persist. E1 - E3 are positive effort grades. All students will start on an E1 at the beginning of the Praising Stars cycle. It is up to them to ensure they remain there. 27

28 PRAISE Our system of praise values and celebrates the achievement of all students both within and outside the classroom. Our emphasis is on students success and ensuring they meet or exceed their potential. A culture of praise is visually represented in each classroom with teachers encourages to praise students for going above and beyond. Praise can be awarded for a variety of reasons, examples of which are outlined below: Excellent effort Outstanding work Supporting others Contribution to enrichment activity Contribution to lesson Meeting a personal target Learning model e.g. resilience, independence Departments and Learning Managers will celebrate praise on a regular basis and a clearly defined structure of praise incorporates postcards, certificates and master classes throughout the year. Praise assemblies occur every praising stars cycle to celebrate the success of our students. Numeracy and Literacy Awards - Christmas

29 CODE OF CONDUCT We will provide your son/daughter with a high quality education and facilities that are up-to-date, safe and secure. We will treat them with courtesy and respect at all times. We expect that whenever your son/daughter is in the academy, they behave sensibly and appropriately and always show courtesy and consideration to other members of our community. Remember no-one has the right to interrupt the learning of others. IN OUR CLASSROOMS WE WANT YOUR SON/DAUGHTER TO arrive at lesson and VMG on time bring all necessary equipment in suitable bags e.g. pen, pencil, ruler, eraser, DT apron, text books, calculator, sketch pad, PE kit and planner listen to the person who should be talking always follow the teacher s instructions keep books, desks and walls free of graffiti work sensibly and not disturb their classmates adhere to classroom expectations try to see other people s point of view know that eating and drinking is not allowed only use non-toxic correction fluid DURING THE DAY WE WANT YOUR SON/DAUGHTER TO move around the academy in a quiet and orderly way keep to the left in corridors and on stairs show consideration for others in crowded areas hold doors open and let others pass through stay in the correct area at breaks and lunchtime only eat food in the restaurant put litter in the bins know that caffeinated drinks are not allowed and will be confiscated know that chewing gum is not allowed stay away from staff cars leave unnecessary equipment (e.g. ipod, MP3, mobile phone or any expensive items) at home USE OF ICT IN LESSON WE WANT YOUR SON/DAUGHTER TO always keep their password safe never reset other students computers only use the internet for academy use always ask for permission before using personal storage devices (e.g. USB sticks and external hard drives) IN OUTWOOD ACADEMY BRUMBY, WE CARE FOR AND VALUE OUR COMMUNITY We must always try to do our best and aim high We must value other people and their property We must show respect and care for ourselves and others We must always be responsible 29

30 CONSEQUENCES OF BEHAVIOUR THE CLASSROOM EXPECTATIONS ARE: Arrive to lessons on time and with the correct equipment Follow instructions the first time Listen to the person who should be talking Keep hands, feet and unkind words to yourself Put your hand up if you want attention THE CONSEQUENCES PATHWAY IN THE CLASSROOM Students are told the rule and consequences reminder before being issued with the first consequence Misbehaviour - C1 Further misbehaviour - C2 Further misbehaviour - C3 Students highest effort level for Praising Stars at this point is an E Final misbehaviour in the classroom - C4 and sent to the Matrix room All of the following will result in a consequence being given: talking out of turn, getting out of seat, playing with objects, making noises, defacing work, ignoring a reasonable request, refusing to undertake a task, answering back, swearing A C4 results in the student being given a C4 detention and a sticker in their planner to inform parent/carers of the date of the detention CONSEQUENCES C4 OTHER Students are given a C4 other detention for the following: lateness, uniform, out of bounds, jewellery, no planner/ defacing planner, make up/nail polish, smoking by association, chewing gum (after a rule reminder), lack of correct equipment, mobile phone. This list is not exhaustive. A C4 other results in the student being given a C4 other detention and a letter or sticker in their planner to inform parent/carers This does not result in an automatic C4 CONSEQUENCES C5 Students are given a C5 for the following: failure to attend C4 detention, misbehaviour in C4 detention, truancy, smoking, failure to follow a reasonable request, verbally abusive towards another student A C5 will result in a day in the Consequences room - parents/carers will be informed of this by telephone or a sticker in the student s planner CONSEQUENCES C6 - FIXED TERM EXCLUSION Students are given a C6 for: failure to attend C5 isolation, failure to behave in C5 isolation or for incidents that the Principal deems serious enough to warrant exclusion FIXED TERM EXCLUSIONS ARE ALSO GIVEN FOR REASONS OUTLINED IN THE STUDENT PLANNER The above liss for C4, C5 and C6 are not exhaustive, C4 detentions, C5 isolations and C6 exclusions may be given for other reasons It is the student s responsibility to attend the C4 detention on the correct date. Failure to attend this detention will result in a C5 day in the Consequences room followed by a one hour detention. If a student is absent on the day of the detention, they must rearrange the detention with their teacher, or the HoD, who issued the C4 30

31 BEHAVIOUR POLICY - FIXED TERM EXCLUSION NO-ONE HAS THE RIGHT TO INTERRUPT ANYONE ELSE S LEARNING A decision to exclude a pupil permanently should only be taken: in response to serious or persistent breaches of the school s behaviour policy; and where allowing the pupil to remain in school would seriously harm the education or welfare of the pupils or others in the school (DfE Exclusion from maintained schools, Academies and pupil referral units in England 2012 ) The Principal will make the judgement, in exceptional circumstances where it is appropriate to permanently exclude a child for a first or one-off offence. These offences might include: a. Serious actual or threatened physical assault against another student or a member of staff; b. Sexual abuse or assault; c. Supplying an illegal drug d. Possession of an illegal drug with intent to supply; e. Carrying an offensive weapon; The Local Academy Council s Guidance on Offensive Weapons - the academy has determined that, in addition to legislative guidance, any knife, irrespective of length, constitutes an offensive weapon and should not be brought into the academy. In addition to knives; axes, BB guns, air guns, GATT guns, catapults, slings etc., will also be deemed to be offensive weapons. Other types of offensive weapons will include lengths of pipe, bats, other blunt instruments, or items judged by the Principal or the Local Academy Council to be carried with the intention to inflict injury on another individual - this would include blades removed from pencil sharpeners etc. In addition, the Local Academy Council also considers the following to be serious incidents resulting in the permanent exclusion of a student: a. Deliberate activation of the fire alarm without good intent. b. Repeated or serious misuse of the academy computers by hacking or other activities that compromise the integrity of the computer network c. Repeated verbal abuse of staff. d. Persistent disruption and defiance that may or may not be directly linked to the Consequences system. f. Making a malicious false allegation against a member of staff g. Potentially placing members of he public in significant danger or at risk of significant harm. These instances are not exhaustive, but indicate the severity of such offences and the fact that such behaviour can affect the discipline and well-being of the academy community; In cases where a Principal has permanently excluded a student for:- a. one of the above offences; or b. Persistent disruption or defiance including bullying (which would include racist or homophobic bullying) or repeated possession and/or use of an illegal drug or drug paraphernalia on school premises 31

32 CURRICULUM 2015/2016 FACULTY SUBJECT SUBJECT SUBJECT SUBJECT SUBJECT Consolidation English Maths Science Humanities Geography History Health & Social PE Core GCSE Creative Arts Art Food Resistant Textiles ITT ICT Business MFL French German We offer a broad and balanced curriculum with a variety of option choices that are selected during Year 8 and Year 10 32

33 COURSEWORK & CONTROLLED ASSESSMENT Coursework and controlled assessment are a required element of the following subjects: GCSE Design and Technology GCSE Science GCSE English Language/Literature GCSE History GCSE Art GCSE Music GCSE French, German GCSE PE GCSE Business Studies GCSE Geography COURSEWORK Not completing coursework is the same as missing an exam. It is essential that deadlines are met as coursework submitted after the deadline set is at risk of not being marked or losing a percentage of the total marks available for that piece of work as per the exam board regulations (these differ in each subject). Students will be given the deadlines by their teacher. These need to be written in their planner. Coursework is continual homework as it is the student s responsibility to meet their deadlines. Subject trackers in student planners will help you recognise when students have completed aspects of their coursework. Coursework is a formal written element of the course and will be assessed by teaching staff and then verified by a specialist external examiner. CONTROLLED ASSESSMENT Some coursework has been replaced with Controlled Assessment. This is a formal exam which takes place during lesson time and is marked by the class teacher. Students are informed in writing of the date of their Controlled Assessments. It is vital they are present in school on that day. Students may be asked to prepare for a Controlled Assessment at home (there are different levels of control in Controlled Assessments) but they cannot see the exam paper until they sit in the Controlled 33

34 EXAMINATIONS Key Examination Terms Aural Exam A listening exam taken by students studying languages BTEC A course consisting of credits. BTEC level 2 Certificates consist of 15 credits with the Extended Certificate consisting of 30 credits each. Each unit studied has a credit value. Controlled Assessment Part of most GCSE courses; this is a piece of coursework, part of which is completed under exam conditions Coursework A piece of work worth a percentage of the final mark that is completed independently by students with guidance from their teacher. Full/Short Course A whole/half GCSE Module A unit of work that is assessed through examination. Oral Exam A speaking examination taken by students studying languages Practical Exam Units A piece of work that is assessed through observation by the teacher e.g. GCSE Art BTEC courses consist of three or six units of study, depending on whether students are studying a BTEC First Certificate (one year), or a BTEC First Diploma ( two year). EXAM GLOSSARY GCSEs The General Certificate of Secondary Education, introduced in 1988 to replace O-levels, was largely revamped in 2001 with new specifications for most subjects. GCSEs are grades from A* to G with a U (unclassified) being a fail; A*-C grades are considered passes at Level 2. Results of November exams are published in January with May and June exam results published in August. In most subjects, the exams have two tiers aimed at students with differing levels of ability. The higher tier is targeted at those expected to achieve grades A* to D, while the foundation tier is targeted at grades C to G. If students have taken the foundation tier, they cannot achieve more than a grade C. Some subjects, such as history and Art are not tiered. The tier of entry is not recorded in the published results or on students certificates. BTECs These are assessed using a range of approaches from controlled assessment to exams. They are grades Pass, Merit, Distinction and Distinction star (equivalent to C. B. A and A* at GCSE level). BTEC First Certificate is studied over one year ** Please note there are significant changes in the equivalency of these courses due to the new government legislation. 34

35 EXAMINATION DATES

36 EXAMINATIONS ACADEMY UNIFORM MUST BE WORN FOR ALL EXAMINATIONS EXAMINATION SERIES GCSE examinations - May 2016 to end of June 2016 (inclusive Results issued to students - August 2016 Please note: Practical, performance, speaking, oral and controlled assessments are conducted by subject departments within the timescale given by the Examination Boards. These types of units are not shown on student timetables but do show on the Statement of Entry. These units will be arranged by the Centre according to the regulations and procedures set out by the individual Examination Boards. Individual Examination Timetables and Statements of Entry are provided to students and require careful checking upon receipt to ensure that your son/daughter has been entered for the correct examination/s. It is the students responsibility to ensure that their examination timetable is accurate. An Examinations Instruction Booklet is issued to all students prior to their examinations. Please take the time to look through this booklet with your son/daughter and discuss the requirements with regards to equipment they will need, the examination board regulations and Outwood Academy Brumby expectations of students taking examinations. ACCESS ARRANGEMENTS Students are assessed during KS3 and KS4. A student may be provided with extra time, a reader, a word processor or a scribe for controlled assessment, internal exams and external examinations. If you feel your child needs to be assessed for this provision please contact Mrs Marilyn Johnstone, Inclusion Co-ordinator. 36

37 EXAM AND REVISION GUIDANCE HOW TO HELP WITH REVISION AND EXAMS Start revision in a positive manner. Help your child to write in the dates of their exams. Revision timetables can be found at the back of the student planner. Check your child s revision focus is on the subjects that are his/her weakest. Many students will start with their best subjects and leave the weak ones until the end. Use post-its. Try different coloured ones as a reminder about vocabulary, formulae, quotes etc. Display them on mirrors, doors and around computer screens. If yoru child is stuck or seems bored, encourage him/her to use a different method of study i.e. orally or in pictures/ diagrams rather than writing more notes. Using different methods uses different parts of the brain. Remind your child to seek help/clarification from his/her teachers at school; we provide lots of information and guidance. If yoru child prefers not to seek advice in the revision sessions or catch u p after school, ask them to see their teacher on a one to one to get the help they need. You can also contact the teacher of Head of Department for support. Get your child to break revision into small chunks. It is better to do 20 minutes of focused revision than plan 5 hours and feel overwhelmed or confused with information. Healthy food, snacks and regular exercise will help with the revision process Revision means re-looking at work; it is important that your child has all the work they need in a format they can read and understand. To m ove knowledge into the lon-term memory, your child needs to re-look at it at least three times and in a variety of different ways. Encourage your child to negotiate the time they spend with their friends or at work. This down time from revision will also help them process the information they are taking in. Essentially, both revision and social times need to be in moderation. Encourage your child to get a good night s sleep before an exam. They need to read their exam timetable carefully and ensure they get to the loading area in good time. There is nothing worse than arriving flustered or entering the hall after the exam has started. AFTER THE EXAMS After the exams, both you and your child may feels a sense of relief, but there may also be signs of stress and anxiety if things haven t gone well. Feelings may catch up with yoru child after the effort of studying hard and you may need to let them be for a while. After an exam, controlled assessment or coursework submission, they might not want to talk about it immediately. If they are anxious, reassure them that they have done their best for now and any problems can be dealt with in the future. Try and plan something nice for when it s all over - reward them for trying their best, however they may feel it went. 37

38 PLEDGES At Outwood Academy Brumby, there are 10 Pledges that students work to achieve throughout years 7 to 11. The Pledges are an interesting way of getting involved in school life and the wider community. Pledges involve things such as attending enrichments, helping at school events, fundraising, international experiences and helping the environment. So, but getting involved and developing new skills such as teamwork and independence, students will be benefitting themselves and others whilst having fund and making friends. HOW MANY PLEDGES DO I NEED TO Graduate from Year 8? 3 Go to the Year 11 prom? 7 1. Regularly attend an after academy activity 2. Represent the academy in a sporting, cultural or academic event 3. Take part in an Outward Bound residential programme 4. Attend a national sporting, academic or cultural event 5. Take part in an academy production or event 6. Take part in a formal presentation to an audience 7. Be actively involved in an international experience 8. Be actively involved in a community experience 9. Participate in a fundraising event at the academy 10. Help with the sustainability of the academy Food collection Christmas 2015 The best thing about Outwood Academy Brumby if the teachers enthusiasm to make us want to achieve Outwood Academy Brumby Student 38

39 ASSEMBLIES AND COLLECTIVE WORSHIP Among the students and staff at Outwood,, we have a broad spectrum of beliefs, including Christianity, Islam, Hinduism, Judaism, Buddhism, Sikhism and Jevovah s Witnesses. We also have students and staff who are humanists, agnostic and atheists. If we believe that acts of Collective Worship are an opportunity to unite the whole academy and create a harmonious atmosphere we must ensure that, while complying with our statutory obligations, we reflect the diverse pluralistic views of staff and students. Taking all this into consideration, the aims of the Collective Worship are: To unite the academy and create a harmonious atmosphere To enable all students to have the opportunity to participate in different form of worship To ensure that over any one academic year, the majority of acts of Collective Worship are broadly Christian in their character, thereby enabling students to examine and experience an important part of this country s heritage To enable students to participate in worship that is broadly representative of other religious traditions To address values and moral attitudes common to all belief systems and to examine their relevance in the life of the child To contribute to the spiritual, moral, cultural and social development of students To ensure that any act of worship is open and does not assume belief by any participant RIGHTS OF PARENTS/CARERS AND TEACHERS Parents and teachers have the right of withdrawal from Collective Worship, and should they wish to exercise their right, they must put their wishes in writing to the Principal. It is hoped, however, that our broad approach to the act of worship will be to the satisfaction of all concerned. 39

40 LIFE AND RELIGIOUS STUDIES At Outwood Academy Brumby we believe that students should have opportunities to develop all areas of their being. The National Curriculum 2008 makes Citizenship and Religious Studies compulsory and gives PHSE (Personal, Social, Health and Economic education) guidance. Students are therefore given the opportunity to study Religious Studies according to the Local Agreed Syllabus, for one hour a week in year 7 and 8. In year 9 students have one lesson a week of Moral and Philosophical Studies in their core lessons and in Years 9, 10 and 11 can also opt to do a Religious Studies examination. We combine PSHE and Citizenship with Work Related Education in all Key Stages to create LIFE. Students have one lesson a week for a third of the year in years 7 and 8. One lesson a week for half the year in year 9 and one lesson a weeks in years 10 and 11. STATEMENT OF IMPORTANCE: RELIGIOUS STUDIES Religious Studies provokes challenging questions about the ultimate meaning and purpose of life, beliefs about God, the self and the nature of reality, issues of right and wrong and what it means to be human. It develops students knowledge and understanding of Christianity, other principal religions, other religious traditions and other world views that offer answers to these challenging questions. It offers opportunities for personal reflection and spiritual development. It enhances students awareness and understanding of religions and beliefs, teachings, practices and forms of expression, as well as of the influence of religion on individuals, families and communities and culture. Personal Wellbeing helps young people embrace change, feel positive about who they are and enjoy healthy, safe, responsible and fulfilled lives. Through active learning opportunities, students recognise and manage risk, take increasing responsibility for themselves, their choices and behaviour and make positive contributions to their families, schools and communities. They identify and articulate feelings and emotions, learn to manage new or difficult situations positively and form and maintain effective relationships with a wide range of people. It is in this section of LIFE that the Relationships and Sex education are taught. Both areas are delivered in a spiral curriculum (i.e. a bit each year developing with the age and experience of our students). Policies for both areas are available from the academy. Education for Citizenship equips young people with the knowledge, skills and understanding to play an effective role in public life. Citizenship encourages them to take an interest in topical and controversial issues and to engage in discussion and debate. Citizenship encourages respect for different national, religious and ethnic identities a dhte values we share as citizens in the UK. Students begin to understand how society has changed and continues to change in the UK, Europe and the wider world. Citizenship equips students with the knowledge and skills needed for effective and democratic participation. It helps students to become informed, critical, active citizens who have the confidence and conviction to work collaboratively, take action and try to make a difference in their communities and the wider world. STATEMENT OF IMPORTANTANCE: LIFE Education for Economic Wellbeing and Financial Capability aims to equip students with the knowledge skills and attributes to make the most of changing opportunities in learning and work. Through their learning and experiences inside and outside school, students beging to understand the nature of the world of work, the diversity and function of business and its contribution to national prosperity. They develop as informed consumers and learn to manage their money and finances effectively. IMPORTANT NOTICE: RIGHT OF WITHDRAWAL Parents/Carers should be aware that the Learning and Skills Act 2000 continued the right of parents to withdraw their children from all or part of the relationship and sex education other than that required by the science curriculum. 40

41 CYBER BULLYING & INTERNET SAFETY Keep your personal stuff private and think about what you say and do online. Block people who send nasty messages and don t open unknown links and attachments Flag up with someone you trust if anything upsets you or if someone asks to meet you online Cyber bullying involves the use of technology such as computers and mobile phones to bully others. Cyber bullying can seem to be anonymous and can therefore result in a greater feeling of isolation and helplessness in the victim. Please be aware that Outwood Academy Brumby does not tolerate any type of bullying, including cyber bullying. The internet and related technologies, including mobile phones, blogs, podcasting and social networking are becoming increasingly dominant in the daily lives of our children and have many educational benefits. Many of our students however, are unaware of the risks that new technology presents, for example, having many online friends (who could be strangers), inappropriate images, viewing unsuitable content or becoming addicted to the internet. For general hints on safety online please try and search for the Zip it, Block it, Flat it campaign. For further information try the following websites: PARENT/CARER SAFETY CHECKLIST To support parents/carers and to ensure that guidance is being provided the following checklist has been produced: 1. Ensure that the Firewall and virus software is up to date. 2. Remember to keep passwords safe and not to share passwords with anyone. Many e-safety incidents relate back to the sharing of passwords. 3. Involve all family members in setting guidelines and rules relating to time spent surfing the internet. 4. Establish reasonable rules of what your child can surf on the internet. 5. Keep an internet time log. 6. Communicate regularly with your children and ask them what they are doing online. 7. Encourage your child to participate in offline activities. 8. Keep the computer in a shared area of the house - do not allow your child to have the internet in isolation. 9. Talk to your child about the dangers of giving personal details online. 10. Set up a family address if your child wishes to subscribe to anything online and ensure that all correspondence is sent to this address. 11. Encourage your child to discuss with you anything that makes them feel uncomfortable or upset. 41

42 PARENT SUPPORT At Outwood Academy Brumby, we foster parent/carer relationships and cooperation and try to do our best to keep people informed about the work we do with our students. Parents and carers are essential to our success. From this page, please find some links to external websites* designed to help parents to learn about typical teenage issues regarding health and wellbeing. SOME USEFUL WEB ADDRESSES TO SUPPORT WITH COMMON QUESTIONS AND PROBLEMS PARENT/CARER INFORMATION Htto://familylives.org.ul/advice/teenagers SAFETY FROM PEER PRESSURE Other issues where parents can need support include concerns about misuse of drugs and alcohol, their children s relationships with other young people and healthy eating. You may also like to visit some of the following websites were help and advice is offered SAFETY FROM DRUG USE SAFETY IN HEALTH MATTERS RELATIONSHIP/SEXUAL HEALTH * Please note Outwood Academy Brumby takes no responsibility for the content of external web-links as they are frequently changed and updated The child supplies the power but the parents have to do the steering Dr. Benjamin Spock 42

43 CYBER BULLYING & INTERNET SAFETY SEXTING What is sexting? When people talk about sexting they usually refer to sending and receiving: Naked pictures or nudes underwear shots Sexual or dirty pics Rude text messages or videos Last year a survey found that 60 per cent of young people have been asked for a sexual image or video of themselves, 40 per cent have actually created one, and 25 per cent admit to having sent one. Of that 25 per cent, a third sent the image to someone they met online but didn t know. SAFEGUARDING Safeguarding in schools is currently a hot topic in the media. Safeguarding at Outwood Academy Brumby is high priority. If you have any concerns please report these to your child s Learning Manager immediately. When issues relating to safeguarding arise, and information is passed regarding young people and parent/carers the academy has a duty of care to investigate and pass on any concerns to the relevant agencies. Sometimes this will result in conversations between agencies without parental knowledge. It is not our intention to cause distress or upset however certain standard operating procedures have to be followed in law. Adults can pass information to us however the academy cannot enter into a conversation about a child or pass information to an individual not identified on the student s record. ADVICE ABOUT SEXTING Explain the risks of sexting. Tell your child what can happen when things go wrong. Don t accuse your child of sexting, but do explain the dangers. You may find it easier to use real life examples, such as television programmes or news stories, to help you explain the risks Ask them if they would want something private shown to the world. Explain that photos are easy to forward and can be copied Talk about whether your child thinks that the person who sends a request is likely to be asking other people to do the same. What should we look for? The academy adopts the Local Authority process of PENS. Staff are trained every year to be vigilant, and students have assemblies on supporting each other. PENS stands for: Physical signs of abuse Emotional signs of abuse Neglect Sexual concerns If you have any concerns please report these to your child s Learning manager immediately. Support from the NSPCC sexting_wda96795.html The best thing about Outwood Academy Brumby is that it does not tolerate bullying OAB Student 43

44 POSITIVE RELATIONSHIPS AND ANTI-SOCIAL BEHAVIOUR We aim for all staff, students and parents/carers to have high expectations of standards of behaviour. These standards are clear, unambiguous and shared. All staff, students and parents/carers should promote positive relationships by demonstrating self-discipline in their interactions with each other and be protective and respectful of one another. The relationships we build should show understanding and empathy. Appropriate behaviour is reinforced and praised and inappropriate behaviour is challenged and discussed. Adults working in, or associated with, the academy uphold its standards and expectations. Staff understand factors which affect the motivation of students, and take action to improve and encourage an enthusiasm for learning and positive behaviour. THE IMPORTANCE OF POSITIVE RELATIONSHIPS Young people learn about relationships from the media, parents/carers and friends, as well as a whole range of other people in their lives. Satisfying relationships provide people with: Security - knowing there is someone on their side, someone they can turn to or someone who cares; self-worth and respect - knowing that someone else accepts them for what they are, making it easier to accept themselves; good communication skills - someone they can talk to, share ideas with and be able to find out what others think without being laughed at; a sense of wellbeing and confidence. WHAT IS ANTI-SOCIAL BEHAVIOUR? Types of anti-social behaviour in school: Graffiti and vandalism Littering and dumping rubbish Misuse of fireworks Shouting or noisy behaviour in places where this might be annoying or upsetting (e.g. outside someone s house) Using rude, abusive or insulting language Threatening behaviour - including on the internet, mobile phones or other electronic media Upsetting someone by being racist or homophobic towards them Assault Theft Excessively drinking alcohol, alcohol related trouble or buying and selling drugs WHAT IS BULLYING? The wilful, conscious desire to hurt, control, threaten or frighten someone. It is when someone or several people, repeatedly over a eriod of time, do or say unpleasant things to another person or group of people, or keep teasing them in an unwanted way. Bullying can take many forms, such as: hitting or punching (physical bullying); teasing or name-calling (verbal bullying); intimidation through gestures or social exclusion (emotional bullying); racial or homosexual abuse, and sending insulting messages by phone or computer (cyber bullying) POSSIBLE WARNING SIGNS THAT A CHILD IS BEING BULLIED Comes home with torn, damaged or missing pieces of clothing, books, or other belongings Has unexplained cuts, bruises or scratches Has few, if any, friends with whom he or she spends time Seems afraid of going to school, walking to and from school, or taking part in organised activities with peers (such as clubs) Takes a long illogical route when walking to or from school Has lost interest in school work or suddenly begins to do poorly in school Appears sad, moody, teary or depressed when she or he comes home Complains frequently of headaches, stomach-aches, or other physical ailments Has trouble sleeping or frequent bad dreams Experiences a loss of appetite 44 Appears anxious and/or suffers from low self-esteem

45 POSITIVE RELATIONSHIPS AND ANTI-SOCIAL BEHAVIOUR ADVICE People react to anti-social behaviour and bullying in different ways. Some people may retreat inwards whilst others may lash out. Either way, both can have lasting negative effects if it is ignored. As a parent/carer you may feel scared, angry, confused, defensive and powerless, however there are a number of things you can do to help stop these behaviour: TOP 3 TIPS 1. Communicate: Listen to your child without interruption and validate their feelings. Gather as many facts as you can, including who was involved and how your child responded to the incident(s). Tell him/her that what is happening is wrong and is not their fault. Praise your child for having the courage to tell you about it. 2. Report don t retaliate: If the incident took place in the academy report the incident to a member of staff. When reporting, please be patient; we will need time to investigate the situation and address it. If the incident occurred in the community, or involves serious verbal threats and/or violence, report the incident to the police and the academy. Do not rush into solving the problem for your child. Talk to your child about how they would like to handle the situation. If you attempt to solve the problem, or act without your child s consent, this could prevent them from reporting situations to you in the future. Be a model of strength and assertiveness, not of aggression. Do not confront the individuals or other families or encourage retaliation. You may think this is the best way to handle the situation but it really can turn into an even more explosive situation. 3. Be encouraging: Teach your child safety strategies. Talk about who he or she should go to for help and role play how they can handle the situation in an appropriate way. Stress the importance of body language and using I statements if they are confronted. I feel angry when you make fun of my clothes, and I would prefer that you stop doing that. It is frequently used in an attempt ot be assertive without putting the listener on the defensive. Promote safety is in numbers, encourage your child to have a buddy system, or make new friends (including outside of the school environment). If you have any concerns about anti-social behaviour please contact the academy. 45

46 CYCLE/SCOOTER SAFETY At Outwood Academy Brumby, we want all our students and staff to arrive safely and on time. Cycling and scooting to school is not only good exercise, but also environmentally kind. Whilst we encourage the use of cycles/scooters, we also have a concern for the safety of all. Student cyclists and those travelling by scooter are asked to obtain a pass via their FMG Mentors and Learning Managers. Bicycles/scooters should be stored safely in the cycle scooter shed and padlocked to prevent theft. Should any students cycling/scooting to the academy need to leave the site early, they should contact reception in order to get the cycle/scooter shed opened. Cycling/scooting can be one of the safest and most enjoyable ways to get around. However, there are some important tips to remember: Bikes/Scooters should be in good working order. Repairs are best done at home rather than on the road. Bikes/scooters need to have brakes that are in good working order. Cyclists and those travelling by scooter must dress to be seen and to be safe. We strongly recommend the wearing of a safety helmet. Lights should be in good working order. Mirrors can be helpful and a loud bell or horn is great in emergencies. Rules of the road must be obeyed. Consideration should be given to others. Students should avoid short-cuts even if they are in a hurry and never cycle/scoot anywhere that they would not be comfortable walking A chain or padlock will keep bikes/scooters secure. IN THE ACADEMY Always walk bikes/scooters onto site. Bikes/scooters should never be ridden on academy grounds. Students must mount and dismount outside the academy. Try these links for futher information and the laws relating to cycling/scooting Wear a cycle helmet and reflective jacket or belt BE SEEN ON A BIKE!!!!! 46