2019/2020 endeavour parents’ handbook...endeavour parents’ handbook page | 2 expectations of...
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Endeavour Parents’ Handbook
2019/2020
Endeavour Parents’ Handbook
Page | 1
Who’s Who in Endeavour House?......................................................................................... 3
Getting In Touch with School ............................................................................................. 3
Who to Contact If……. .......................................................................................................... 3
Day to Day Life at School ...................................................................................................... 4
Catering ............................................................................................................................. 4
Free School Meals............................................................................................................. 5
Medical .............................................................................................................................. 5
Equipment – our shop ....................................................................................................... 5
Lost Property ..................................................................................................................... 6
Coming Into School & Parking ........................................................................................... 6
How We Keep You Informed ............................................................................................. 6
Safety Guidelines .................................................................................................................. 7
Social media guidance ...................................................................................................... 7
Wellbeing / Mental Health concerns .................................................................................. 8
The House System ............................................................................................................... 8
House System Objectives.................................................................................................. 8
How to Earn House Points ................................................................................................. 9
House Competitions .......................................................................................................... 9
Social, Moral, Spiritual and Cultural Learning at Light Hall .................................................... 9
Learning at Light Hall .......................................................................................................... 10
Our Curriculum ................................................................................................................ 10
Curriculum organisation ................................................................................................... 10
Careers Education .............................................................................................................. 11
Personal, Social, Health and Economic Education (PSHE) ............................................. 11
How Your Child is Assessed ............................................................................................ 12
What Their End of Year Targets Mean/What to expect on a Report ................................ 12
Attainment Levels – Key Stage 3 ..................................................................................... 12
(U) Unable to grade currently due to absence, injury (P.E.) etc… .................................... 12
Attainment Levels – Key Stage 4 ..................................................................................... 12
Targets ............................................................................................................................ 13
Colour Coding ................................................................................................................. 13
Assessment & Reporting Dates ....................................................................................... 13
What You Should Expect to See in Your Child’s Books ................................................... 13
Homework Timetable ....................................................................................................... 14
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Expectations of Homework .............................................................................................. 14
How can I support my child with homework? ....................................................................... 14
Want to know more about how you can support your child? ............................................ 14
Learning and Memory ...................................................................................................... 15
Building Knowledge ......................................................................................................... 15
Knowledge Mats – Key Stage Three ............................................................................... 15
Memorisation Techniques................................................................................................ 15
Reviewing and Revising .................................................................................................. 16
Applying Knowledge ........................................................................................................ 16
Optimising the Learning ................................................................................................... 16
So how can you support your child at home? .................................................................. 17
Our Standards and Expectations ........................................................................................ 17
Homework ....................................................................................................................... 18
Attendance and Punctuality ............................................................................................. 20
Term –Time Holidays ...................................................................................................... 20
Medical and Dental Appointments ................................................................................... 20
Attendance .......................................................................................................................... 20
Punctuality ....................................................................................................................... 21
Long Term Absence ........................................................................................................ 22
Appendix 1 .......................................................................................................................... 23
Appendix 2 – Uniform Policy ............................................................................................... 25
Appendix 3 – Staff List ........................................................................................................ 27
Governors: ...................................................................................................................... 30
Sample Menu ...................................................................................................................... 31
Governors Vision ................................................................................................................ 32
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Who’s Who in Endeavour House?
ROLE OF FORM CONTACT EMAIL
Progress & Development
Leader
Miss Johnson [email protected]
Pastoral Manager Mr Blunt [email protected]
Senior Leader Link: Mr Hall [email protected]
House Tutors:
7 E CNI Mr Nicholls [email protected]
7 E JBR Mr Bridgewater [email protected]
8 E SPE Mrs Pemberton [email protected]
8 E VBR Miss Brown
9 E JHU Mrs Hughes [email protected]
9 E AMK Miss Kay/Mrs Shabir [email protected]
10 E RRA Mr Ramkhelawon /Mrs Khalid
10 E MDU Mr Duffy [email protected]
11 E BRO Miss Ross [email protected]
11 E MMA Mr Marsh [email protected]
Getting In Touch with School
You can contact school through the main switchboard between the hours of 8.00am and
4.00pm (Monday to Thursday) and 8.00am and 3.30pm on a Friday. During out of school
hours, a message can be left on the answer machine. Our switchboard number is 0121 744
3835.
We can also be contacted via email with the school office address being:
Who to Contact If…….
I HAVE A QUESTION ABOUT… WHO YOU NEED TO TALK TO
My Child’s Progress Miss Johnson
Or the individual subject teacher/Head of
Faculty – see list in Appendix 3
Payments and Parent Pay Finance department [email protected]
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I HAVE A QUESTION ABOUT… WHO YOU NEED TO TALK TO
School Educational Visits Mrs Curran [email protected]
Uniform/lost and found Mrs Melvin [email protected]
Attendance and absence requests Mr Hooper [email protected]
Bullying and behaviour Mr Blunt [email protected]
School events/the school calendar Reception [email protected]
Special educational needs Ms McCann [email protected]
Hiring the school premises [email protected]
The Governors Clerk to the Governors – Lisa Edwards
Catering/meals Mr Hill [email protected]
Day to Day Life at School
Catering
Contract catering provided by Taylor Shaw Ltd.
Meals are paid for via a biometric, cashless payment system (Parent Pay)
Taylor Shaw is committed to providing nutritious, varied and well balanced food choices
The food is served in the two halls and at an external food ‘pod’
Facilities available for the provision of food at breakfast, 1st break and lunch
- Breakfast 08.20 to 08.40 served in Gandhi only
- First Break 11.05 to 11.25 – KS3 served in Churchill Hall with KS4 served in
Gandhi Hall
- Lunch Break 13.25 to 14.00 - all students served in Gandhi and Churchill hall or
external food ‘Pod’
-
A sample menu is included in Appendix 4
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Free School Meals
If you believe your child is eligible for free school meals please apply directly to Solihull
Council, via their website. www.solihull.gov.uk/fsm;
Medical
The school has:
Student First Aid cover from 08.15 until 15.30 Monday to Friday
We have 14 First Aid trained staff
First Aid trained member of staff available for:
- Every block
- All after school activities
- All out of school events
If your child has any specific medical needs please contact our school first aider, Mrs Melvin
on [email protected] to ensure she is aware.
Equipment – our shop
We do sell some essential stationery items in school, which can be paid for via Parent Pay.
The shop is located in Student Services and will be open for students to purchase and collect
pre-paid items before school (8.30am to 8.40am) and first break (11.05am – 11.25am).
Students can also purchase replacement house ties, planners and badges/braids.
The following will be available:
30cm ruler 20p
Eraser 15p
Pencil sharpener 20p
Black ball point pen 10p
Green ball point pen 10p
Yellow highlighter 20p
HB Pencil 10p
Protractor 30p
Compass 50p
Clear pencil case 80p
Full stationery set £2.50 (which includes ruler, eraser, pencil sharpner, balck
ball point pen, green pen, yellow highlighter, pencil,
protractor, compass, clear pencil case)
Casio calculator £13.95
Replacement Planner 90p
Badges:
Small woven 95p
Subject/merit braids £1.05
Metal badges £1.50
School house ties £9.25
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Lost Property
School will items at ‘Student Services’ allowing collection during breaks or after school
Periodically contact students about items that may require collection
Dispose of unclaimed property to Charities or Recycling Centres
Coming Into School & Parking
The school:
Encourages students to travel independently and safely (walk or cycle)
Provides a lockable bike compound
Provides adequate and safe public transport drop off points
Restricts school access to vehicles via a control barrier between 08.00 and 15.00. Parents
are only allowed on site for pre-arranged meetings in school.
Has a property speed limit of 10 MPH
Operates a one way entry and exit system from and to Hathaway Road
Encourages drivers when collecting and dropping off students to:
- Drive safely
- Turn off idling engines
- Please respect our neighbours
- Do not park on pavements or block driveways
How We Keep You Informed
Our main medium for sharing information is through email. It is imperative that we hold a
valid email address for you. Through this we issue letters and the weekly school magazine
(The Word) which has a round-up of the week, and upcoming events.
We encourage all parents to use the SIMS parent app which allows you to check on your
child’s house points, timetable, school dates, and personal details such addresses and phone
numbers can be updated. If you require any further information please look at the “SIMS
Parent App” section on our website.
The school website gives information on all areas of school life and urgent news, such as
school closures in inclement weather would be shown on the front page.
Our twitter account is a celebration of good news, together with any reminders or urgent
updates.
Show My Homework is an online tool through which the students receive their homework. As
a parent you can also login in to see what has been set for them. For further information
please look at the “Show My Homework” tab on the website.
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Safety Guidelines
Issues concerning student safety are paramount to all school staff. Students are regularly
informed about how to keep themselves safe through a variety of forums. This is achieved
daily through form time, during assemblies, through weekly bulletins, during PSHE sessions
and through outside speaker visits. Students are encouraged to make good decisions, which
will ultimately be the main strategy for keeping themselves safe.
Issues include:
safety whilst travelling to school
online safety
social media guidance
wellbeing / mental health concerns
Students should make good decisions when travelling to and from school. This particularly
applies to positive behaviour whilst in the community, on public transport and on bicycles.
Students are actively encouraged to follow the bike ability skills that many of them learnt at
primary school. They are also encouraged to wear appropriate protective clothing and
equipment (in particular a helmet). As a school, we are unable to enforce this safety measure
and would urge parents / carers to make sure that their children wear helmets. If students do
behaviour poorly on their bicycles they may be stopped from bringing their bicycles into school.
Road sense and awareness of traffic is also extremely important. Students should only cross
roads at safe crossing points and always be mindful that usually the vehicle has the right of
way, not the person walking into the road.
Online safety is a high priority. The school has a robust filtering system, which is monitored
and students issues are reported back to Pastoral managers and Progress and development
leaders. The school expects students to use technology in a sensible way and challenges poor
behaviours which occur whilst using school systems.
We also acknowledge the challenges of online safety when outside the boundaries of school.
There are an increasing number of issues that arise outside school and then manifest in
school. We educate students in the safe use of technology but we are unable to police the
internet. Appendix 1 suggests strategies and advice for parents and carers to keep their
children safe online. The school also has a robust online safety policy which can be found on
the school website.
Social media guidance
The school has a social media policy.
Whilst social media is an ever important part of how we all communicate it does cause
an increasing number of concerns / issues in school. These have been referred to in
the previous section about online safety. All guidance and advice is superseded if
parents / carers have a concern about content. This should be reported direct to
CEOPS, the social media provider and or the Police. This is an extremely challenging
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area. Students must act responsibly. Parents / carers (those who provide the mobile
device and pay for the contract) are those responsible for monitoring and dealing with
issues that arise.
Wellbeing / Mental Health concerns
The school has detailed well-being policy. Staff are trained in Mental Health First Aid,
but as with all first aid this is merely a first response. Staff then signpost students their
parents / carers to the appropriate agency for support.
Agencies include:
Solihull engage (0121 709 7000)
Forward thinking (Birmingham) (0300 300 0099)
SOLAR (0121 301 2730)
Kooth.com (student website for all round support)
Young minds (0808 802 5544)
The House System Light Hall is separated into four houses: Atlantis, Challenger, Discovery and Endeavour.
The House System is designed to embody the values and ethos of the school: high
expectations and aspirations; active participation; love of learning; sound moral compass, care
and respect; and excellence. We aim for it to be an integral, and integrated, part of our school
community for both the core and additional curriculum. Our ambition is that through the system
we create strong student leaders. These leaders, made up from our House Tutor
Representatives and House Captains will unite to form a robust Student Council, working
together to create a stronger pupil voice to motivate students and further the community spirit
of the school.
House System Objectives
Our aim is to provide every student in each house with the following:
a sense of belonging within the school community
opportunities to develop social, academic, creative and enterprising skills
a sense of achievement both inside and outside of the classroom
fun and excitement through competition
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opportunities for leadership
an awareness of individual and collective responsibility
How to Earn House Points
Value Awarded For…
1 House Point Effort and achievement within lessons.
1 House Point Extra- curricular participation.
10 House Points
Winners of the Curriculum Challenges (one per subject for every year group throughout the year); 100% attendance over a term; student leadership: peer mentors, anti-bullying champions, fulfilling prefect duties, successfully carrying out the role of House Tutor Representative for the term; achieving targets in Accelerated Reader (reading and completing tasks on three books a term – KS3 only); entry into The Golden Book; and for Prize Giving.
All year groups will be rewarded in the following way:
20 House Points = A Certificate
30 House Points = Light Hall Ruler
40 House Points = Light Hall Pencil
50 House Points = Bronze Braid
100 House Points = Silver Braid
150 House Points = Gold Braid
200 House Points = Platinum Pin Badge
House Competitions
There will be various House Competitions throughout the year which will be communicated to
parents via The Word.
Social, Moral, Spiritual and Cultural Learning at Light Hall
These core themes run throughout our curriculum, in subjects such as the performing and
expressive arts and life and morality, which all students study up to the end of Year 11. Our
school’s respect and responsibility code of conduct, our core values, and the Behaviour for
Learning policy also incorporates the high expectations for social and moral conduct of our
students.
We also tackle the four themes through House Tutor time activities. Students in Key Stage
Three learn about equality and diversity and British Values in their Light Hall Award project. In
Key Stage Four, students practice oracy through reading about current news and affairs.
Student also plan, reflect and evaluate their application of the six Light Hall Learning Skills:
1. Taking Responsibility
2. Asking Questions/Enquiring
3. Being Resilient
4. Working Collaboratively
5. Solving Problems
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6. Evaluating and Reviewing Work
Learning at Light Hall
Our Curriculum
As a result of our curriculum, we intend to ensure that every student…
Leaves us with a love of learning and knowing how to learn, sound moral compass,
high aspirations and expectations of themselves, whilst having achieved their full
potential academically
Understands and actively demonstrates the importance of showing care and respect
for others, including our environment, whilst promoting strong British values which
enable them to contribute positively to society and be fully prepared for life in modern
Britain
Is encouraged to develop their character, confidence, resilience and independence
which prepares them for future success
Has access to a curriculum which provides equality of opportunity, particularly for the
most disadvantaged, including those with special needs/disabilities, that enables them
to develop the knowledge and cultural capital to succeed in life
Positively benefits from a coherently planned and sequenced curriculum over the five
years that supports the cumulative acquisition of knowledge and skills to be successful
in their chosen subjects
Curriculum organisation In key stage 3, all students follow the same curriculum that is divided into two equal ability
bands (L/H). L stands for ‘Light’ and H for ‘Hall’
In Year 7, most subjects teach two equal top sets with the remainder of students taught in
three mixed ability groups per band. At appropriate points in the year, student movement
between groups can occur for both academic and pastoral reasons.
A similar model exists in Year 8 with the exception of maths, modern foreign languages and
science which become set more on ability.
All students will study a modern foreign language in key stage 3. For those students who wish
to continue their study, all languages are offered in the options programme for key stage 4.
In preparation for key stage 4, all students participate in the options programme. This happens
in the spring term of Year 8. Students follow a compulsory curriculum that includes History or
Geography throughout the next three years. For a number of students, this also involves a
modern foreign language, if they have opt for it. Separate science is offered within the pathway
programme along with other option subjects. This equates to 15 hours per fortnight.
There is a variety of both mixed ability and academic sets in key stage 4.
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Careers Education Please see below for our ‘Life Ready’ programme across the year groups. This year, we will
be introducing career learning into House Tutor time to further enhance students’
understanding of their options post 16 and to get a wider appreciation for a range of different
career paths.
Personal, Social, Health and Economic Education (PSHE)
This year, we will be following the Jigsaw PSHE resource which is currently used across most
schools in the Solihull Borough. Students will have an increased provision from three days a
year to six days a year, to prepare them for the new statutory guidance commencing in 2020
which states that relationships and sex education is compulsory in all secondary schools. For
more information, please see our website. Below are the planned topics for all year groups for
2019-2020:
Being me in my world
Celebrating difference
Dreams and goals
Healthy me
Relationships
Changing me
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How Your Child is Assessed
In most year groups students will sit both mid and end of year examinations in all subjects.
The format of the examination will depend on both the subject and key stage. For example, in
key stage 3, PE students will be assessed on practical ability only, whereas in key stage 4,
students will be assessed on a combination of both physical and theory aspects that match
the qualification demands.
Parents will receive an academic interim report after each exam period which will detail how
your child has performed in the exam, please see parent calendar for more information. Their
result will also be matched against their individual target grade for the subject. This will give
an indication of where their progress lies relative to their start points from key stage 2 national
tests.
What Their End of Year Targets Mean/What to expect on a Report
Attainment Levels – Key Stage 3
‘Working at’ grades are provided as a current measure of attainment, based on internal
assessment in each subject. Please be aware, due to the nature of learning, it is not
uncommon for WAGs to fluctuate slightly during the year.
In all subjects, current assessment is presented in relation to individual subject competencies
or expectations (what we think students should be able to do) at this stage in secondary school
learning. The ‘Working at’ grades are provided as follows:
(A) Working well beyond the expected standard
(B) Working slightly above the expected standard
(C) Working slightly below the expected standard
(D) Working well below the expected standard
(U) Unable to grade currently due to absence, injury (P.E.) etc…
Attainment Levels – Key Stage 4
‘Working at’ grades are provided as a current measure of attainment, based on internal
assessment in each subject. Please be aware, due to the nature of learning, it is not
uncommon for WAGs to fluctuate slightly during the year.
GCSE Grades (New specifications): 9, 8, 7, 6, 5, 4, 3, 2, 1, U
In terms of a rough equivalent, the old A grade is indicated by a number 7, a low C grade is
indicated by a number 4, with grade 5 roughly equivalent to a high C grade. The use of ‘H’
grades is to further breakdown each grade. For example, 4H demonstrates that a student is
working at the top of the grade 4 level.
Vocational Grades: Distinction*, Distinction, Merit, Pass, Level 1 Distinction, Level 1 Merit,
Level 1 Pass, U.
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Targets
Targets are used to provide an estimate of potential attainment using the KS2 data from
individual SATs exams at the end of primary school education. They are not an exact science,
but are calculated using a system of mapping of the most recent GCSE results (2018) of other
students nationally who started at the same KS2 point.
Colour Coding
Green = On or above the annual target grade
Yellow = Currently within one grade of the annual grade
Assessment & Reporting Dates
Dates for reports and assessments are listed in on the school calendar on the website.
What You Should Expect to See in Your Child’s Books Your child’s exercise books is not only a record of the work that they have completed both in
school and at home but it is part of their ongoing learning. It is not only a knowledge handbook,
but also a step by step guide of the methods and processes that you son or daughter needs
to master and also a revision tool to help them prepare for their milestone and key
assessments. In short, it is a key part of their learning and so as a school we have high
expectations of how these books are kept and used.
In all exercise books, students are expected to:
Write neatly in blue or black ink
Give all work a title and date, which is underlined with a ruler.
Write CW or HW (CW=classwork, HW=homework) for each piece of work.
Write the learning objective at the top of each lesson of work.
Do all work to the best of their ability, both in class and at home.
Stick all loose sheets neatly into their book in the correct order.
Respond to teachers’ feedback and targets at the earliest opportunity and in GREEN
pen.
To support the students, their class teacher will:
Mark key assessed pieces of work in detail (red pen) providing feedback on areas for
development, generally two or three pieces per half term, depending on the subject.
Following these key pieces of work, give pupils (a) target(s) to concentrate on to help
them improve further.
Give pupils the appropriate time to respond to the feedback, by redrafting/redoing the
piece, or an aspect of it, and improve on their areas for development. Pupils will do
so in green pen.
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Provide pupils with both key assessment and milestone opportunities to give them a
chance to show the progress that they have made.
The class teacher will also set homework for pupils in accordance with the homework timetable
to complement the classroom learning. This will be shared on the school’s homework platform
– Show My Homework.
Homework Timetable
Homework timetables can be found on the school website under the curriculum section.
Expectations of Homework
Homework is an integral part of the learning process and an essential part of a good education.
The school has high expectations and aspirations for all students and aims to raise attainment
and secure outstanding progress. The aims of homework at Light Hall are to enable students
to consolidate and extend work covered in class or prepare for new learning activities; access
resources not available in the classroom; develop research skills; show progress and
understanding; enhance their study skills e.g. in planning, time management and self-
discipline and also to take ownership and responsibility for their learning.
Parental and student support for the policy is emphasised in the home-school agreement and
in meetings with parents, especially at induction and open evenings.
For all subjects and students in all year groups, there is a homework timetable in place to
ensure homework is spread evenly throughout the week. Learning homework based on our
KS3 knowledge mats is also spread out and alternated with active tasks.
How can I support my child with homework?
There is a homework timetable in place for all students (which is available online through
website)
At Key Stage 3 (KS3), there is one piece of homework per subject per week, with a
guideline of 30 minutes per subject area.
At KS3, there is no compulsory homework for Art, Drama and PE.
At Key Stage 4 (KS4), there is one piece of homework per subject per week, with a
guideline of up to an hour per subject for all subjects.
Details of all homework are recorded on the school’s SMHW online portal and
parents/guardians have access too so that they can monitor their child’s homework
and help them to organise themselves into good homework routines and develop their
time management skills.
Want to know more about how you can support your child? https://www.schoolguide.co.uk/blog/ https://www.familylives.org.uk/advice/primary/learning-school/supporting-your-child-at-
school/
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Learning and Memory
In its most simple terms, ‘Learning is a change in long-term memory’. As such, we can’t
assume that a student has learned something unless, they can remember it when it is needed,
such as in an exam or to apply their knowledge to a skill.
Here at Light Hall, we have been building the many ways in which we can teach students
explicitly to help build their knowledge so that they can recall and use it later, because if a
student can’t remember it, they can’t use it.
One way we have been doing this is through our regular low-stakes testing and reviewing
previous topics and this is something that you as parents can support us with.
Building Knowledge
The first step is for pupils to know the key facts and so at Key Stage 3, all students have a
series of Knowledge Mats where the core essential information for all their subjects is shared
and this is something we want pupils to commit to long term memory and so it is accompanied
by regular low stakes testing. At Key Stage 4, there are a range of subject specific supports
ranging from vocabulary booklets to revision cards for each topic.
Knowledge Mats – Key Stage Three
Students will continue to be given a knowledge mat for every half term in Years 7 and
8. This will contain the base knowledge that students need for each subject in order to
develop their skills and application (excluding drama, art and PE).
Student will be given a ‘learning homework’ every fortnight in these subjects and will
have a low stakes test on this knowledge. By low stakes we mean that the test will not
contribute to any assessment data or ‘working at grades’ and it will not result in any
sanctions dependent on result outcomes.
Students are, however, expected to demonstrate that they have tried to learn the
knowledge as part of their homework task, and provide proof of them using the
memorisation strategies they are taught at the start of the year. For instance, ‘look,
cover, write, check’ – in essence, evidence that they have tried to write the information
out again, from memory, in a bid to learn it.
Memorisation Techniques At the start of each academic year, we teach/revisit the following memorisation techniques
with students which will help them to commit new information to memory:
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..at the information
..the information out loud
..the information and see if you can still remember the words
..the information down
…to see if you got it right
Top tips when remembering information:
Top tip 1 WHAT DO YOU ALREADY KNOW? Don’t spend time on the facts you already
remember. Cross them off so the task seems easier.
Top tip 2 PATTERNS!!!!! Look for patterns in the words you are trying to memorise, for
instance with capital cities, remember that these two sound the same: Brazil – Brasilia, and
these two begin with the same letter: Belgium – Brussels
Top tip 3 MNEMONICS – e.g. ROY G BIV for remembering the order of the rainbow, or Never
Eat Shredded Wheat for the points on a compass, or making fun connections between words
e.g. to remember the capital city of Argentina is Buenos Aires, think a gentleman eating
Buenos!!
And remember, just reading over information/highlighting will not make it stick! You must do
something with the information – transform it into mind maps, lists, key word or images.
Reviewing and Revising
Our curricula have been developed to help ensure that not only do students build knowledge
in their short term memory but also, through the process of interleaving (where topics are
reviewed over the 5 years of study and built upon), pupils can develop this knowledge into
their long-term memory.
Applying Knowledge
Once the knowledge has been secured, pupils need an opportunity to apply this either in
lessons or through homework and so, pupils completing their homework to test their
knowledge and practice the application of it, is a key part in the learning process. To support
this, Light Hall School uses the ‘Show My Homework’ platform which is mentioned previously.
Optimising the Learning
As a result of our learning culture here at Light Hall School and based on research, we know
that students learn best when:
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There is a positive and comfortable learning environment
They are actively involved in their learning and ask questions
Metacognition (thinking about learning) is a feature
They are challenged and supported with higher level work
They make mistakes and failure is seen as a step to learning
Core knowledge is reviewed regularly (interval low stakes testing)
They are questioned about their learning
They have an opportunity to try things out
They discuss and review their learning
So how can you support your child at home?
Discuss their Learning
Show a real interest in their learning
“What did you learn today…?” “Can you remember…?”
Question them about their studies – How they learnt?
/ What they thought about it? / What does that link to?
Review & Support Their Learning
Planner – Help them to be organised
Homework – Encourage and monitor
Encourage them to use a suitable environment
Challenge and Support – Making mistakes is a GOOD thing!
Know What They Are Learning and How Well
Homework timetable / Milestone assessments / Exams
Show My Homework – Use the SMHW app to support them
Are they feeling stressed or not motivated enough?
Contact with the school – Parents’ evenings / Emails
Develop Their Learning
Reading
Encourage them to research and try things out
GCSE Bitesize / School links (Mymaths etc.)
Online resources – www.bbc.co.uk/schools/parents
Our Standards and Expectations
Light Hall School expects the highest standards of behaviour from all students at all times.
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Student who meet and exceed the expectations are regularly rewarded for their actions in an
attempt to motivate them to continue to do their best and more, all of the time. Stakeholders
at Light Hall work under the strap line,
“ Sanctions can limit behaviour but rewards and praise can change behaviour”
Those students who fail to meet the expected standard will find themselves subject to
sanctions, in an attempt to modify their behaviour.
Students who fail to comply with standard expectations will serve a detention with their PDL
(Progress and Development Leader) at lunchtime. These include:
Uniform
Jewellery
Chewing
Lack of equipment (pen pencil ruler)
Litter
Make up Detentions can be set by any member of staff for:
Attitude
Behaviour
Effort
Incomplete work These are served with the member of staff who set the detention at the time organised by the member of staff. This can be for half an hour or an hour.
Homework
If a student fails to “turn in homework” on two or more occasions in a week (Thursday to
Thursday). They will be informed that they will sit a detention for four nights the following week
(Mon, Weds, Thurs, Fri) from 3pm- 4pm, with senior staff. Failure to attend will lead to a day
internal exclusion, a one hour detention and a parental / carer meeting.
Students who are detained regularly under this sanction will be addressed by their Progress
and Development Leader.
Students who fail to comply with the School Code of Conduct
This is addressed through the Behaviour for learning Policy (see website). This generally
initiates a higher level of sanctions which can include; internal exclusion, fixed term exclusion
and possibly a permanent exclusion.
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Behaviour for Learning (BFL)
Staff report on BFL three times throughout the year. The criteria staff use are listed below.
Students who unfortunately accrue increasing numbers of grades 3 &4 will be addressed by
their PDL.
Preparation for Learning
1 The correct books and equipment are always brought to lessons.
2 The correct books and equipment are regularly brought to lessons.
3 The correct books and equipment are sometimes brought to lessons.
There are concerns over the level of organisation and this has been
addressed through the school behaviour for learning policy. (Detentions).
4 The correct books and equipment are never or rarely brought to lessons.
This has been addressed through the school behaviour for learning
policy. (Detentions). Subject leaders/HoF/PDL/parents have been
informed.
Independent Study
1 Homework is always handed in on time, and is always of a very high
standard.
2 Homework is regularly handed in on time, and is usually of a very high
standard.
3 Homework is sometimes handed in on time, but can be of the
minimum standard and lacking detail. This has been addressed
through the school behaviour for learning policy. (Detentions).
4 Homework is never or rarely handed in. This has been addressed
through the school behaviour for learning policy. (Detentions). Subject
leaders/HoF/PDL/parents have been informed. PDL personalised plan
to address concerns.
Attitude to Learning
1 Student always displays exceptional concentration and commitment. They are
able to work independently for extended periods.
2 Student regularly displays a good standard of concentration and commitment.
They are mainly able to work independently.
3 Student sometimes displays concentration and commitment. They often need
refocussing to work independently. This has been addresses through the
school behaviour for learning policy. (Detentions).
4 Student is never or rarely able to display an adequate level of concentration and
commitment. They mostly need refocussing and are rarely able to work
independently. This has been addressed through the school behaviour for
learning policy. (Detentions). Subject leaders/HoF/PDL/parents have been
informed. PDL personalised plan to address concerns.
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Attendance and Punctuality
The attendance and punctuality policy sets out the routines and sanctions for attendance,
punctuality and absence from school.
Authorised absences are mornings or afternoons away from school for a good reason, such
as illness or another unavoidable reason.
Unauthorised absences are those that the staff at school do not consider reasonable and
for which no ‘leave’ has been given. These are an offence by the parent and can include:
Keeping children off school without a good reason
Truancy before the register has been marked
Absences that have never been properly explained
Children who arrive at school too late to get a mark
Taking holidays in term time.
Term –Time Holidays
It is not national policy to authorise absences for family holidays in term time.
Medical and Dental Appointments
Wherever possible, parents are asked to make routine medical and dental
appointments outside school time. Where such appointments in school time are
unavoidable, staff should be informed in advance if at all possible. A ‘present’ mark
may still be awarded if the child attends for as much of the session as they can. It is
always better to attend for some of the time, rather than missing the whole day.
The school has a special responsibility to reduce the number of children whose
attendance is below 90% over the school year. This level of absence is the equivalent
of a day absent every fortnight. Pupils who miss this much school are called
‘persistent absentees’ by the government, whatever the reason for their absence.
Special procedures may be applied to children who are at risk of falling into this
category.
The school applies the following procedures in deciding how to deal with individual
absences:
Attendance
Form tutors mark the register between 8.45am and 8.55am and subject teachers
record attendance in the first ten minutes of every lesson using SIMs.
Daily attendance is monitored by our Education Welfare Officer (EWO) and his team.
Parents are asked to telephone or email the school before 09.30am to explain any
absence. There is a dedicated extension number to report absences. Please call 0121
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744 3835 and select option 1. There is a dedicated email address to report absences
Parents are contacted by text where students have failed to arrive for by 09.30 and
notice of their absence has not been received.
If school has not been contacted, absence will recorded as unauthorised. The
designated EWO would ensure the following:
If a child was absent for a second consecutive day without parental contact (after
attempting to contact on the first day – 2 texts plus 2 phone calls), he would
conduct a home visit. If still no contact, a calling card is left at home. Following
that, a Police safe and well check would be considered.
There is an expectation that all students make up any work missed during
periods of absence for whatever reason.
During the school day students must arrive in school by 8.45am. The EWO
monitors their arrival on the gate each morning and notes down students with
punctuality issues. Staff must register their students’ attendance at lesson within
the first 10 minutes of the lesson starting. Any student who needs to leave the
site during the day for an appointment must sign out electronically in student
services. They are issued with a pass, then escorted to the reception area where
they must be met by the relevant parent/carer.
Authorisation of absence in most circumstances requires a telephone call, text
message or email from parents or carers.
Unauthorised absences are followed up by either a phone call or a letter home.
Persistent absence is reported to our EWO for further action.
Students who do not achieve 96% attendance by the end of each half term have a
letter sent home with an attendance printout, this letter seeks to offer support with
improving attendance and the catching up of work etc.
When attendance continues to fall, the school will invite parent/carer for a meeting with
either the EWO, Head of Year or Headteacher.
At least 5 unauthorised absences (5 days), which equates to 10 sessions, will trigger
a letter from the EWO warning of the possibility of a penalty notice being issued.
Students who achieve 100% attendance will be rewarded with incentives throughout
the school year.
Students who achieve 100% for the year will receive a certificate and a special Light
Hall badge to be worn with pride on their blazer.
Attendance is recorded on all Behaviour for Learning and interim reports
Punctuality
Students are expected to be in school by 8.40am and to register with their Form Tutor
at 8.45am. Students who arrive before 8.40am must go to the dining hall in the Gandhi
Building or the Library. The school gates open at 8.15am. Students should not be on
site before that time.
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If students arrive after the register has been taken they should sign in at Student
Services.
Students who arrive after 8.45am on more than three occasions will be given the
sanction of a school detention with the Leadership Team for the next day and will
receive this sanction for every time they are late thereafter.
Students who arrive after 11.00am need a note or telephone call from home
explaining their late arrival. If no email/telephone call/note is received, this
becomes an unauthorised absence.
Persistent lateness is monitored by the EWO. Students who are persistently late will
have letters sent home and their parents will be requested to attend a meeting in school
to discuss the concerns. Sanctions in the form of whole school detentions will be given
following the third time of being late. It is likely that the EWO will make home visits
regarding concerns about punctuality / persistent lateness.
Long Term Absence
When students are absent, or likely to be absent, for more than one week on medical
grounds, work will be set and marked by staff.
At least five days notice is needed for Progress and Development Leader / pastoral
managers to collate work.
Permission for public performances and productions outside of school needs to be
sought in writing from the LA.
As is national policy, family holidays in term time are not authorised.
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Appendix 1
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Appendix 2 – Uniform Policy
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Appendix 3 – Staff List
Senior Leadership Team
Kimblin A Headteacher SLT AKI
Barr B Deputy Headteacher SLT RBA
McCrainor R Senior Assistant HeadteacherSLT RMC
Hall R Senior Assistant HeadteacherSLT RHA
Brookes S Assistant Headteacher SLT SBR
Mohomed K Assistant Headteacher SLT KMO
Faculty of English
Cobley J Head of Faculty English JCB
Behreen A English Teacher English ABE
Bridgewater J English Teacher English JBR
Hancock J English Teacher English JHA
Latham H English Teacher English HLA
McCann S English Teacher English SMC
Pemberton S Lead Practitioner English SPE
Razak N English Teacher English NRA
Read N English Teacher English NRE
Tolley S Assistant HOF (M/L) English STE
Yorke L English Teacher English EYO
Faculty of Maths
Matthews L Head of Faculty Maths LMT
Bastock G Lead Practitioner Maths GBA
Haroon A Maths Teacher Maths AHA
Hills J Maths Teacher Maths JHI
Mason J Maths Teacher Maths JMN
Peace D Assistant HOF Maths DPC
Smallman D Maths Teacher Maths DSM
Snell H KS3 Coordinator Maths HSN
Tongue K Lead Practitioner Maths KTO
Wilkes M Maths Teacher Maths MWI
Faculty of Science, Technology & Computing (ST&C) - Science, Computing, ICT,
Design Technology & Food Technology
Hayfield N Head of Faculty ST&C NHY
Anderson C Science Teacher ST&C CAN
Baxter A Lead Practitioner ST&C ABA
Carter K Food Technology ST&C KCA
Duffy M S.Leader.Computing ST&C MDU
Gara G S.Leader Technology ST&C GGA
Khalid S Science Teacher ST&C SKH
Killick S Lead Practitioner ST&C SKI
McLean S Technology Teacher &ST&C SML
PSHE Coord.
O’Driscoll N Science Teacher ST&C NOD
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Ogier J Science Teacher ST&C JOG
Ramkhelawon R Science Teacher ST&C RRA
Regan-Syed E Science Teacher ST&C ERE
Shabir I Science Teacher ST&C ISH
Sharpe N ICT & Business St. ST&C NSH
Watkins L Lead Practitioner ST&C LWA
Willcock J S.Leader Food Tech. ST&C JWI
Wordsworth C Technology Teacher ST&C CWR
Faculty of Humanities (History, Geography & RE)
Evans C Head of Faculty Humanities CEV
Bate J History Teacher History JBA
Begum H Subject Leader RE RE HBE
Harrison S S Leader Geography Geography SHA
Hunter C S. Leader History History CHU
Kay A History Teacher History AMK
Picken H RE Teacher RE HPI
Pollock B Hist. & Humanities Humanities BPO
Read S RE Teacher RE SRE
Rogers M RE Teacher RE MRO
Ross B Geography Teacher Geography BRO
Savva M History Teacher History MSA
Whan J Geog. & Humanities Geog. & Hum JWH
Faculty of MFL, Business & Technical (includes French, German, Spanish, Business &
Child Development)
Hughes U Head of Faculty MFL&B&T UHU
Garcia E S. Leader Spanish MFL EGA
Hughes J Child Development ST&C JHU
Lahure A French & Spanish MFL ALA
O’Brien L Business Teacher Business LOB
Plante N French & Spanish MFL NPL
Scobie J German & French MFL JSC
Faculty of Performing & Expressive Arts (PE, Music, Drama & Art)
Johnson A Head of Faculty P&EA AJO
Brown V S. Leader Drama Drama VBR
Burnham D PE Teacher PE DBU
Churchill J Subject Leader PE PE JCH
Cooney A Art Teacher & Art ACO
Durrant K Girls PE Teacher PE KDU
Johnson J PE Teacher PE JJO
Marsh M Art & Acting SL Art MMA
Munn M S. Leader Art Art MMU
Nicholls C PE Teacher PE CNI
Williams J PE Teacher PE JWL
Wyatt B Drama Teacher Drama EWY
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Cover Team
Cunningham T Cover Supervisor Cover TCU
Delaney S Cover Supervisor Cover SDE
Lowe D Cover Teacher Cover DLO
Pastoral, Inclusion & Admissions
Allen J Head of Inclusion Inclusion JAL
Betts E Lead Learning Support Asst. Inclusion EBE
Blunt J Pastoral Manager Pastoral JBL
Busst D Learning Support Assistant Inclusion DBS
Cull S Pastoral Manager Pastoral SCU
Hall L Pastoral Manager Pastoral LHA
Hooper D Education & Welfare Officer Inclusion DHO
Melvin S First Aider & Clerical Ass. Inclusion SME
Miller J Pastoral Manager Pastoral JMI
O’Grady S Refocus Centre Manager Inclusion SOG
Ruddy P Admissions Administrator Pastoral PRU
Watson C Learning Support Assistant Inclusion CWT
Webster L Learning Support Assistant Inclusion EWE
White C Pastoral Manager - Head of Pastoral CWH
Transition
Whitehouse C Learning Support Assistant Inclusion CWI
IT
McLaren N IT Technician IT NMC
Pallett M IT Technician IT MPA
Exams
Hemming S Examinations Officer Exams SHE
Administration (includes Data, Facilities, Personnel, Finance, Student Services &
Reception)
Aitchison Pa Data Manager Data PAI
Barnwell A Site Manager Site ABA
Curran R Facilities Assistant Facilities RCU
Edwards L PA to Head & PR Manager Administration LED
Fellows Y Finance Assistant Finance YFE
Firmstone M Finance Director Finance MFI
Harding G Caretaker Facilities GHA
Hill D Facilities Director Facilities DHI
Jones R Reprographics Assistant Administration RJO
Klejdysz H Librarian LRC HKL
McGuinness D Events & Admin Assistant Administration DMC
Pate J Office Manager Administration JPA
Pelosi C Personnel Director Personnel CPE
Regan K Administration Assistant Administration KRE
Sanders J Lunchtime Supervisor Kitchen JSA
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Sherlock L Receptionist Administration LSH
Waters K Data Assistant Data KWA
Williams A Personnel Asst. & Cover Mgr.Personnel AWI
Technicians
Abbott A Science Technician ST&C AAB
Connaughton J Art & Technology Technician ST&C JCN
Gaffney S Senior Science Technician ST&C SGA
Hitchen L Science Technician ST&C LHI
Jackson P Art & Technology Technician ST&C PJA
Governors: (All contact to the Governors is via Mrs Edwards on 0121 746 5054 or
Mrs Chris Thomas (Chair)
Mrs Elizabeth Baker (Vice-Chair)
Mrs Ann Hunter
Jo Tomkinson
Mrs Jane Spicer
Mrs Janet Roberts
Mrs Helen Perry
Mr Richard Hart
Mr Andrew Hobday
Mr Jeff Hart
Mrs Annette Kimblin
Mrs Jacqui Allen
Mr Andy Johnson
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Sample Menu
MAKE GOOD CHOICES Morning Break Sausage Roll £0.35
Cereal Bags (v) £0.60
Breakfast Pot (v) £1.25
Hash Brown (v) £0.35
Lunch Main Meal £1.75
Lemon & Herb Chicken in a Bun
Fresh Creamy Herb Crumbed Macaroni Cheese (v)
Chilli Con Carne served with Wholegrain Rice
Roast of the Day with Traditional Accompaniments
Spicy Vegetable Biryani served with Vegetarian Curry Sauce (v)
Deep Fried Fish served with Lemon and Tartare Sauce
Freshly Made Assorted Mexican Burritos (v)
Firecracker Spicy Chicken Wholemeal Pasta Bake
Tagliatelle with Roasted Vegetables in a Herby Tomato sauce (v)
Freshly made Pulled BBQ Chicken Sandwich
Assorted Italian Style Fresh Baked Pizza Slices (v)
Meal Deal (meal, snack & drink) £2.20
Available Daily Jacket Potato + Side Salad £0.75
Jacket potato + Filing £1.30
Vegetables: Spicy Diced Potatoes, Peas, Cauliflower, Baked Beans, Mixed Garden Salad
Assorted Snacks
Various Filled Sandwiches, Rolls & Wraps, Fresh Salads £1.25-£1.85
Desserts Hot and Cold Desserts, Home Bakes, Yoghurt, Fresh Fruit & Salad £0.65-£0.80
Drinks £0.36-£0.85
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Governors Vision