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TRANSCRIPT
ROSE HILL SCHOOL
ROYAL TUNBRIDGE WELLS
UPPER SCHOOL
HANDBOOK
2016 / 2017
Contents
The Pastoral Team Page 1
The Curriculum Team Page 3
Aims and Expectations Page 4
A Unique Relationship Page 5
Catering for All Page 6
Extension, Scholarships & Awards Page 7
Learning Skills & Prep Page 8
Upper School Production & Senior Choir Page 9
Prefects Page 10
Year 8, 7, & 6 Responsibilities Page 11
Other Information Sources Page 12
1
Head of Upper School – Mr Draper
Girls’ Welfare – Mrs Makinson
Head of Learning Skills – Ms Tschurtenthaler
6L Form Tutor - Mr Long
[email protected] 6W Form Tutor – Mr Wilson
7M Form Tutor – Mr Mansfield
8MN Joint Form Tutor – Mrs Morgan
8MN Joint Form Tutor – Miss Northen
[email protected] 8BJ Form Tutor – Mr Booth Jones
The Pastoral Team
2
The Pastoral Team is responsible for monitoring the general welfare, attendance, punctuality
and overall academic progress of your child. This team should be your first point of contact
should you need to make contact over general or non-subject specific matters. It is our aim to
build a partnership with you, ensuring that good channels of communication exist between us,
so that we are able to act in a supportive and consistent manner in the best interests of your
child. Your child’s Form Tutor will take the opportunity to write to you at the beginning of the
new academic year to highlight ways in which you may be able to work with us to support all
aspects of your child’s life in the Upper School.
Form Tutoring is very rewarding and tutors are proud of the healthy relationship they develop
with their pupils. Morning registration, afternoon Registration, and Friday afternoon Form Time
are great opportunities for the children to organise themselves and to communicate with their
Tutor or with the Form as a whole. Friday Form Time, in particular, is characterised by an
atmospheric buzz as pupil planners are checked and signed, weekly plus points are tallied and
the weekend beckons.
In order to aid the transition for Year 6 pupils into Year 7, several activities are arranged at the
end of Year 6 and the start of the new year. Year 6 benefit from a full transition day at the end
of Year 6 when new pupils starting in Year 7 are invited to come in and meet Rose Hill pupils
staying for Year 7. The aim of the transition day is to help prepare them all for the changes to
come. In September, a further transition day is set aside to help all the Year 7 pupils to settle
with new classmates. This is consolidated in October with a team building day.
Upper School assemblies, House assemblies, House matches, clubs, activities and trips also
enhance the curriculum, enriching the children’s experiences. Year 8 Leavers undertake a
packed, week-long sailing and activities trip to Poole, at the end of which they are able to
achieve a Level1/2 yachting
qualification.
This is followed by a varied post-
exam activity programme, which
includes a few days helping out
at Bishop’s Down Primary School,
a life guard and first aid course in
which a nationally accredited
‘Survive and Save’ award may be
achieved, a family walk with
picnic at Bewl Water and an
historical tour of Tunbridge Wells.
Years 6 and 7 take part in the
French Residential trip. Year 6 has
a day out at Chessington and a
leavers’ Celebration Weekend at
the Bowles activity centre.
For your child, the Pastoral Team will feature heavily in everyday school life. It is important that
children feel they are part of a caring, sharing and supportive community.
3
The Curriculum Team
The Curriculum Team is responsible for monitoring the academic progress of your child in a
particular subject.
This team will be your first point of call should you need to make contact over a subject-specific
issue.
For concerns of a more general nature or issues involving more than one subject area you
should contact your child’s Form Tutor or the Head of Upper School, who will coordinate a
consistent response.
Mr Booth Jones [email protected] Mr Draper [email protected]
History / Boys’ Games French
Mr Everist [email protected] Mr Hinchliffe [email protected]
Music PE and Boys’ Games
Miss Prescott [email protected] Mr Izzard [email protected]
Latin Design Technology / ICT
Mr Long [email protected] Mr Mansfield [email protected]
Maths / Boys’ Games Science / PSHE
Mrs Moore [email protected] Mrs Morgan [email protected]
Art Geography
Miss Northen [email protected] Mrs Ritson [email protected]
English / Learning Skills Maths
Mrs Skottowe [email protected] Mrs Wren [email protected]
English / Religious Studies Girls’ Games
Mr Skottowe [email protected] Mr Stacey [email protected]
Boys’ Games PSHE / History / Boys Games
Mrs Westcombe [email protected] Mr Wilson [email protected]
French English / Drama
4
Aims and Expectations Our expectations
We seek to engender a greater sense of purpose and rigour within a Secondary School format.
Pupils are expected to be energetic and motivated. They are encouraged to think more for
themselves, they should plan maturely and organise themselves independently. They will
encounter a larger number of teachers and experience a wider range of teaching styles and
personalities in the Upper School - great preparation for secondary school life. Pupils will be
expected to take responsibility for their own actions by meeting deadlines, taking a pride in the
work they do, self-evaluating and aspiring to improve their levels of attainment.
Track record
Academic success is high up on our list of priorities and we are justifiably proud of our excellent
track record. Last year each of our Year 8, 13+ CE pupils achieved excellent results, securing
places at their future schools. As for the Year 6 leavers, all were well prepared and all secured
places in local grammars or independent schools to which we traditionally feed.
A targeted approach
Children at the top end of the school represent the culmination of all our efforts. We witness a
wonderful growth in their stature, confidence and maturity as they progress through the senior
school. Of course much of this can be attributed to a pupils’ natural growth and the positive
influence of supportive parents but there is more to it than that. At the outset of Year 6, we aim
high. The expectations we place upon the children are realistic but elevated. We give our
children responsibility and status as:
Equipment Monitors
Prefects
House Captains
Head of the School Council
Head Boy / Head Girl
We seek to nurture children pastorally,
socially, holistically.
We give them breathing space to stay
children just a little longer…time to grow,
at their own pace, into socially responsible
children.
With these positions come increased levels of
expectation and greater rewards. The pupils
feel empowered, valued and respected.
5
A Unique Relationship
We are determined to build on the
unique pupil-teacher relationship, which
exists at Rose Hill; it underpins everything
we do.
The general public regularly comment in
glowing terms on the politeness and
courteous manner in which our pupils
interact with adults during trips and
activities.
.
“You don’t feel shy to put your hand up
and ask for help. In my old school I was a
bit shy. People are really friendly here. It’s
just so easy to make friends…it’s
welcoming. It’s the best school I’ve been
to and ever will go to.”
Year 8 Leaver
6
Catering for All
There is an inherent flexibility within the Upper School. We believe in leading by example and
the lengths that staff can go to ensure that individual needs are met are often above and
beyond the call of duty.
The Curriculum Team have to be highly flexible with the curriculum and resources in order to
accommodate the needs of pupils planning to go to a variety of different schools, each with
different priorities or entrance requirements. We routinely cater for the following:
11+ (throughout Year 5 and into Year 6)
SATs national testing at the end of Year 6
CE Entrance exams for some Year 6 pupils seeking independent schools in Year 8
Bespoke VR / NVR / English / Maths / Science assessment and interview preparation for
Independent and State schools
Common Academic Scholarship Exams
Common Entrance 13+ Exams
Scholarship preparation: Swimming / Sport / Art / Academic
Tonbridge / Sevenoaks Scholarship
Reaching all Children
At the heart of our whole school ethos is the intrinsic notion that every child matters. In the
Upper School, pupils benefit from small sets and class sizes which allow specialist teachers to
react to the needs of the individual far more readily than would otherwise be the case. Upper
School lessons across the curriculum proceed at a fast pace and a high level of interaction is
commonplace.
7
Extension, Scholarships and Awards Extension
Teachers support each other and share good practice. Lesson content is advanced. In some
cases Years 7 and 8 may find themselves tackling work associated with Key Stage 4 (Years 10 to
11 / foundation GCSE).
In some cases, it is not unusual for team-teaching to take place. Two specialist teachers in a
lesson can provide an even greater level of professional support to small groups or individuals.
One teacher may float and support individual pupils while another teacher may lead from the
front.
Scholarship
Some pupils quickly display a natural bent for academic work; some have to be encouraged
to believe in themselves. Subject teachers and Heads of Department respond by setting
extension work and, where appropriate, discussing the pupil’s eligibility for scholarship with the
Director of Studies, the Head of Upper School and the Head.
Scholarship work is extremely advanced and makes strenuous emotional demands of pupils.
When considering a child for this level, consultation with all parties is vital as is the child’s
wholehearted commitment.
A pupil preparing a scholarship will possess a strong work ethic and he or she will display a
desire to take on extra work. The pupil will also demonstrate an ability to work independently,
albeit with teacher guidance and support.
Awards and Bursaries
Rose Hill offers Scholarship awards to pupils for Years 7 and 8 in the following areas:
Academic
PE / Sport
Music
Art
Design Technology
Drama
Citizenship
All Rounder
Awards should be regarded as confidential information between parent and school in order to
avoid invidious and unhelpful comparisons being made.
Parents accepting scholarship awards do so on the understanding that their child will make a
committed contribution to Rose Hill in the area of the scholarship and will fulfil the school’s
expectations of good behaviour.
For more information, please contact Ann Green at: [email protected]
8
Learning Skills and Prep
Learning Skills
The emphasis on supporting pupils with Specific Learning Difficulties begins with Quality First
provision in the classroom. Small class sizes provide the ideal forum for this. In addition to this,
there continues to be a variety of programmes available for pupils in the Upper School, where
required, to cover a range of Specific Learning Difficulties. These take place before or after
school or during breaks. There is no withdrawal from subject teaching unless the intervention is
directly related. For some students, the option of doing Study Skills in place of Latin can be
appropriate.
Pupils who require it will have an Individual Learning Plan which gives details of what will be put
in place at school, including the part that the pupil will play in managing their learning, and
advice for how to help at home. These are reviewed twice a year. The focus of each learning
plan is broken down into smaller targets that are recorded in the pupil planners.
If a pupil qualifies for reasonable adjustments for examinations or for other situations, these will
be put in place. We have an arrangement with a local Educational Psychologist who will
conduct assessments in school when appropriate. Some pupils use laptops as a regular means
of recording their work.
At Rose Hill we have a good working relationship with our destination schools and there is a
thorough preparation for transfer at 11+ and 13+. New students joining the school are assessed
before arrival where possible to ensure that any interventions they may require are already in
place.
School Prep and Expectations
Prep at school is optional and runs from
4.15 to 5.15pm.
Upper School children may be asked to
do a further home prep. Prep takes place
Monday to Friday and pupils can attend
any session.
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Upper School Production and Senior Choir
Over two evenings in March, Years 6, 7 and 8 stage the Upper School Production. Last year was
the turn of ‘The Sound of Music’ which was a great success, providing wonderful opportunities
for the children to build confidence and work together as part of a team – all children in the
Upper School are encouraged to take part.
Productions on this scale are highly rewarding but come
at a price in terms of commitment, time and effort. Part
of the educational value is that children experience the
massive rewards which result from gritty and
determined hard work, practice and dedication. There
is an expectation that pupils commit to the programme
of rehearsals and fully appreciate the importance of
playing their part.
The Senior Choir plays a major role in the Christmas Carol Service and - in the summer term - the
Upper School Concert. These two high-profile events are very popular with the children so it is
important that the pupils consistently attend lunchtime Senior Choir Sessions to ensure that they
can participate when the whole school event comes to fruition.
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Prefects
Prefects represent the school in a very special way. The example they set to younger children,
the way they relate to others and how they look after our school and uphold its values are
expected to be of the highest standard.
Prefects are expected to demonstrate impeccable attitude and conduct around school, they
possess personal qualities such as loyalty and integrity and they want to take on responsibilities
for the benefit of the school as a whole.
There are two different types of prefect and, although some of their duties differ slightly, they
have the same status and receive the same privileges:
Principal Roles
Undertake a leadership role within the pupil body, setting an example to younger
children.
Work alongside adult staff to uphold the school’s high standards and values.
Represent the school at key events such as Open Days.
Structure
Head Boy and / or Head Girl
School Prefect House Prefect
Equal status
Head Boy and / or Head Girl
The Head Boy and / or Head Girl are responsible for the day-to-day management of the School
Prefects. They are supported by the Head of Upper School and Duty Staff.
School Prefects
School Prefects undertake a daily duty. They are assigned to a member of the duty
management team.
School Prefects are also responsible for wet break classroom supervision in the lower years and
acting as guides during Open Mornings.
House Prefects
There are three House Prefects – one per House. They are assigned to their respective Head of
House. They take on a leadership role in the House, with responsibility for:
Making team selections / motivating others / supporting their House
Covering absent School Prefects
House Prefects are also responsible for wet break classroom supervision in the lower years, for
hosting parent lunches and for supporting School Prefects by undertaking a daily duty. House
Prefects also act as guides during Open Mornings.
11
Year 8 Responsibilities
There is a strong educational value in appointing prefects on merit and the current prefect
system is established firmly on principals demanded by previous pupils and prefects. However,
Rose Hill prides itself on its inclusive ethos and it is therefore our aim to give all pupils the chance
to become prefects. Year 8 pupils not appointed in September are given further opportunities
throughout the year.
In order to give pupils a chance to sample tasks and responsibilities and to help staff assess their
suitability for future prefect selection, pupils undertake the following duties:
Assist in the Dining Room (am)
Tea Trolley Duty (rota)
Wet break classroom routine
On call to cover absent prefects
Year 7 Responsibilities
Year 7 take over all prefect responsibilities in the second half of the summer term as the
prefects step down to concentrate on their exams. This position is known as Options. Would-be
prefects have opportunities to sample prefect tasks and responsibilities. This also helps staff to
see how suitable the pupils are to become prefects. Year 7 pupils make a formal prefect
application to the Head in the summer term and appointments are announced in the end-of-
year-assembly. All Year 7 pupils are encouraged to apply to become prefects.
Year 6 Responsibilities At the beginning of the new academic year, Year 6 pupils are eligible to work one break /
lunch duty per week, distributing and collecting play equipment. The position allows children to
take on responsibilities and gives them an understanding of providing a service to their
community.
Benefits include:
Working with older pupils (Year 8 prefects) at break and lunch time
Working with staff at break and lunch time
Looking after the entire equipment store and managing the distribution and return of a
growing catalogue of netballs, footballs, rugby balls, mini tennis nets / rackets, giant
outdoor games, skipping ropes, rebound nets, badminton rackets, hula hoops… etc.
A practical understanding of the need to be personally organised and responsible
Coming up with ideas and having a say in the purchase of new items
At the end of each half term Equipment Monitors are rewarded with a tally of plus points.
12
Further Information
Please refer to:
Rose Hill Parent Handbook 2016 – 2017
Upper School New Pupil Guide 2016 – 2017
School Policies
Future Schools Information
Available via the school website as downloads or hard copies from the school office.