school prospectus 2014/15 - pencoed school prospectus 2014.pdf · the school has a strong family...

May 2014

School

Prospectus

2014/15

May 2014 2

INDEX

Headteacher’s Message ..................................................................................................... 3

School Contact Details & Term Dates ................................................................................ 4

Extra Curricular Activities, Facilities & Resources .............................................................. 5

School Uniform ................................................................................................................... 6

School Rules ...................................................................................................................... 7

School Curriculum & Equipment ..................................................................................... 8-9

A Level, AS Level & GCSE Results 2013 ....................................................................10-12

Summary of National Curriculum Assessment Results ............................................. 12-14

Destination of Pupils Information ...................................................................................... 14

Homework Policy ............................................................................................................. 15

Absence & Complaints Procedures .................................................................................. 16

Community Links, School Organisation & Parental Appointments .................................... 17

General School Information .........................................................................................18-19

Attendance Strategy and Holiday Requests ..................................................................... 20

School Sanctions Systems Summary ............................................................................... 21

Special Needs .................................................................................................................. 22

Disability Equality Scheme ..........................................................................................23-26

Pupil Admission Form ...................................................................................................... 28

May 2014 3

Our Guiding Principles

Pupils First

Learning Time is Paramount

Mutual Respect

Working Together Consistently

Celebrate the Best—Challenge the Rest

Headteacher’s Message

Change is always an exciting prospect and the change from Primary to Secondary school is one that everyone remembers, with stories to tell! At Pencoed Comprehensive School we try to ease the transition as far as possible by helping pupils to settle into our school community. Our recipe for success is working together with our excellent primary partners and keeping everybody informed. This year’s new transition programme ‘Moving On Up’ is proving to be an outstanding success! Pencoed Comprehensive is a happy and caring school. We have an extensive green field site with high quality facilities in all areas. This is particularly true for sporting and performing arts accommodation which are also used widely by our local community. The school has a strong family and community ethos, exemplified by our unique House and Pastoral systems which are very popular with our pupils. We believe that a happy, healthy and well supported young person will then have every opportunity to develop to their full potential academically, personally and socially. There is a wealth of exciting learning opportunities available at Pencoed, from stimulating experiences in the class-room through a variety of school based clubs and teams to enjoyable and exciting trips and visits. Pencoed Comprehensive School is a school that is clearly ‘on the up’. In 2013/2014

School banding jumped from Band 3 to Band 2, Pencoed Comprehensive had the highest banding score of Bridgend schools.

The average points scored by A’ Level students was significantly higher in Pencoed than local and national averages.

The number of year 11 pupils gaining five or more GCSE grades at C, or equivalent, was the highest in Bridgend at 96%. Further improvements are predicted for summer 2014.

Key Stage 3 assessments show results higher than our own, ambitious targets for pupil achievements.

GCSE and A’ Level results look to be firmly on track to improve further on last year’s results.

Attendance has now risen to 94.3%, exceeding our challenging target of 94%.

Exclusions from school have fallen to their lowest levels. What is clear is that our drive for improvements over the past three years is bearing fruit.

Location Pencoed Comprehensive is a mixed 11-17 school of around 900 pupils. It is located adjacent to the M4 motorway, but the area is semi rural and in close proximity to the renowned Heritage Coast. Cardiff and Swansea are both easily accessible by road and rail. History Pencoed Comprehensive School was opened in 1974 in purpose built accommodation. It is at the centre of a grow-ing town and is fortunate to enjoy a large and attractive campus. The school serves a community which has seen major changes from the traditional industries and technological manufacture. Transition The number of pupils normally admitted to Year 7 is approximately 160, drawn from the following eight schools: Brynnau Primary, Coety Primary, Croesty Primary, Dolau Primary, Llangrallo Primary, Llanharan Primary and Pencoed Primary School. There is a well established transition programme and pupils transferring to us visit the school frequently during the summer preceding their entry. This enables the pupils to familiarise themselves with the school and to also take an active part in selected lessons.

May 2014 4

Pencoed Comprehensive School Coychurch Road Pencoed Bridgend CF35 5LZ Tel: 01656 867100 Fax: 01656 867107 E-mail: [email protected] Website: www.pencoedcs.bridgend.sch.uk Headteacher: Mr D George B.Sc.,M.Sc. Chair of Governing Body: Mr A Rea

Term Begins

Half Term Starts

Half Term Ends

Term Ends

Autumn 2014

01/09/14 27/10/14 31/11/14 19/12/14

Spring 2015

05/01/15 16/02/15 20/02/15 27/0315

Summer 2015

13/4/15 25/05/15 29/05/15 20/07/15

All schools will be closed on Monday 4th May 2014. The five inset/staff preparation days will be taken at the discretion of each individual school.

School Times School opening times: Morning session - 8:50am to 1:30pm. Afternoon session - 2:20pm to 3:25pm School day: Tutorial 8:50am - 9:10am Lesson 1 9:10am - 10:10am Lesson 2 10:10am - 11:10am Break 11:10am - 11:30am Lesson 3 11:30am - 12:30pm Lesson 4 12:30pm - 1:30pm Lunchtime 1:30pm - 2:22pm Registration/Lsn 5 2.22pm - 3.25pm No on roll: 872 Admission Limit: 228 per year

Term Dates Academic Year 2014-2015

May 2014 5

Extra-Curricular Activities Students need a range of experiences in order to develop as rounded individuals. Extra-curricular activities therefore form an essential part of the life of the school and encourages pupils to contribute fully to society in alter life. Some notable examples are: Whole school drama/musical productions Small scale drama productions Musical/choral concerts Sporting activities e.g. rugby, football, hockey & netball School Eisteddfod Free musical tuition in a range of instruments Public Speaking/Debating Interact—a charity fund raising committee Work Experience in Yrs10 & 12 Annual Skiing Trip Educational visits, residential courses, field trips & theatre visits Duke of Edinburgh Award Scheme - Bronze & Silver After School & Lunchtime clubs/societies: Drama, Revision & ICT Homework club

Facilities & Resources Pencoed Comprehensive School is well equipped to cater for all the academic, crea-tive and sporting needs of students. The school also has a wide range of modern education facilities. Large attractive campus surrounded by numerous playing fields All weather sports pitch and tennis courts Attractive, multi-purpose sports complex and concert venue A fully equipped stage for large theatrical productions Music suite with up-to-date music technology and practice rooms Purpose built mathematics block Information Technology suites with over 100 networked comput-ers, all with internet access Design & Technology suite with state of the art equipment Conference facilities Interview rooms Art Gallery Resource Base

May 2014 6

School Uniform

Full school uniform is expected at all times. Co-operation from parents is essential in ensuring that the appearance of pupils is of a consistently high standard. Financial assistance towards uniform costs is available in certain cases of low income through the Free School Meals/ Distinctive School Uniform Grant. Information is availa-ble from the school office.

Girls Boys Skirt - Black (knee length) Trousers - Black ( not jeans or corduroy)

Trousers - Black (not jeans or corduroy) Shirt - White Blouse - White (button to neck) Sweater - Black v-neck with school logo Sweater - Black v-neck with school logo Socks - Black/grey Socks - White Shoes - Sensible black leather Tights - Black/grey (not trainers or suede) Shoes - Sensible black leather Tie - 4 colours red/blue/green/yellow (not trainers or suede) student will be allocated a house Tie - 4 colours red/blue/green/ colour

yellow. Students will be Outer coat - Plain Sensible black/navy coat

allocated a house colour White Polo - With school logo - Summer Term

Outer coat - Plain Sensible black/navy coat Shirt - only

White Polo - With school logo - Summer Optional - Black zipped sweat jackets & school

Shirt Term only logo (no Hoodies) Optional - Black zipped sweat jacket & Cardigans - Not allowed School logo (no hoodies) Cardigans - Not allowed

Physical Education Girls Boys Black P.E Skort Black athletic shorts Black Gym shorts / Black Leggings Black rugby shorts White polo + school logo White polo + school logo Swimming costume Rugby shirt / logo (school colours) P.E. Maroon Hoodie with School Logo Rugby socks (school colours) Rugby socks (school colours) Training shoes Training shoes Sports socks white Sports socks white Training shoes Rugby boots Swimming trunks

Optional Equipment P.E. Maroon Hoodie with School Logo (Boys) Black athletic shirts Tracksuit (bad weather only) Athletic vest, hockey boots, spikes, leotard.

Sixth Form Same uniform as above, but dark grey jumper or cardigan, maroon tipped with sixth form embroidery Tie – black with 6th form embroidery

May 2014 7

School Rules

School Rules will ensure that all pupils enjoy learning experiences of high quality in pleasant and orderly surroundings.

Pupils are required to attend regularly and punctually, and to behave in an orderly fashion at all times, having respect for other people, other people’s property and for school buildings. Sensible behaviour is also expected of pupils en route to and from school and during lunch-hour, showing the necessary respect for members of the local community.

Pupils will be aware of an extensive list of forbidden items and materials, including such things as aerosol spray, glue and matches, ipods & MP3 players on their arrival at school in September. Any essential medication should be hand-ed to a senior member of staff or to the office for safe-keeping, with specific instructions from parents as to dosage. Mobile phones are allowed in school, but not to be used except in an emergency. Mobile phones will be confiscated if used inappropriately.

All homework must be completed regularly and conscientiously in accordance with school policy.

The wearing of jewellery is a Health and Safety issue and the only jewellery which is acceptable is one pair of plain stud earrings. All other jewellery will be confiscated and placed in the school safe. No other piercing are acceptable, including tongue piercing. Stud earrings do not include ‘tunnels’ which are not acceptable.

The only belts which may be worn in school are black belts which fit through the belt loops of trousers. Any other col-oured belt will be confiscated. Trainers are only permitted to be worn at designated times i.e. in PE lessons or at lunchtime. The only exception to this is if the pupil is suffering from a medical condition for which they have a certifi-cate from a medical practitioner. Coats should be of a waterproof material and of a dark colour. Hooded tops of any colour will not be permitted and will be confiscated.

All long hair must be tied back for practical subjects . Hair must be of a natural colour e.g. not burgundy, green, pink, blue.

No smoking is allowed on the school premises or on the way to or from school. Smoking materials must not be brought onto the premises under any circumstances. Since April 2007 smoking in public is a criminal offence and indi-viduals may be liable to a fixed penalty.

Pupils are not allowed to chew gum at any time on the school premises. All litter must be placed in the litter-bins pro-vided. Pencoed school is to be a litter free zone. Pupils are required to help clear certain areas of litter. Your support in reinforcing our expectations of maintaining levels of litter would be appreciated.

Pupils are not allowed outside the boundaries of the school during the morning break. Pupils in Years 7 to 11 must remain on site at lunchtime.

All individuals’ property and clothing must be clearly marked with children’s names. The school does not accept re-sponsibility for the loss of money or valuables in school. During Physical Education and Games lessons, pupils must give such items to a member of staff for safe keeping and not leave them in the changing room areas. Parents are responsible for all books and other items of school property issued to their children. School property must be kept in good condition. The school reserves the right to withdraw such property if it is not maintained in proper condition.

Pupils must keep to the left-hand side of paths, on stairways and corridors. Pupils must not run inside the building. Bags must NOT be carried on the shoulder, since this could add to the problems of congestion and movements in crowded corridors.

Cycles and motor-cycles are not to be ridden on the premises. Pupils bringing cycles to school should lock them se-curely during the school day.

Pupils must inform their teachers immediately of any change of address and when they are leaving school. On leaving they must return all school property.

Pupils are expected to respect each other and all staff at school. No form of bullying will be tolerated.

The school cannot, nor will be responsible for damage to or loss of mobile phones, i-pods, MP3 players or other elec-trical equipment . If forbidden items are discovered, the item will be confiscated and placed in the school safe until collected by a parent.

There is no room on the school site for pupils to park their cars.

Pupils are not to tamper with fire emergency buttons; can be liable for a fine or even prosecuted.

The school depends on parents to support the school and ensure that these rules are understood by all students

May 2014 8

Organisation of the school curriculum

The school’s curriculum is organised to provide pupils with a broad and balanced education which is sufficiently differentiated to enable all pupils to maximise their potential whatever their ability. A smooth transition from the Partner Primary Schools is essential. Good links exist between the school and its Partner Primaries which enables pupils to enjoy a smooth transition. Year 7, 8 and 9 pupils will be taught in mixed ability groups in some subjects while setting will take place in others. At the end of Key Stage Three, pupils will be assessed formally in National Curriculum subjects. In Year 7 Geography, History, Religious Education, ICT, Art and Music are taught on a rotational basis so the numbers below represent the average number of lessons per fortnight over a year. In practice a pupil will study Geography, History or Religious Education for 9 lessons per fortnight and then change. Similarly one subject from ICT, Music and Art for 6 lessons per fortnight and then change the subject on rotation. In Year 8 Art, IT & RE are taught on a similar rotational basis. Pupils who have additional learning needs and consequently progress at a slower rate are placed in small groups and receive many of their lessons from specialist teachers. Access to the curriculum through integration in mainstream classes is provided for visually impaired pupils who are supported by specialist services run by the Local Authority. Pupils are taught by suitably qualified and committed staff in one hour lessons through a timetable which extends over a fortnightly cycle. The fifty lessons in this cycle are split in the following way:

Year 7 Year 8 Year 9 Year10 Main Bands Main Bands Main Bands Main Bands English English English English Drama Drama Drama Mathematics Mathematics Mathematics Mathematics Welsh Welsh Welsh Welsh Religious Ed French/ Spanish French / Spanish French / Spanish Science Geography Geography Geography P.E./Games History History History I.C.T. Religious Ed Religious Ed Religious Ed Learning Core Technology Technology Technology Welsh Baccalaureate Science Science Science Options in Subject Areas P.E./Games P.E./Games P.E./Games Art Art Art Music Music Music I.C.T. I.C.T. I.C.T. Learning Core Learning Core Learning Core

In Year 7 setting takes place in Mathematics. In Years 8 and 9 setting takes place in Mathematics and Science. In Year 9 setting takes place in English.

Basic Equipment A school bag, an inexpensive pen, a ruler, a pencil, a pair of compasses, a scientific calculator (which can be purchased from school - Maths Dept), coloured pencils. UNIFORM AND EQUIPMENT WILL BE SUBJECT TO REGULAR CHECKS AND ANY INAPPROPRIATE ITEMS OF CLOTHING, JEWELLERY, MOBILE PHONES, IPODS, MP3/4 WILL BE CONFISCATED. PARENTS WILL BE CONTACTED TO RECLAIM THESE ITEMS.

May 2014 9

MLD (Moderate Learning Difficulties) Department

The MLD group will have some lessons such as English in the MLD Resource Base, and some lessons with subject specialist teachers, such as Science, Music, Art etc.

MLD group pupils will be taught the same subjects in rotation as in the main band. Year 7 Year 8 Year 9 English English English Drama Drama Drama Mathematics Mathematics Mathematics Welsh Welsh Welsh Spanish Spanish Spanish Geography Geography Geography History History History Religious Ed Religious Ed Religious Ed Technology Technology Technology Science Science Science P.E/Games P.E/Games P.E/Games Art Art Art Music Music Music I.C.T I.C.T. I.C.T. Learning Core Learning Core Learning Core

Year 10 MLD (Moderate Learning Difficulties) - There is a personalised programme including BTEC L2 / GCSE L2 which is developed for each co-hort.

Years 10 and 11 Key Stage 4 (External Examinations)

At Key Stage 4, the vast majority of students follow both full and half G.C.S.E courses. At this stage, in order to retain breadth and balance, students take compulsory core of English, Maths, Welsh, Science, RE, PE, IT & WBQ. Other subjects are chosen from a broad range of optional subjects, for example

At the end of Year 11 students are entered for public examination. Some Year 10 students will also be entered for public examinations.

A B C

Business Studies Art & Design Art & Design

DT: Resistant Materials Performing Arts Business Studies

DT: Systems & Control Geography DT: Resistant Materials

French PE Drama

Geography Spanish Engineering (BTEC)

Health & Social Care History

Media Studies Food Technology

Music Sport (BTEC)

Organisation of the school curriculum

May 2014 10

‘AS’ LEVEL RESULTS 2013

‘A’ LEVEL RESULTS 2013

A LEVEL A B C D E AS LEVEL A B C D E A*

10 8 6 4 2

5 4 3 2 1 12

KEY TO SCORES:

A* A B C D E U TOTAL AV SCORE

APPLIED SCIENCE 0 0 1 8 0 0 0 9 6.22

ART & DESIGN 0 0 0 4 1 0 0 5 5.60

BIOLOGY 0 2 3 4 1 3 0 13 6.00

BUSINESS STUDIES 1 0 2 2 3 0 0 8 6.50

CHEMISTRY 0 1 1 4 2 0 0 8 6.25

COMPUTING (COLLAB) 0 0 0 1 1 0 0 2 5.00

DESIGN & TECHNOLOGY 0 1 0 1 0 0 0 2 8.00

DRAMA 0 3 1 0 0 0 0 4 9.50

BTEC ENGINEERING 0 1 0 0 0 1 0 2 6.00

ENGLISH 0 5 8 2 0 0 0 15 6.40

BTEC FORENSIC SCIENCE 0 1 0 1 0 0 0 2 8.00

FRENCH (Collab) 0 0 1 0 0 0 0 1 8.00

GEOGRAPHY 1 2 0 2 3 0 0 8 7.00

HEALTH & SOCIAL CARE 0 0 5 1 0 1 0 7 6.86

HISTORY 0 1 3 7 2 0 0 13 6.46

ICT 0 0 1 4 1 0 0 6 6.00

LAW (Collab) 0 1 0 0 0 0 0 1 10.00

MATHEMATICS 1 1 2 0 1 1 0 6 7.33

FURTHER MATHEMATICS 0 1 1 0 0 0 0 2 9.00

MEDIA STUDIES 0 0 0 5 0 0 0 5 6.00

MUSICAL THEATRE (Collab) 0 2 0 0 1 0 0 3 8.00

PHYSICAL EDUCATION 0 0 0 5 2 0 0 7 5.43

PHYSICS 0 2 0 0 0 0 0 2 10.00

PSYCHOLOGY (Collab) 0 0 0 1 0 0 0 1 6.00

RELIGIOUS STUDIES 1 2 3 1 0 0 0 7 6.86

TRAVEL & TOURISM 0 0 0 0 2 0 0 2 2.00

WELSH 0 1 1 2 1 0 0 5 6.80

WBQ 0 46 0 0 0 0 0 46 10.00

TOTALS 3 67 29 63 22 8 0 192 6.97

A B C D E U TOTAL AV SCORE

APPLIED SCIENCE 0 0 0 4 5 2 11 1.18

ART & DESIGN 2 4 4 2 0 0 12 3.50

BIOLOGY 3 1 4 1 1 0 10 3.40

BUSINESS STUDIES 1 3 2 4 5 2 17 2.12

CHEMISTRY 2 1 1 5 1 3 13 2.15

CREATIVE MEDIA 1 0 0 0 0 0 1 5.00

DESIGN & TECHNOLOGY 1 0 2 1 2 1 7 2.14

DRAMA 1 1 1 2 0 0 5 3.20

ENGLISH 2 2 6 2 1 0 13 3.15

FORENSIC SCIENCE 0 0 0 0 3 0 3 1.00

FRENCH 1 1 0 0 0 0 2 4.50

GEOGRAPHY 4 4 3 3 0 0 14 3.64

HEALTH & SOCIAL CARE 0 2 1 0 1 1 5 2.40

HISTORY 0 2 3 2 1 0 8 2.75

ICT 0 1 7 3 2 1 14 2.36

MATHEMATICS 3 3 0 2 1 1 10 3.20

FURTHER MATHEMATICS 2 1 0 0 0 0 3 4.67

MEDIA STUDIES 0 0 7 7 3 0 17 2.24

PHYSICAL EDUCATION 0 1 2 2 3 3 11 1.55

PHYSICS 2 1 0 3 1 0 7 3.00

PSYCHOLOGY (COLLAB) 0 0 0 0 1 1 2 0.50

RELIGIOUS STUDIES 2 7 3 3 2 2 19 2.89

SOCIOLOGY (COLLAB) 0 0 0 0 0 1 1 0.00

SPANISH 1 0 0 1 0 0 2 3.50

TRAVEL & TOURISM 1 3 3 2 0 0 7 3.14

WELSH 1 3 1 1 0 0 6 3.67

TOTALS 30 39 50 50 33 18 220 2.73

May 2014 11

A* A B C D E F G U X TOTAL AV SCORE

Maths 6 7 8 54 27 18 17 10 3 1 151 4.11

Religious Studies 8 10 5 7 0 0 0 0 0 0 30 6.63

Science 4 12 42 25 4 1 1 0 0 0 89 5.78


ART & DESIGN 6 8 5 9 0 0 0 0 0 0 28 6.39

BIOLOGY 4 16 10 3 0 0 0 0 0 0 33 6.64

CHEMISTRY 3 7 14 7 1 0 0 0 0 0 32 6.13

DESIGN TECH: FOOD 0 0 1 4 1 2 3 0 0 0 11 3.82

DESIGN TECH: Res Mat 0 1 5 6 8 5 5 0 0 0 30 4.13

DESIGN TECH: Sys & Con 0 0 4 3 3 1 0 0 0 0 11 4.91

DRAMA 4 5 3 0 0 0 0 0 0 0 12 7.08

ENGLISH 1 17 37 63 27 13 10 6 0 0 174 4.81

ENGLISH LITERATURE 1 15 30 33 18 0 0 0 0 0 97 5.46

FRENCH 0 2 2 2 1 0 0 0 0 0 7 5.71

GEOGRAPHY 4 12 13 17 10 5 0 1 0 0 62 5.40

HEALTH & SOCIAL CARE 0 1 3 5 1 0 0 2 1 0 13 4.31

HISTORY 3 7 11 6 9 3 2 5 2 0 48 4.65

HOME ECONOMICS: CHILD DEV. 0 1 2 4 0 1 1 2 1 0 12 3.83

MATHEMATICS 11 14 26 73 9 17 8 14 2 0 174 4.74

MEDIA STUDIES 0 3 10 8 2 1 2 0 0 0 26 5.23

MUSIC 0 7 5 2 1 0 0 0 0 0 15 6.20

PERFORMING ARTS 3 4 1 2 0 0 0 0 0 0 10 6.80

PHYSICS 5 7 15 6 0 0 0 0 0 0 33 6.33

PHYSICAL EDUCATION 5 9 15 13 10 4 0 0 0 0 56 5.54

RELIGIOUS STUDIES 12 11 6 1 1 0 0 0 0 0 31 7.03

SCIENCE: ADDITIONAL 0 10 11 6 0 1 0 0 0 0 28 6.04

SCIENCE: SINGLE AWARD 0 5 25 23 1 0 0 0 0 0 54 5.63

SCIENCE: VOCATIONAL 0 0 7 18 0 0 0 0 0 0 25 5.28

SPANISH 1 3 2 1 0 0 0 0 0 0 7 6.57

WELSH 7 18 30 49 21 11 1 0 0 0 138 5.27

WBQ - - 94 - - - - - - 1 95 5.81

BTEC

ENGINEERING (DOUBLE AWARD) 0 0 2 25 0 0 0 0 0 0 27 5.07

ENGINEERING (SINGLE AWARD) 0 0 0 2 0 0 0 0 0 0 2 5.00

APPLIED SCIENCE 1 0 3 8 0 0 0 0 0 0 73 5.16

SPORT 1 0 3 8 0 0 0 0 0 0 12 5.50

PUBLIC SERVICES 0 0 0 7 0 0 0 0 0 0 7 5.00

TOTALS 75 226 772 661 124 64 32 31 6 0 1991 5.81

A* - A A* - C A* – E

2013 36.5 84.4 100.0

2012 25.0 73.0 97.1

2011 37.4 73.2 97.9

2010 19.1 58.6 96.4

2009 17.0 72.9 98.6

A - LEVEL RESULTS 2013 (PERCENTAGE PASS RATES)

A A - C A – E

2013 13.3 54.1 91.8

2012 7.2 52.5 83.9

2011 8.3 53.2 90.7

2010 11.9 46.5 82.1

2009 11.1 46.3 81.8

AS - LEVEL RESULTS 2013 (PERCENTAGE PASS RATES)

GCSE Full Courses RESULTS 2013

A* & A A*— C A* - G

2013 15.1 87.1 99.7

2012 13.2 78.6 93.9

2011 15.5 66.9 98.2

2010 20.1 63.7 99.3

2009 22.0 67.4 98.4

GCSE RESULTS 2013 (PERCENTAGE PASS RATES)

Year 10 GCSE Short Course

Year 11 2013 (Short Course)


Religious Studies 2 10 16 22 21 16 10 11 9 0 117 3.89

May 2014 12

N D NCO1

NCO2

NCO3

1 2 3 4 5 6 7 8 5+

English School 1 0 0 0 0 0 1 3 8 46 35 4 3 88

Nation-al 0 - 0 0 1 4 15 41 28 9 1 79

Oracy School 1 0 0 0 0 0 1 2 8 41 40 6 1 88

Nation-al 0 - 0 0 1 3 15 40 29 10 1 79

Reading School 1 0 0 0 0 0 1 3 8 49 32 5 2 87

Nation-al 0 - 0 1 1 4 16 40 27 10 1 78

Writing School 1 0 0 0 0 0 1 5 10 44 32 5 3 83

Nation-al 0 - 0 1 1 5 20 39 25 8 1 73

Summary of National Curriculum Assessment results of pupils in the school (2013) and nationally (2013) at the end of Key Stage 3 as a percentage of those eligible for assessment.

Mathematics School 1 0 0 0 0 0 0 3 6 33 33 19 4 89

National 0 - 0 0 1 4 13 32 30 18 2 81

Science School 1 0 0 0 0 0 0 0 7 45 34 12 1 92

National 0 - 0 0 1 2 13 40 32 12 1 84

Core Subject Indicator

School 81.82

National 73

Welsh Second Language

School 1 1 0 0 0 0 0 0 12 47 28 11 0 86

National 1 1 1 1 2 7 20 41 23 5 0 68

Modern Foreign Language School 1 0 0 0 0 1 0 1 12 44 34 8 0 86

National 1 1 1 1 1 5 16 38 28 8 0 75

Design & Technology School 1 0 0 0 0 0 0 0 6 57 32 3 0 92

National 1 0 0 0 1 2 12 46 31 7 0 85

ICT School 1 0 0 0 0 0 0 0 1 45 53 1 0 98

National 0 0 0 0 1 2 11 43 34 9 0 86

History School 1 0 0 0 0 0 0 0 6 27 47 18 0 92

National 1 0 0 0 1 3 14 40 30 10 1 81

Geography School 1 0 0 0 0 0 0 1 9 48 29 10 1 88

National 1 0 0 0 1 3 15 39 30 11 1 81

Art & Design School 1 0 0 0 0 0 0 0 5 45 34 14 0 94

National 1 0 0 0 1 2 11 45 30 10 1 86

Music School 1 0 0 0 0 0 0 1 5 56 32 5 0 93

National 1 0 0 0 0 2 13 54 24 6 1 84

PE School 1 0 0 0 0 0 0 1 10 46 33 5 4 88

National 1 0 0 0 0 2 14 51 25 7 1 82

N D NCO1

NCO2

NCO3

1 2 3 4 5 6 7 8

5+

May 2014 13

Percentage of boys at each level

N D NCO1

NCO2

NCO3

1 2 3 4 5 6 7 8 5+

English

Teacher Assessment: school

2 0 0 0 0 0 0 3 12 51 27 3 1 83

Teacher Assessment: national

0 - 0 1 1 5 19 42 23 6 1 73

Cymraeg


0 0 0 0 0 0 0 0 0 0 0 0 0 0


* * * * 0 4 18 46 26 6 0 78

Maths


2 0 0 0 0 0 0 3 5 30 37 19 3 90


0 - 0 0 1 5 15 31 28 17 2 79

Science


2 0 0 0 0 0 0 0 8 45 37 6 1 90


1 - 0 1 1 3 15 40 29 10 0 80

N Not awarded a level for reasons other than disapplication D Disapplied under Sections 113 to 116 of the Education Act 2002 NO1 National Curriculum Outcome 1 NO2 National Curriculum Outcome 2 NO3 National Curriculum Outcome 3 EP Exceptional Performance - Not exactly zero

Percentage of pupils achieving Level 5 or above in English or Welsh

(first language), Mathematics and Science in combination Please note that because of rounding, figures may not always add up to 100%

Percentage of girls at each level

N D NCO1

NCO2

NCO3

1 2 3 4 5 6 7 8 5+

English


0 0 0 0 0 0 1 1 3 40 46 4 4 94


0 - 0 0 1 2 10 40 33 13 1 86

Cymraeg


0 0 0 0 0 0 0 0 0 0 0 0 0 0


* * * 0 0 1 8 41 36 13 1 90 0 *

Maths


0 0 0 0 0 0 0 3 9 37 28 19 4 88


0 * 0 0 1 3 12 32 31 19 2 84 0 0

Science


0 0 0 0 0 0 0 0 6 44 31 19 0 94


0 - 0 0 0 1 10 39 34 13 1 87 0 0

May 2014 14

Destinations of School Leavers

School: Pencoed Year 11 Year 12 Year 13

Date of Survey: 31st October 2013 M F T M F T M F T

Number of Pupils on the Register 79 86 165 43 39 82 38 39 77

Destinations

FULL-TIME EDUCATION - SAME SCHOOL 43 36 79 33 22 55 5 1 6

FULL-TIME EDUCATION - OTHER SCHOOL 2 3 5 0 0 0 0 1 1

FULL-TIME EDUCATION - SCHOOL (SUB TOTAL) 45 39 84 33 22 55 5 2 7

FULL-TIME EDUCATION - FE COLLEGE 20 32 52 7 13 20 6 1 7

FULL-TIME EDUCATION - HE COLLEGE 0 0 0 0 0 0 18 26 44

FULL-TIME EDUCATION (TOTAL) 20 32 52 7 13 20 24 27 51

PART-TIME EDUCATION - FE COLLEGE 1 2 3 0 0 0 0 0 0

GAP YEAR 0 0 0 0 0 0 0 0 0

WORK BASED TRAINING - NON EMPLOYED STATUS 2 4 6 0 0 0 0 0 0

WORK BASED TRAINING - EMPLOYMENT STATUS 0 0 0 0 3 3 2 0 2

OTHER EMPLOYMENT - WITHOUT PLANNED TRAINING 0 0 0 3 0 3 1 6 7

OTHER EMPLOYMENT (TOTAL) 0 0 0 3 0 3 1 6 7

UNEMPLOYED - REGISTERED CAREERS 1 2 3 0 0 0 0 0 0

UNEMPLOYED - NOT REGISTERED CAREERS 2 4 6 0 1 1 1 2 3

NOT AVAILABLE 0 0 0 0 0 0 1 0 0

KNOWN NOT TO BE IN EDUCATION, TRAINING OR EM-PLOYMENT (TOTAL) 3 6 9 0 1 1 2 2 3

NO RESPONSE TO SURVEY 0 0 0 0 0 0 3 2 5

LEFT THE AREA 8 3 11 0 0 0 1 0 1

Key Stage 3 2014 2015 2016

Total number of pupils in cohort 141 153 127

Number of boys in cohort 81 85 68

Number of girls in cohort 60 68 59

English % Level 5 and above 86% 90% 90%

Welsh % Level 5 and above (for Welsh medium schools only) % % %

Mathematics % Level 5 and above 88% 90% 91%

Science % Level 5 and above 91% 92% 92%

All pupils gaining the KS3 Core Subject Indicator 79% 81% 83%

Boys gaining the KS3 Core Subject Indicator 74% 76% 78%

Girls gaining the KS3 Core Subject Indicator 85% 86% 86%

Key Stage 4 2014 2015 2016 Total number of pupils in cohort 151 161 141

Number of boys in cohort 92 89 81

Number of girls in cohort 59 68 60

All pupils achieving the Level 1 threshold 98% 98% 98%

All pupils achieving the Level 2 threshold 82% 84% 85%

All pupils achieving the Level 2 threshold, including a GCSE pass at C or above in English or Welsh first language and mathematics 62% 64% 65%

All pupils gaining KS4 Core Subject Indicator 62% 64% 65%

Boys gaining KS4 Core Subject Indicator 59% 61% 62%

Girls gaining KS4 Core Subject Indicator 66% 68% 69%

Year 11 pupils not achieving a recognised qualification 0% 0% 0%

Whole School 2014 2015 2016

Attendance target for pupils of compulsory school age 94.2% 94.5% 94.8%

School Targets

May 2014 15

Our Policy on Homework

We believe that homework is a very important dimension of a child’s education, since it allows the learning in lessons to be consolidated at home. It also provides a vehicle for you as parents to become involved in your child’s learning and to provide support and guidance. The main purposes of homework/independent study are: to encourage an enthusiasm for independent learning to consolidate and complete work already started with teachers in class to develop a disciplined approach to work habits Departments determine how often homework is set in years 7 to 11, the type of homework to be set - so that variety is obtained - and procedures regarding marking and recording of homework. All departments should have a procedure to follow if homework is not done and teachers and pupils must use the pupil planners. Homework should be differentiated so as to be suitable to both the most able and the least able. Homework should arise out of the demands of the course and may take any of the following forms: * writing essays of all kinds * structured questions * practices in mathematical and scientific problems * multiple choice questions * data response * projects, research * learning notes/diagrams, etc. * preparing for tests * analytical/creative/descriptive writing * other forms of study which enrich the curriclum As part of their responsibility towards pupils, teachers should ensure that everyone understands the home-work set, allowing ample time for pupils to note it. Details of what is set should be recorded by pupils. Homework targeted for marking may be part of the department’s Assessment for Learning policy and may be teacher, peer or self-assessed. When will Homework be set? At Key Stages 3 & 4 your child will receive homework weekly, half termly or termly, depending on the sub-ject. Some subjects have opted to combine homework to develop skills. Pupils should not have homework to prepare for the next day as there should be a minimum of 3 nights to complete set work. How will Homework be recorded? Each child is given a Pupil Planner in which they are required to record the details of homework set in each subject, and when it is due. Parents need to check that their child is working towards the final deadline. At the end of the week parents need to sign the Planner to confirm that they are aware of the homework that has been completed. The Planner is also a communication system between parents and the school and can be used to record written messages by parents or the school about the pupil. How long should Homework take? In year 7, the amount of time spent on homework will vary, as work set could run weekly, fortnightly, half termly or termly. In years 8 and 9 this would be about 1 hour per night. In years 10 & 11 this will increase to 2 to 2.5 hours per night. Before GCSE examinations revision should take about 3 hours per night. In years 12 & 13 students devise their own working programmes. Will there be homework during examination period? 4 weeks prior to internal examinations homework will be mainly revision exercises. In year 11, planned revision will take the place of homework after February half-term. What is the procedure for parents who have concerns about homework? Use the School Planner to communicate concerns to school. Contact the child’s Head of House to discuss concerns.

May 2014 16

Absence from School

Complaints Procedure

We believe, at Pencoed, that a child should attend school fully and punctually at all times so as to get the maximum benefits from his/her education. Naturally, there are times when a child is not able to attend school due to illness and sending a child to school in such circumstances should be avoided at all cost.

We have to account for the absence of all pupils from school and, therefore, we ask all parents to contact the school by telephone (01656 867104) or note on the first morning of the child’s illness to explain the absence. Unless we receive this information we have to assume that it is an unauthorised absence and that the child is truanting from school. We also have by law to telephone all parents on the first day of a child’s absence unless we have received notice from parents to explain the absence. Clearly, your help here will save us a lot of work following up absence.

When a child becomes unwell at school, and is unable to attend lessons, it is our policy to ask parents to collect their child from school and take him/her home to comfortable surroundings to recover. We therefore need an emergency contact number (or numbers) at which parents can be contacted in the case of illness, accidents or emergencies, for every child at Pencoed. Please advise the school of any changes in contact details.

Pupils in years 7-11 are not allowed to leave the school site during the school day. Pupils who go off site will be classed as truanting and will face an exclusion from the school.

Medical and Dental Appointments should be made whenever possible out of school hours, in order

that attendance remains high except in an emergency. Permission will not be granted except in such circumstances.

Pupils must sign out in the reception area before they leave the school site for any reason. Pupils in years 7 - 11 must be collected by a parent or adult representative.

Pencoed Comprehensive School has a strong partnership ethos with all our parents. We hope that we provide a good quality education for all our pupils. We strive to maintain excellent relationships and communication with parents at all times . Partnership is the key to successful education at Pencoed. However we realise that from time to time the school may not be able to fully meet the expectations of every parent. In situations such as these, parents will rightfully expect a means by which they can express their concern or complaint. The following COMPLAINTS PROCEDURE provides the vehicle for this to happen: When a parent wishes to make a complaint about any aspect of the work of the school, the complaint should initially be made in writing to the Headteacher. The Headteacher will then contact the parent, by telephone or give a written response within 5 working days, to explain the nature of the action being taken by the school. A meeting may then follow between the parent and the Headteacher, or his elected representative, in order to resolve the problem. If, after this meeting, the parent still does not feel a satisfactory outcome has been achieved he/she can then write to the Chair of Governors (Mr Andy Rea ) who will raise the concerns at the next full Governing Body Meeting. Complaints, which cannot be resolved by the Governing Body, should then follow the agreed Complaints procedure.

May 2014 17

The Community & Industrial Links The school has many links with the local community which has it has built up over many years. These contacts include local industries, companies and organisations as well as individuals. They help to add an extra dimen-sion to the lives and experiences of our pupils as they often provide them with valuable work experience place-ments. As a result, our pupils are given plenty of useful information and guidance, which enables them to learn a great deal about their own community and the world of work. Among the organisations that have close links with the school are: Pencoed Town Council The Local Primary & Nursery Schools Local churches & choirs Pencoed Town Twinning Association County Borough Youth Section Duke of Edinburgh Award Bridgend DASH Education Business Partnership Community Health South Wales Police Bridgend & Pencoed Further Education College Companies involved with the school are: Sony UK, Rockwool Ltd, Lloyds TSB and many more.

Academic Organisation Academic organisation is geared to the needs of the individual. Pupils are taught in one hour sessions through a fifty period timetable which extends over a fortnightly cycle. All study for external qualifications and traditional values of self discipline and hard work are stressed. Pupils in Years 7, 8 & 9 are placed in parallel bands, apart from those with special needs who require extra sup-port. Pencoed Comprehensive School is a co-educational school catering for boys and girls from 11-18 years, and boasts a large Sixth Form of over 160 pupils.

Pastoral Organisation The pastoral system is designed for the development of pupils as individuals. Each pupil is assigned to one of our four houses on entry to the school. The houses are Branwen, Gwenllian, Llywelyn and Owain. Each house is led by a Head of House. Within each house are eight learning groups (forms) led by a Form Tutor. The groups are made up of pupils from Year 7 to 13 (up to 3 pupils from each year group). This vertical system has proven very effective in providing peer support and mentoring and allows pupils to make important contacts with pupils of other ages. Pupils have said that this system has been very effective in helping to stamp out bullying. The Head of House is the person who has responsibility for the monitoring of academic progress and pastoral care. The Head of House will also accompany the pupils throughout their years in school is the direct contact for pupils within the school. All school activities are positively reinforced by an effective Reward system , ‘The 1000 Club’. Section 351 of the Education Act 1996 requires that the Curriculum should promote the spiritual, moral and cul-tural development of pupils, and should prepare them for the opportunities and experience of adult life.

Child Protection / Safeguarding

The school’s Designated Teacher for Child Protection is Mrs. S. Evans (Deputy Headteacher) and the Deputy Designated Teacher is Mrs. P. Goss (Pupil Support Officer).

Parental Appointments

Parents are always welcome to Pencoed, since a child’s education is a partnership between home and school. We will do our utmost to deal with your requests whenever we can. However, in a very large and busy school, we may not be able to deal with your request immediately. Parents who telephone the school about their child will have their call returned as soon as possible, usually on the same day, by the most appropriate person to deal with the enquiry. This may not always be possible due to teaching commitments. We ask parents to tele-phone the school to arrange a meeting with a member of staff, rather than turn up at the school without prior warning. An appointment can then be made at a mutually convenient time. On arrival at school, parents are asked to report to the reception area in the main foyer, where the Receptionist will be able to contact the person you are meeting. Parents are also asked, kindly, to sign in on entering the school, and then sign out on leaving, so that they are fully protected in the event of a fire. Parents can also arrange by prior notice to have details of all school policies, procedures, guidelines, etc., made available to them at the reception area and they are also available on the school website.

May 2014 18

Pencoed’s Learning Core, Including: Personal Social & Health Education

PSHE is delivered over six, full day programmes which encompass economic and industrial aware-ness, citizenship, environmental and health education and careers education and guidance. The Health Education programme includes sex education which is taught in a balanced way and ad-dresses moral issues. Parents have the legal right to withdraw a child from these lessons if they apply to the school in writing. The school offers the Welsh Baccalaureate Qualification (WBQ) in Key Stag-es 4 & 5. Our Learning Core is very much tied into enabling success with the WBQ.

Careers The school has a specifically designated member of staff who devises a Careers Programme and ad-vises all pupils from Year 8 upwards. A close relationship exists with the County Careers Service whose staff make regular visits to the school.

Work Experience All pupils participate in a week's work experience at Key Stages 4 & 5. These have included such di-verse placements as veterinary science, computer design, retail, manufacturing, office skills and sports coaching to name but a few.

Religious Worship & Education The school is not affiliated to a particular religious denomination and general courses in Religious Worship and education are provided for every pupil in the school. A pupil who does not wish to attend religious worship or religious instruction is excused after a written request from parents has been re-ceived.

Welsh Language Policy Welsh language teaching is a core subject for all pupils from 11-16. The delivery of ‘Y Cwricwlwm Cymreig’ throughout the school is monitored regularly. Correspondence in Welsh will generate a reply at least partially in Welsh. Bilingual signs are used inside and outside the building. The school makes use of every opportunity to promote the use of the Welsh Language and to foster a pride in our being Welsh.

Initial Teacher Education & Training As a school we are committed to the continual professional development of all our staff. As part of this commitment, Pencoed is a recognised centre for the training of new teachers. Our expertise in this area is recognised by the four Universities with which we have formed strong partnerships. Parents can be confident that lessons with trainee teachers’ involvement will be closely monitored and high standards will be maintained at all times.

Special Education Provision In aiming to fulfil the potential of all, Pencoed recognises the need for appropriate support for some pupils. Our aim is to integrate pupils with special needs as far as possible into mainstream classes but the school also makes the provision of smaller teaching groups where pupils can receive specialist attention. Pupils enjoy the use of specific learning aids and close liaison with parent is vital in the im-plementation of Individual Education Plans to address specific needs.

Equal Opportunities The school is fully committed to implementing a policy of equal opportunity regardless of age, gender, race, creed or ability.

May 2014 19

School Visits - Charging Throughout their time at Pencoed Comprehensive School pupils will have the opportunity to participate in an extensive programme of educational visits linked to different areas of the curriculum. We are not allowed to charge directly for these activities but may request a voluntary contribution. Parents experiencing difficulty in meeting costs are always welcome to contact the school. Should you require any further information please ask for a copy of our Charging Policy.

Sex Education

The school’s programme of Sex Education, as agreed in our Sex Education Policy, is linked with areas of the National Curriculum and also a broad based social education delivered during PSHE lessons. A copy of this policy is available from the school. Parents have the right to withdraw their children, should they wish, from Sex Education.

Sporting Activities A variety of sports activities take place including rugby, soccer, netball, hockey, swimming, gymnastics, athletics and cricket. We use our own excellent on-site facilities supplemented by the use of the Pencoed Swimming Pool. Involvement in these activities not only reinforces the importance of team spirit and the development of a sense of pride in one’s association with the school but it also recognises the role of exercise in relation to health education. Parents are expected to ensure that their children attend PE lessons equipped with the appropriate kit since PE is an integral part of the school experience, outlined by Government, for all pupils.

Security

All visitors and contractors are expected to report to the main reception area. Parents are not allowed to see their child during the school day without the permission of a senior member of staff. Permission may be refused if the visit is not considered to be in the best interest of the child. No other adult will be given access to children without the agreement of their parents. Visitors to the school will be required to wear a visitor’s badge for the duration of the visit. In accordance with LEA policy, regular health and safety checks take place and the school is equipped to cope in the event of a fire hazard occurring.

Learning Resource Centre

In 2011 the school established a resource base for children with Moderate Learning Difficulties. Here pupils enjoy a kinaesthetic approach to learning using iPad, Interactive Whiteboard, fishing with the Rotary Club and regular meetings with local O.A.P.s. The high pupil staff ratio ensures a very supportive learning environment. For further information about entry to the Resource Base please contact the school.

Visually Impaired Support Base Although the VI Resource Centre is no longer located in the school we still maintain our support for visually impaired pupils through the provision of a resource base that can be accessed by pupils and specialist support workers. The aim is still to assist in the process of total integration into school life.

Attendance and Punctuality

Attendance Figures for 2013/14 - 94.3%.

May 2014 20

Attendance Strategy The school has adopted the Callio System to monitor attendance. Callio translates as ‘Wise Up’ and it makes clear links between the effect of absence on attainment. Pupils’ attendance is monitored in three categories as follows:-

The impact of absence is shown clearly in the table below. Research has shown that there is a direct link between absence and attainment, as the graphs below show:-

Holiday Requests

The Education Act (2000) sets out the Welsh Governments expectations regarding attendance. It states that pupils are expected to attend compulsory education for 190 days in the year. When pupils are taken from the school during term time they suffer disruption to their education and may miss out on important aspects of the curriculum. At Pencoed Cluster, all schools understand the importance of minimising these disruptions. If parents wish to apply for an authorised holiday, they must submit their request 4 weeks in advance of their travel time to the Headteacher or his delegated representative. The Headteacher or his delegated representative will then analyse the pupil’s attendance figures. If the pupil has an overall attendance figure below 95% then the holiday request will not be authorised. This is because they would then fall below the expected attendance figure set by Welsh Government of 95%. Any unauthorised absences will be referred to the Ed-ucation Welfare Officer (EWO) immediately. If a holiday request form is submitted during the Autumn term then the attendance figure for the previous year will be taken into account. Parents should not request a holiday absence for more than a term in advance. This will allow pupils to have a higher rate of attendance. Providing a pupil has an overall attendance rate of 95% then a holiday will be authorised for up to 10 days. Even if holidays are authorised, please be aware that this is still registered as an absence and will affect your child’s total attendance percentage.

May 2014 21

School Sanctions “Staged Response” System Summary

A full copy of the school’s Sanctions and Rewards systems is available on the school website.

Stage 1: Classroom Level : applied by the Classroom Teacher For low level misbehaviour such as not listening/talking when the teacher is giving instructions.

1

st Incident :- Verbal warning

2nd

Incident :- Written warning in planner 3

rd Incident :- Breaktime detention

Pupils who fail to respond to the sanctions set by the class teacher will progress to Stage 2.

Stage 2: Head of Department Level : applied by the Head of Department

GreenDepartmental Monitoring Sheet Letter home to parents Lunchtime detention

Pupils who fail to respond to the sanctions set by the Head of Department will progress to Stage 3.

Stage 3: Head of House Level : applied by the Head of House

Yellow House Monitoring Sheet (all subjects) Letter home and follow up contact with parents 2 Whole School Lunchtime detentions Formal Review of Behaviour at end of set monitoring period

Pupils who fail to respond to the sanctions set by the Head of House will progress to Stage 4. Stage 4: Senior Staff Level : applied by a member of Senior Staff

Red Senior Staff Monitoring Sheet (all subjects) Letter home and follow up Formal Behaviour Meeting with parents Pupils will be placed in the school’s Behaviour Support Unit Pupils’ names passed to the LEA Behaviour Manager as cause for concern

Failure to improve at Stage 4 could lead to exclusion from school and/or a formal referral to the LEA Behaviour Manager which would result in additional interventions and possible placement in another educational institution.

May 2014 22

At Pencoed Comprehensive School we, the staff and Governors, are committed to ensuring that the necessary provision is made to raise pupils’ level of achievement by enabling all pupils to access all areas of school life. How is the school organised? We have an open site of some seven separate blocks, 6 of which have an upper floor. We also have excellent sporting facilities with dedicated sports hall for gym, trampoline hall as well as out-side facilities including the all weather sports pitch. Parents are welcome to view our full ALN Policy, Disability Equality Scheme and Accessibility Plan.

What is Pencoed Comprehensive’s School Policy for ALN pupils? (A copy of the ALN Policy is available on the school website and from the school on request) We offer: * Learning support * Discrete Courses * Care support * Support for visual impairment * Guidance * Support for hearing impairment * Wheel Chair access * Technical support. * Enrichment Activities for MAT (more able and talented pupils) Key staff are trained to meet the needs of pupils with Dyslexia and Dyscalculia.

Examination and Assessment. The school takes all reasonable steps to ensure ALN pupils with special education needs are not disadvan-taged in examinations and assessments. Any support and help provided will have to conform to the rules and regulations of each examination body. Support may include: * Extra examination time * Extra assignment time * Large print examination papers * Use of word processors * Amanuensis (reader & writer) For external examinations (entry level, GCSE, AS and A level) supporting evidence may be required such as an ALN statement, medical report, psychologist’s report or a Dyslexia assessment. All pupils have the opportunity to sit examinations at Entry level, GCSE, AS and A level.

What support is available at Pencoed Comprehensive for ALN Pupils? Personal Support: Learning Support Assistants, specialist learning support materials, additional literacy sup-port, additional support in liaison with the Access and Inclusion Service. Technological Support: Laptop and wide screen computers, scanners, CCTV and a variety of specialist VI aids. Counselling and Pupil Support: Counselling - a professional counsellor visits the school weekly to provide counselling to pupils on a confidential basis.

ALN Careers Guidance. Our Careers Co-Ordinator in school works closely with the Careers Service. Debra Mitchell is the Careers Adviser who works closely with the school and liaises with Bridgend’s specialist careers and adviser for pupils with ALN. Links with other organisations: * Bridgend PRU. * Bridgend College * Access and Inclusion * Bridgend Youth Focus * Social Services * Community Education * Careers and Specialist Careers Service. * FE Colleges There is also a specialist ALN careers service provided by BCBC.

Special Needs

May 2014 23

Pencoed Comprehensive School’s Disability Equality Scheme

June 2014

A. Introduction Our school is committed to ensuring equal treatment of all its employees, pupils and any others involved in the school community, with any form of disability and will ensure that disabled people are not treated less favoura-bly in any procedures, practices and service delivery. This school will not tolerate harassment of disabled people with any form of impairment and will also consider pupils who are carers of disabled parents. This Disability Equality Scheme sets out an approach to promoting disability equality in all and every aspect of our school’s life. Our Disability Equality Scheme embraces all aspects of disability whether this relates to: -

Pupils and their parents and carers

Staff

Members of the wider school community

Our understanding of disability is that provided by the Disability Rights Commission: - ‘A person is disabled if they have a mental or physical condition which has a substantial and long term effect on their ability to carry out normal day to day activities’. In this definition substantial means more than minor or trivial and the phrase long term means more than one year. This school uses the “social model” of disability recognising that disability is not caused by the individuals, but by the physical, environmental and attitudinal barriers which exist in the education system and in society as a whole. B. Our Involvement of Disabled Children, Young People and Adults in the Development of our Scheme. We will actively seek to:

promote equality of opportunity between disabled persons and other persons

eliminate discrimination that is unlawful under the Act

eliminate harassment of disabled persons that is related to their disabilities

encourage participation by disabled persons in public

take steps to take account of disabled persons’ disabilities, even where that involves

treating disabled persons more favourably than other persons.

B.1 From the outset we set out to actively engage disabled:

children and young people and their parents and carers.

disabled staff.

disabled members of the wider community.

We have involved disabled children and young people by:

ENABLING disabled pupils to take part in the School Council and other pupils forums such as ECO Schools, Interact

encouraging disabled pupils to take part in all school related extra-curricular activities

discussion in School Council on matters relating to equal opportunities

discussion with parents and carers employed by the school of disabled pupils, both formally and informally

raising awareness of disabled people in the school staff bulletin and in press releases

PSE : equal opportunities issues discussions & activities

providing opportunities for private conversations regarding needs with the

ALNCO and pastoral support staff

May 2014 24

b. We have involved disabled members of the wider community by:

engendering a welcoming openness to all members of the community

noting preferred means of communication to parents on the SIMS system

invitations to meet pupils, e.g. during Assemblies, PSE lessons C. Extending Our Disability Awareness C.1 To extend our awareness and understanding of disabled people and the ways in which we can promote equality of

opportunity we have worked with:

Other schools via the School Council

Cluster schools, for example, ALNCO invited to final IEP reviews of pupils with special educational needs; VI Co-ordinator meets With Year 6 VI pupils; Head of KS 3 meets with cluster schools

Professionals from non-school settings

CSC Advisers

Health & Safety Advisers

Authority Specialist Teachers/Advisers from Access & Inclusion.

Other external agencies

Health representatives, particularly CAMHs Team

Multi-agency meetings

School Nurse

Social Services

Careers Wales – special ALN Careers Interviews

Practitioners from the voluntary sector

Representatives from voluntary organisations such as RNIB, UCAN Drama Workshops C.2 We have sustained this involvement by a range of means:

ALNCO explaining to pupils and staff, the difficulties experienced by pupils with particular syndromes such as Autism & Aspergers

school assemblies

ensuring support staff are trained in hoe to deal with pupils with particular disabilities

C.3 We recognise that through the direct involvement of disabled people we have:

secured invaluable advice (e.g. the necessity for discretion and confidentiality; meeting with parents of disabled pupils prior to their children attending school in order to ensure that the school can best accommodate their needs; review these needs regularly with parents and support staff employed for their care; meet regularly with

parents at Review Meetings

better understood the barriers they face (e.g. parking for those with physical difficulties; installation of doorbell by main reception; provision of disabled toilet facilities in the main reception area; easily accessed meeting rooms; the consequences of medical conditions that have a sustained and significant impact )

explored what might be done to overcome them (e.g. willingness to act on advice from disabled people; provision of privacy for medication, treatments )

learned how best we might promote disability equality (e.g. awareness raising for whole school community; inclusion of disabled pupils in activities. e.g.. school concerts; commitment to celebrate all achievements )

C.4 We recognise that as a school of approximately 900 pupils we have not been able to secure a comprehensive understanding of all disabled people’s needs. However we have substantially enriched our knowledge through this engagement.

May 2014 25

D. Our Arrangements for Gathering Information on the Effect of Our Policies and Practices on Disa-bled People D.1 We have examined the impact of our policies and practices on disabled people in terms of our:

A. Recruitment of disabled employees

B. Retention of disabled employees

C. Development of disabled employees

D. Opportunities for disabled pupils

E. Disabled pupils’ achievements

F. The involvement of disabled parents/carers

D.2 We have also looked at the impact of our policies and practices on disabled users of our school premises

at other times.

In terms of:

the recruitment of disabled employees. We have looked at: ensuring the whole process is fair, offering equal opportunities for all

the retention of disabled employees. We have explored this by: ensuring support is available as required

the development of disabled employees. We have examined how we achieve this using: training facilities offer appropriate access arrangements

the opportunities for disabled pupils. We have profiled these opportunities by: auditing needs of disabled pupils in the curriculum, school visits,

and out of hours activities, recognising the broad range of needs encompassed by disabled pupils.

the achievements of disabled pupils. We have analysed: our systems of recognising and celebrating all achievements, ensuring all pupils are

able to achieve through a variety of recording techniques, ensuring access arrangements for exams are in place.

the involvement of disabled parents/carers.

We have engaged these through: preliminary discussions before & when pupils join school, emphasising an openness for information sharing

E The Analysis of our Information and the Areas we are Targeting for Improvement E.1 The information that we gathered was analysed and this generated some examples of our good practice

as well as key areas for improvement.

Our areas of good practice include: -

Inclusion of pupils in all events e.g. school concerts & shows e.g. charity raising events such as Children in Need, off-site activities

Willingness to make suitable provision for disabled parents & visitors -

Commitment to high quality teaching to ensure all pupils are able to access the curriculum

Commitment to high level of support to ensure that disabled pupils have access to extra curricular activi-ties

All staff are supported in their work and CPD irrespective of any disability

Recognising that not all disabled pupils have learning difficulties E.2 The areas where we need to secure improvement include the: -

Development of disabled employees in terms of ensuring training facilities offer appropriate access, CPD programme

Educational opportunities for our disabled pupils in terms of understanding the implications of the defini-tion of disability, all schemes of work identity necessary differentiation, updating the school’s Inclusion Policy, developing the school’s mentoring and counselling programmes, supporting pupils with diagnosed behavioural difficulties, developing PSE scheme of work, ensuring school’s anti-bullying policy is adhered to and regularly reviewed, encourage the sharing of views regarding disability issues

May 2014 26

Improving information gathering

1. Actively seek the opinions and views of disabled parents and parents of disabled pupils e.g. within questionnaires on Parents’ Evenings re. Parents’ Evenings - location, accessibility, whether special needs are catered for e.g. hard of hearing; most suitable means of communication from school to home by telephone, text, email, letters etc.;

2. Develop with cluster schools pupil, staff and parent/carer questionnaires exploring views on e.g. ac-cess, inclusion, learning, mobility, out of school activities, sensory impairments.

3. Staff self-evaluation of provision for disabled pupils – within curriculum & extra-curricular activities

The mapping of policies and practices

1. Set up a working group which includes disabled people, (with pupils where appropriate) to regularly monitor school’s approaches to disability

2. School development plan to reflect commitment to disability equality Consider & review teaching ap-proaches of pupils with ADHD, ASD, HI, VI, SPLD

3. Ensure school examinations officer is aware of annual changes to access arrangements that the 4. Monitor the achievement and attainment of disabled pupils 5. Increase the awareness of issues affecting disabled people with members of the School Council 6. Regular consultation on DES 7. Annual review of DES Action Plan 8. Rigour of anti-bullying strategies

Enhancing the involvement of disabled people (amongst other specific issues).

1. Raise whole school community awareness regarding disability 2. Audit disabilities amongst staff and give consideration and support to these within day to day school life

as well as specific activities such as training days 3. Ensure that the interview process allows for equal opportunities 4. Recognise and support the particular needs of pupils who are carers of disabled parents 5. Consider the special needs of visitors and audiences in the planning of meetings, shows, open evening, competitions etc. F.2 We recognise that to be effective we need to make our action plan specific.

We have set out each of the key actions that we will be taking.

We have identified key individuals to deliver each of these actions.

We have tried to be as clear and as explicit as possible about the improvements we expect to arise from these actions.

We recognise that any positive changes resulting from these actions only make sense if they are recognised as improving things for disabled people. We have therefore set out our approach to involv-

ing disabled people in the evaluation of these outcomes.

Achievements of our disabled pupils in terms of providing and encouraging a range of alternative recording techniques, providing ALN support for those who also have learning difficulties, access arrangements for exams, develop targets that improve the outcomes of disabled pupils, providing accessible information for pupils,

Involvement of disabled parents/carers in terms of involvement in school activities, awareness of preferred communication methods, wheelchair access, dedicated parking spaces, offering home support to enable disabled parents to assist their children in their learning, encourage the sharing of views regarding disabil-ity issues.

F. Our Action Plan F.1 We recognise that we cannot do everything at once. We have agreed upon the following priority areas for

improvement : -

Priority issues The School’s initial Disability Equality Schemes will focus upon:-

May 2014 27

Our Guiding Principles

Pupils First

Learning Time is Paramount

Mutual Respect

Working Together Consistently

Celebrate the Best—Challenge the Rest

May 2014 28

Pupil Admission Form

Please supply the information requested below. N.B. It is important that ALL forenames are included Previous School ____________________________ D.O.B.______________________________________ Legal Forename ____________________________ Middle Name(s)_______________________________ Legal Surname _____________________________ Preferred Surname____________________________ Preferred Forename _________________________ Gender M/F__________________________________ Current Home Address_______________________________________________________________________ Telephone Number ___________________________ Email Address________________________________

Parent(s)/Guardian(s) details

Name_____________________________________ Name.______________________________________

Address___________________________________ Address____________________________________ __________________________________________

Mobile No__________________________________ Mobile No____________________________________

Home Telephone No__________________________ Home Telephone No___________________________

Works No. _________________________________ Works No____________________________________

Email Address.______________________________ Email Address________________________________ Should an emergency occur at school, it is sometimes necessary to contact a parent/guardian during the daytime. If the nature of your occupation makes daytime contact difficult, then please complete the following for up to two persons who have agreed to act on your behalf Other contact(s) Name_____________________________________ Relationship__________________________________

Mobile Number______________________________ Home Telephone Number_______________________

Name_____________________________________ Relationship__________________________________

Mobile Number______________________________ Home Telephone Number_______________________

Name and address of Doctor/Practice____________________________________________________________

Please Circle where applicable. Medical Conditions: YES / NO

If YES please give details______________________________________________________________________ Ethnicity_____________________________________ Home Language ______________________________ First language _________________ Religion _____________________ Nationality ____________________ Speaks Welsh? Y/ N/ not fluently Speaks Welsh at Home Y / N Speaks Welsh with Siblings Y / N Lunch arrangements

Meals: Free Meal School Meal Sandwiches

Travel Arrangements School Coach Car Public Transport Rail Bike Taxi Walks If by school coach, please state bus stop

_________________________________________________________ ANY COURT ORDERS IN FORCE REGARDING THE CHILD: YES / NO Parental Permission given for use of your child’s photograph for displays: YES / NO SIGNATURE OF PARENT/GUARDIAN ____________________________________DATE_________________

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school prospectus 2014/15 - pencoed school prospectus 2014.pdf · the school has a strong family...

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