1. 1 Jon Lawrence, Headteacher Mark Chapman, Director of Teaching & Learning In keeping with our commitment to the environment we are not providing paper copies of this power-point An introduction to Sir James Smith’s Community School Enjoy and Achieve Sept-Oct 2011

2. 2 What do we stand for? Sir James Smith’s Community School has two clear aims: to provide opportunities for all pupils to enjoy learning and to achieve (hence ‘Enjoy and Achieve’) to promote spiritual, moral, social and cultural development and prepare all pupils for the opportunities, responsibilities and experiences of life. A copy of the 2011-2012 prospectus will be distributed via primary school

3. 3 Exam results 2011

4. 4 High fliers: A*/A grades 5 or more A*/A grades Joe H, Megan S… 12 Rosie C, Amy T…11 Rachael K, Rachael N, Tara L… 10 Robert Brake… 8 Emma Griffiths… 7 Tash Langthorne… 6 Josie Richardson… 5 4 A*/A grades Corey A, Alfie B, Laura S, Kelly P, Lizzie W 3 A*/A grades Olivia H, Isabelle M, William P 2 A*/A grades Artemis A, Sarah L, Oliver R, Tom M, Connor M 11 students with 1 A*/A 52 pts

5. 5 School is about educating the whole person Opening minds and broadening horizons Gaining knowledge of things and the world Helping young people grow emotionally, socially, and intellectually as well as physically Lighting fires of interest and helping them burn brightly Learning and improving skills Getting on with other people, learning how to work together Appreciating the value of differences between people Exploring the values by which most of us would like to live…

6. 6 SJS are about values for life LoyaltyTrustEmpathyRespectHonestyConfidenceResilience Hard work TruthJusticeEqualityFreedom Human rights Democracy Collective effort for the common ‘good’ Schools are about social justice, giving all children a good start. School as a moral compass helping direct students

7. 7 School and home working together Engagement and partnership: the ‘triangle of success’ (based on the principle that every child matters and every parent should be involved) Outcome of effective triangulation: Improved communication Greater engagement Sustainable improvement Children do better School ParentStudent

8. 8 Proportion of student success attributable to parental involvement 80% 20% down to schools Yet 72% of parents said they wanted more involvement in their child’s education

9. 9 How to support teachers, school and education Insist on good attendance and punctuality Make sure conditions are optimal for homework Always support the school with uniform, never let your child dictate to you – the majority do not wear trainers! Encourage participation in extra-curricular activities Never denigrate teachers – it undermines their confidence Avoid placing your own educational experience before that of the child’s – “I was never good at maths either” Create/encourage academic settings e.g. age appropriate books, newspapers, knowledge rich TV programmes – knowing things is important Take every opportunity to point out the importance of school, qualifications and education generally

10. 10 The other reason why education matters Jobs, qualifications and earnings ! Degree or equivalent ….£1,819,792 108% A levels………………….£1,233,024 41% 5 ‘good’ GCSEs ………£1,022,112 17% Low grade GCSEs …£978,848 12% No qualifications………….£873,392 0 And if you don’t think qualifications matter go to YouTube: Shift Happens …because the rest of the world does.

11. 11 School Leadership Team 2011-12 Jon Lawrence Kathy Pearcey Deputy Michele Bacchus SBM Mark Chapman Rachael Russell Cate Halford Bob Pearcey Kristien Carrington Deme Leaders/Directors of T&L Senior Team Director of Curriculum

12. Directors of Teaching & Learning (DTL) Resp: Attainment, progress, safeguarding & welfare Mr Chapman Chydeme Mrs Halford Landeme Mrs Russell Poldeme Mr Pearcey Tredeme How well is my child doing? Is s/he working hard enough? Is s/he happy and safe?

13. 13 What Ofsted said March 2011 SLT provides strong direction for improvement Clear focus on raising students’ attainment Monitoring of T&L is robust 67% T&L is ‘Good’ or better and 35% ‘Outstanding’ Effective additional support for underperformance Students are keen to learn and provided with good quality feedback “Your children are delightful” “Behaviour is excellent” “Classroom routines good”

14. 14 Schools have changed since you were 11-16…but some things haven’t Writing – clearly, accurately and audience Reading – with understanding, for pleasure, for knowledge Hard work – without which progress will be hindered Good behaviour – behaviour for learning Taking risks and not fearing failure – they will not always get it right Resilience – bounce back

15. 15 The Education Journey PHASE 1. Primary 3-11 (EYFS + KS1 + KS2) PHASE 2. Secondary 11-16 (KS3 + KS4) leave with 5 good GCSEs leave with 5 good GCSEs PHASE 3. Post 16/Tertiary 16-18 (age18) PHASE 4. Education, Emp, Training All children have to stay in education/training until 18

16. What does the DfE mean by 5 good GCSEs? Currently more than 80% jobs require 5 ‘good’ GCSEs as the minimum entry requirement

17. 17 To succeed at secondary school: Good attendance is vital = 95% or above Parental support behaviour, uniform and h’work Reading - literacy is vital to success, children – including teenagers - that read for pleasure have higher educational outcomes Parents being seen and heard by their children to support school and teachers Parents being ambitious for their children Participating in things such as sport, drama, music

18. 18 Typical student progression 1. GCSEs in 5 ‘good’ GCSEs including grade ‘C’ or above in English and mathematics (L2) 2. Start 4 or 5 A/S Levels at 6 th Form or College 3. Finish Post 16 with 3 or 4 A2 levels (L3) 4. University first degree e.g. BSc (L6): 5. Post graduate course eg M.A. (L7)

19. 19 What about those children who are going to struggle to get grade ‘C’s? Children develop at different rates The ‘old system’ didn’t care that much Schools are better at helping all children Education and training now compulsory up to 18, there is more time There are now different courses, qualifications and pathways to cater for later learners

20. 20 Owen always wanted to work with animals but he left school with fewer GCSEs than he needed. (L1) He started a BTec in Animal Care (L2) ; moved on to a National Diploma in Animal Management (L3)… Then a Foundation Degree in Zoological Conservation (L5), which was awarded by the University of Plymouth. Owen now has his dream job – as a zoo keeper at Newquay Zoo. Owen’s story ‘You might not be academic at school but you can still get where you want to be’

21. 21 L8: Doctorate L7: Masters Degree L6: Degree L5: HND/Foundation Degrees/ Dip of HE L4: Cert of H.E./ L4Cert L3: A Levels/L3 NVQ Bakery/L3 Cert/Nat Dipl L2: L2 Beauty/L2 NVQ Bakery/GCSEs A*-C L1: L1NVQ Bakery/GCSEs D-G Entry Level National Qualifications Framework The Education Ladder …because there are so many different qualification other than just GCSE and A Level

22. 22 After Sir Jim’s: student destinations Bodmin College 11-18 (23%) Budehaven School 11-18 (2%) Cornwall College 16+ (32%) Launceston College 11-18 (0%) Truro College 16+ (32%) Wadebridge School 11-18 (2%) Other places (9%) And then onto Uni, training, employment…

25. 25 Practical Learning Pathway Agriculture NVQ L1* Animal care NVQ L1* Horticulture NVQ L1 Conservation NVQ L1 Horse Care NVQ L1/2 Animal Care BTEC L2 M. Vehicle ABC L1* Public Ser BTEC L1* Sports Studies L1 Construction NVQ L1* Salon Ser VRQ L1 H&B L1/ L2* Practical courses are offered by the school but use College facilities & lecturers Practical courses are offered by the school but use College facilities & lecturers

26. 26 Opportunities outside of timetabled lessons Sports Art Club Ty Clubs Dance Drama productions DoE Award Scheme Geography Workshops Film Club Gardening Club Careers research IT Club Maths workshops Successmaker Science Club Music Bands/Ensembles Study Support And others… Fact: Children who have hobbies, join clubs, participate in extra-curricular activities do better at school and are more successful in life.

27. 27 Participating pays! 95 per cent of 105 company heads surveyed by Mori had a leadership role during their schooldays seems to say something. 44% were school prefects, 9% were head boy or head girl 44% were school prefects, 9% were head boy or head girl 22% were captain of a school team, 69% played sport for a school team 22% were captain of a school team, 69% played sport for a school team 34% were Boy Scouts, 42% were Girl Guides 34% were Boy Scouts, 42% were Girl Guides 16% were in the school choir, 11% in the school orchestra 16% were in the school choir, 11% in the school orchestra 32% per cent of today’s leaders left education with a degree or equivalent qualification 32% per cent of today’s leaders left education with a degree or equivalent qualification 7% left school with no academic qualifications. Alan Sugars and Richard Bransons are very rare!

28. 28 Listening to students SJS is keen to involve students in the life of the school by creating opportunities for all pupils to be involved in discussion and decision making about their school experience Student Councils (Tutor, Deme, School) Student questionnaires/focus groups/PASS Prefects Prefect Leadership Team Link Governors – working lunch scheme Evaluation by subject staff Student Associate Governors

29. 29 Safeguarding: keeping children safe Staff CRB checked/SCR Safer Recruitment training Code of Conduct for students and staff Duty Teams Prefects Out of bounds In school = on-site rule On-call+ every lesson CCTV good coverage inside and outside Subject base rooms around the school

30. 30 Supporting behaviour for learning Positive Behaviour Policy + SEAL Student Support Centre Intervention programmes: literacy, numeracy, beh,soc,anger management, conflict resolution On-call Time Out Advisors: EBD,EWO, Ed Psych, Connexions PA Behaviour for Learning Partnership Fixed term and permanent exclusions Working closely with Parent(s)/Carers

31. 31 What do we do about bullying? FACEBOOK Ask students about it. (Nov LA anti-bullying campaign) School, bus, to/from school, evening/weekend Take it seriously: all reports will be followed up Anti-bullying policy: reviewed every year Anti-bullying figures reviewed by governors Peer mentoring: training students to help ABC ‘experts’ Anti-bullying work in curriculum & assembly: reinforcement Early intervention EI: contact the school sooner Involve parents/other experts/police: work together Exclude: where perpetrators continue Year 8 Girls > then girls > boys

32. 32 Stretching and challenging Our challenge is to ensure sustained pressure to improve for all children not just the able ones ‘7’ Clevers: There are many ways to be clever Find out from primary partners/parents Identify gifted and talented, make sure staff know. Register with YGT. Individual Education Plan (IEP) Extension and alternative activities in lessons Setting especially in mathematics. G&T ‘club’ Visits to Kilve Court and other G&T events Combination mix at options – subjects recognised by Russell Group Aim Higher programme University visits (Oxford), link with University Falmouth/Plymouth

33. 33 Year 5 and 6 Parents’ Open Evening @ SJS 4 th October From 5.00 – 6.30 Please come along and have a look around the school and talk to staff and students Primary colleagues welcome as well! Invitation to…

34. 34 Thank you for listening. Any questions? A copy of this power-point will be placed on SJS website www.direct.gov.uk/kids-moving Interactive comic depicting children’s first day experiences