mhs prospectus 2012

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A High Performing School Specialising in Technology

Prospectus 2012/13

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Madeley High School is a community built upon shared core values; a respectful, caring and inclusive community, where learning and personal growth is linked to reflection, collaboration and celebration. We are committed to partnership and believe in working closely with parents/carers in fulfilling the potential of each pupil. This prospectus seeks to outline how these values make Madeley a school where every person matters.

Every pupil joining Madeley is encouraged to aim high, believe in themselves and find and nurture their strengths and talents. They are valued and supported as individuals by a committed and experienced team of staff, who measure success in the many and varied achievements of each pupil in their care.

Every care is taken to ensure that teaching, learning and support across the school is of the highest standard, with the aim of providing inspirational experiences in all areas of the curriculum. This is linked to a commitment to supporting the academic success of all pupils and the school is proud of its outstanding results.

A wide range of activities: clubs, trips, sports, House competitions, arts events, music and more make up the cultural life of the school. There are numerous opportunities for pupils to fulfil leadership roles, most notably as part of the Madeley Parliament, and to make a positive contribution to the wider community around them; encouraged to grow socially, morally and spiritually.

This prospectus gives a flavour of our school. I warmly encourage you to visit the school in order to gain a sense of how we live out our values and endeavour to ensure that every pupil leaves Madeley with happy memories, good qualifications, and self-confidence; equipped to follow their dreams and make a difference in the world.

Martin KerridgeHeadteacher

03www.madeleyhigh.org


HEADTEACHER’S INTRODUCTION

“What I love about Madeley High School is that every single person in the school is really welcoming and friendly. The teachers really understand and help you as best they can in anything you do. It is a really refreshing place to be and I look forward to coming here every day!”

Amara, Year 8

“I like Madeley because you can learn in every lesson and every lesson counts. All of the departments improve every year to help you learn. I like that teachers will try their hardest to help you and to give you their time when you need help.”

Scarlett, Year 9

“Of the many positive achievements the school has had in the past, one aspect that stands out for me has to be sports. From volleyball to football, badminton to netball, you can see all pupils enjoying the sports and also giving their all. There are lots of opportunities to get involved whatever your ability at sport is, good or bad, every pupil has the same choice and opportunity.”

Tom, Year 9

MADELEY PARLIAMENT QUOTES You can teach students a lesson for a day; but if you can teach them to learn by creating curiosity, they will continue the learning process as long as they live

Clay P. Bedford

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We define tolerance as the acceptance of diversity and of opinion, social, ethnic, cultural and religious. It is the ability to listen and accept others, valuing the different ways of understanding and position in life. Tolerance is about being respectful and considerate towards the difference in people.

We define respect as having a positive feeling of esteem for a person or other entity (such as a nation, group or a religion). It is our culture to use positive actions, language and conduct as a representative of this esteem. We see respect as a specific feeling of regard for the qualities of an individual’s physical, social, cultural and religious differences.

The school provides an education to our community to allow individuals to understand these differences that individuals have which allows them to be tolerant and respectful of each other. This is supported through:

Listening and responding to the views of students, parents/carers and our wider community

Being active at the heart of our local and global community

Encouraging individuals to make a valuable contribution to society

Promoting a physically, mentally and emotionally healthy school

Providing, encouraging and promoting a safe, secure and stable environment

Valuing the spiritual, moral, social and cultural diversity of our school and community

RESPECT AND TOLERANCE OF ONE ANOTHER

Today’s young people need the skills and experience to shape a sustainable future for themselves and their own children. For our learning community sustainability is about finding ways of living and working that support a high quality of life without compromising the future of generations to come.

At Madeley we create powerful educational experiences that prepare pupils for active citizenship in today’s world, where they can make a difference in their communities by actively caring for the environment. We believe that if we are going to serve as a model of responsibility we must embrace ecologically friendly technologies and ideas. Our pupils are given regular opportunities to think about, discuss and debate environmental concerns. The learning experiences that our commitment to caring for the environment offers for pupils, staff and the wider community are an important and highly valued part of the curriculum in its widest sense. We aim to develop our pupils’ understanding of the need to help people in all parts of the world to find solutions that improve their quality of life without storing up problems for the future, or impacting unfairly on other people’s lives.

Sustainable development means much more to us than just recycling or giving money to charity. It is about thinking and working in a profoundly different way for the benefit of everyone both now and in the future.

CARE FOR OUR ENVIRONMENT

We do not inherit the earth from our ancestors; we borrow it from our children

Native American Proverb

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Bryant H. McGill

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Inclusion is about removing the barriers for our students and community to support the participation and learning of individuals. Inclusion eliminates discrimination and promotes equality. Best practice approaches are those that are holistic and so working together, developing positive relationships and communication are key in making inclusion work. These are all beliefs that Madeley High School feel are at the heart of our school and we continue to reflect and strive to improve.

Equality is a fundamental part of inclusion. No matter what gender, ethnicity, disability, age, religion or belief, sexual orientation or socio- economic status all individuals in the community are treated equally and fairly. We do this through the following means:

INCLUSION AND EQUALITY FOR ALL

Provide a rich, wide and varied learning experience for everyone

Inspire lifelong learning and economic well being

Challenge the boundaries of each individual’s learning through inspirational teaching

Listen and respond to the views of students, parents/carers and our wider community

Encourage individuals to make a valuable contribution to society

Value spiritual, moral, social and cultural diversity

Madeley High School prides itself on offering our pupils more than academic success. We want them to be ‘well-balanced’ citizens of our world, who are equipped with the confidence and skills to succeed in life.

Throughout their journey of learning, we try to invest in them our time and high levels of aspiration. As a result, our pupils are committed to their lessons, motivated by the activities on offer and celebrate when they and others succeed.

We believe that teaching is different and individual to every classroom; there is no one ‘recipe’ for the delivery of lessons, no ‘one size fits all’ approach. Teachers are here to meet the needs of all of our pupils, as their learning needs are different. We expect pupils to take risks with their learning, and believe that success is reflected in many different ways depending on the child. Whether the pupil has a specific educational need, is gifted or talented or a clear ‘all-rounder’, we feel that we can personalise their differences in an environment geared for any learner.

The curriculum will provide the formal education that our pupils require to be functional in society. However, we believe learning is also about the following six key personal learning and thinking skills needed to become:

PERSONAL REFLECTION AND LEARNING

Independent enquirers

Effective participants

Reflective learners

Team players

Self-managers

Creative thinkers

Our focus is on building learning power and encouraging their participation in all of the extracurricular activities on offer. We work hard to create the opportunities for them to become the ‘well-balanced’ citizens that we always intended at the beginning of their education at Madeley High School.

When you meet someone better than yourself, turn your thoughts to becoming his equal. When you meet someone not as good as you are, look within and examine your own self

Confucius

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Oliver Wemdell Holmes

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At Madeley High School, the importance of working together and the success that comes from team work are made clear.

PARTNER PRIMARIESWe work closely with our partner primary schools through the Madeley Partnership of Schools. We share a belief that we have the privilege and responsibility of providing the very best education we can to the children in our care. Through this partnership we seek to share the journey of learning together. An integral element of this is the management of pupils’ transition to Madeley High School. There are a number of key events and processes that take place at school to support effective transition. In the spring term Year 6 pupils will be given access to the school’s Virtual Learning Environment where they will be able to take part in secure on-line discussions about the move to High School with current Year 7 pupils. The Year 7 Co-ordinator, Home-School Liaison Worker and Learning Support Co-ordinator also visit every feeder school during the spring term. Throughout the year transition days involving our main feeder primary schools take place. In the summer term there are two new intake days when Year 6 pupils from local Primary Schools come to meet their form tutor and take some “taster” lessons. This provides them with an ideal opportunity to get to know their new environment and an insight into the busy life of a high school. On the evening of the second day parents and pupils are invited to come to school and meet with form tutors. School badges, ties and PE kit can also be purchased at this meeting.

Individual handbooks are provided for all pupils and parents. The handbooks are designed to be full of useful and practical information about everyday life at Madeley High School. Our priority is to ensure that new pupils settle into our school as quickly as possible and have a clear understanding of what it means to be a member of our community.

GOVERNING BODYAs a school we are fortunate to have a committed and engaged Governing Body which supports the strategic development of the school and ensures accountability for improvement is at the heart of the school’s plans and self-evaluation. Within this approach we have specific strategies for partnership, community development, and school improvement.

EXTERNAL PARTNERSHIPWe work with numerous external providers and agencies in our search for continuous improvement. From universities and the field of teacher training, consultant networks with other secondary schools, to high quality professional development programmes; each partnership has at its focus the aim of inspiring the pupils of Madeley High School to succeed.

COLLABORATIVE APPROACHES TO IMPROVEMENT

Pupils’ achievements can be closely linked to their sense of self -esteem and self-confidence. At Madeley High School we believe that recognising and celebrating the achievements of all our pupils is an important way of supporting their personal development. We aim to identify and develop every pupil’s talents and celebrate their success. To do this we employ a whole range of awards, rewards and praise strategies, but in every case, the aim is to reward pupils across the whole spectrum of achievement.

The principles that underpin the recognition and celebration of achievement at Madeley are:

RECOGNITION AND CELEBRATION OF ACHIEVEMENT

Maintaining a friendly atmosphere that encourages mutual respect, tolerance and cooperation

Providing opportunities for the talents of all pupils to be identified and developed through a range of learning experiences

Ensuring that the curriculum is both broad and flexible so that it meets the individual needs of all our pupils

Developing a strong sense of self-belief and self-confidence in our pupils to prepare them for life in a rapidly changing world

Maintaining good communications with parents and with our local community.

Coming together is a beginning. Keeping together is progress. Working together is success

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Stevie Wonder

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“I like the attention that is given to all individuals when it comes to exams and the offer that is given to pupils to have extra time to help with coursework and assessments. I also like how in our final year we are allowed out into the village at lunchtimes, it shows that we are trusted by the teachers and treated for working hard.”

Katie, Year 11

“I like the positive atmosphere and the good relationship we have with the staff at Madeley High. We have a happy life at Madeley as there is so much respect for everyone and so many opportunities which we are given, such as, a variety of different extra curricular clubs.”

Mary, Year 9

“I feel that Madeley has superb music and sports facilities. Encouragement is always there when it’s needed.”

Jonathan, Year 10

“I like the wide range of option choices at Madeley High.”

Will, Year 10

“There is a positive atmosphere. When you walk around the school you can just feel the positive atmosphere and respect the school has. All the pupils look really smart and always look happy!”

Louisa, Year 10

MADELEY PARLIAMENT QUOTES


Madeley High School, Newcastle Road, Madeley, Crewe CW3 9JJTel: 01782 297200 Fax: 01782 297222

Email: [email protected] Web: www.madeleyhigh.orgMr M Kerridge, Headteacher Dr A Becket, Chair of Governors

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Additional Information

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THE SCHOOL ADMISSION LIMIT FOR SEPTEMBER 2012 IS 135 PUPILS

Pupils will be admitted to the school subject to the Local Authority’s criteria, listed below.

Relevant children in care. • Pupils living within the catchment area of the school. • Pupils who would, in the first year to which the application relates, have an elder •

brother or sister in attendance at the school. Pupils who satisfy both of the following tests: •

they are distinguished from the great majority of other applicants either on medical grounds which are supported by a medical report, obtained by parents, specifying the medical advantage of the child attending the preferred school compared with the normal catchment area school, or by other exceptional circumstances material to the choice of school (i.e. the circumstances of the child, not the economic or social circumstance of the parent); and

they would suffer hardship if they were unable to attend the school.

Pupils who have elected to pursue their primary education at one of our • main feeder schools:

Baldwins Gate C.E. (C) Primary School• Betley Primary School • Hugo Meynell Primary School, Loggerheads • Sir John Offley C.E. (C) Primary School, Madeley • St. John’s C.E. (C) Primary School, Keele • St. Mary’s C.E. (A) Primary School, Mucklestone • The Meadows Primary School, Madeley Heath •

Pupils who attend certain primary schools defined as major • contributory primary schools.

Other pupils arranged in order of priority according to how near their home address is • to the school, measurements being by the nearest walking route.

Parents can make their applications online on the Staffordshire website at:www.staffordshire.gov.uk/education/admissions during the Autumn Term.

Parents who live outside the catchment area wishing to have a child admitted should contact Mr. Hope, Assistant Headteacher responsible for new intake, at the school in the first instance. Parents of pupils wishing to join the school at times other than the beginning of Year 7 should contact the school for further information.

ADMISSION OF PUPILS WITH DISABILITIESPupils with disabilities who live within the catchment area are able to attend the school if it is their parents wish. They are encouraged to make regular visits to the school during Year 6 to enable them to familiarise themselves with the school and build up relationships with the staff. The school has lifts in both buildings and all parts of the school have wheelchair access. When planning the inclusion of a pupil with disabilities at the school we believe in looking at the whole child and placing them in the appropriate classes. The Madeley High School Disability Equality Scheme Action Plan is reproduced at the end of this booklet.

ADMISSIONS INFORMATIONCONTENTSAdmissions Information ................................3

School Life ..................................................... 4

School Uniform...............................................5

Term Dates .....................................................6

Lesson Times .................................................6

Behaviour .......................................................7

Pastoral Care .................................................7

Extra Curricular ..............................................7

Visits and Trips ...............................................8

Safeguarding...................................................8

Parental Partnership .....................................9

Curriculum ................................................... 10

School Successes..........................................12

Disability Equality Scheme / Action Plan ....14

School Map....................................................16

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STARTING HIGH SCHOOLTo help in the transition process from primary to secondary school, there are a number of key events and processes that take place at Madeley High School.

In the spring term Year 6 pupils will be given access to the school’s Virtual Learning Environment where they will be able to take part in secure on-line discussions about the move to High School with current Year 7 pupils. The Year 7 Co-ordinator, Home-School Liaison Worker and Learning Support Co-ordinator also visit every feeder school during the spring term.

Throughout the year transition days involving our main feeder primary schools take place. In the summer term there are two new intake days when Year 6 pupils from local Primary Schools come to meet their form tutor and take part in some “taster” lessons. This provides them with an ideal opportunity to get to know their new environment and an insight into the busy life of a high school. On the evening of the second day parents and pupils are invited to come to school and meet with form tutors. School badges, ties and PE kit can also be purchased at this meeting.

Individual handbooks are provided for all pupils and parents. The handbooks are designed to be full of useful and practical information about every day life at Madeley High School.

Our priority is to ensure that new pupils settle into our school as quickly as possible and have a clear understanding of what it means to be a member of our community.

SCHOOL UNIFORMAll pupils wear this school clothing including the blazer. Not only is it smart in appearance but it is serviceable and prevents argument about what would or would not be acceptable dress. There is no regulation about outer wear for either boys or girls but we hope that coats will be of a school colour (black or grey) and sensible style, not including denim. Blazers will lessen the need for outer wear except on wet or cold days. Parents’ support is required to wear blazers to and from school, and during the school day.

Jewellery is not permitted except for a watch and a pair of stud earrings. • Make-up should not be noticeable. • Coloured nail varnish is not allowed but clear nail polish is acceptable, however we •

would discourage this due to health and safety reasons, particularly food hygiene. Hairstyles and colouring – parents should be aware that we do not permit extremes •

of fashion in students’ hairstyles or dress. As a health and safety measure some departments will require long hair to be tied up, e.g. PE, Design & Technology and Science.

Pupils may carry mobiles. However, they must NOT be used during lesson time. • Contact with home should always be made through the school office.

We believe that it is important that children should take a pride in their appearance, and we are sure you will support us in our aims. We are very conscious of the high cost of children’s clothing and you will realise that we have deliberately kept our school uniform simple so that, apart from the ties and badges which are available from the school, all of the other items may be purchased wherever you wish at a wide variety of prices. Any changes in our school dress will be notified to parents.

SCHOOL LIFE SCHOOL UNIFORMBOYS

Shoes - Black (plain style) with no visible insignia (no trainers)•

Trousers – Plain grey/black. No cords, no denims or jeans•

Shirt – White with top button•

Pullover – Plain grey or black v-necked pullover or cardigan. No sweatshirts•

Blazer – Black with school badge•

School Tie - Clip on tie to be worn touching the collar•

GIRLSShoes – Black (plain style, flat shoes). No trainers or kitten / stiletto heels•

Skirt – Plain grey/black (knee length and not too tight for Health •

and Safety reasons)

Trousers – Plain black and tailored (loose fit, no fashion or hipsters)•

Blouse – White with top button•

Tights – Grey or black•

Pullover – Plain grey or black v-necked pullover or cardigan. No sweatshirts•

Blazer – Black with school badge•

School Tie - Clip on tie to be worn touching the collar•

PHYSICAL EDUCATION KITBOYS

Outside training shoes/boots•

Inside training shoes•

Black shorts•

Black socks•

Bottle Green Polo Shirt•

Bottle Green Rugby Jersey•

GIRLSOutside training shoes/boots•

Inside training shoes•

Black shorts•

Black socks•

Bottle Green Polo Shirt.•

Bottle Green Rugby Jersey or Bottle Green Sweatshirt•

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AUTUMN TERM 2012School Opens Wednesday,5thSeptember2012

Half TermMonday,29thOctobertoFriday,2ndNovember2012

School ClosesFriday,21stDecember2012

SPRING TERM 2013School OpensMonday,7thJanuary2013

Half Term Monday,18thFebruarytoFriday,22ndFebruary2013

School ClosesThursday,28thMarch2013SUMMER TERM 2013School OpensThursday,11thApril2013

Half Term Monday,27thMaytoFriday,31stJune2013

School Closes Friday,19thJuly2013

These dates are determined by the Local Authority and could be subject to some internal alterations by the school.

Working days = 194 (including 4 staff training days to be decided).

School starts at 9am and finishes at 3.30pm every weekday.

LESSON TIMES, MONDAY – FRIDAY9.00am bell for start of morning school. Pupils are expected to be in school no later than 8.55am and in Form Rooms by 9.00am. School ends at 3.30pm.

Reg & Assembly / Form Period 9.00am

Lesson 1 9.20am

Lesson 2 10.20am

Morning Break 11.20am

Lesson 3 11.40am

Lunchtime 12.40pm

Registration 1.25pm

Lesson 4 1.30pm

Lesson 5 2.30pm

LUNCHTIMENo pupils in Years 7, 8, 9 and 10 may leave the premises unless their parents send written permission for the pupil to go home for lunch. Pupils in Year 11 may only leave the premises to visit the village shops for food at the beginning of lunchtime. Our meals are operated on a cafeteria system. Pupils select individual items and pay for them each day. They may spend as much or as little as they wish. Facilities are available for those children who wish to bring their own sandwiches to school. Additionally, certain rooms can be made available for pupils to use in a sensible manner during the lunch break.

TERM DATES AND LESSON TIMES BEHAVIOURSchool rules are based on the simple principle of “consideration and respect for others”. In a community of any size we all have to accept certain regulations so that we are safe, secure and happy in our environment. We aim to keep rules to the minimum and to keep them simple but where rules are in operation they must be kept.

When pupils fail to observe regulations they must expect to be corrected. Teachers may ask pupils to repeat poor or incomplete work either at home or at school. Extra work or tasks may be set where appropriate. On occasions it is necessary to monitor pupils’ work and/or behaviour on a daily basis with our report card system. We ask parents to support us by inspecting and signing the cards every day. In more serious cases pupils will be referred to senior staff and parents will be contacted.

On some occasions, after school detention is used as a sanction. We will always give parents 24 hours notice. From September 1st 1998, schools were given clear legal authority to detain pupils on disciplinary grounds, after the end of a school session, without the consent of the parent, however, we would always hope to work in co-operation with families. If transport is a problem, this can be provided by the school or an alternative convenient date agreed. In accordance with the Education Act, 1986, corporal punishment will not be administered in schools maintained by Staffordshire County Council Education Authority.

PASTORAL CAREClose contact is maintained with Primary Schools so that friendships can be continued and special consideration given to the particular needs of pupils moving into Secondary Education When pupils enter the school into Year 7 they are placed in five form groups, each with its own teacher, who meets the class twice every day for registration, in addition to other contacts made during lessons and pastoral periods.

The form teacher is responsible for the overall care of pupils and will deal with academic and social welfare and handle any problems which emerge. As the pupils grow older and move up the school the form teacher is always the first person to deal with pastoral care but additional specialised help is available to deal with such areas as selection of courses, examination entries and careers guidance. There is ready access to senior staff when required.

EXTRA CURRICULARWe strongly recommend that pupils become involved in wider school life as much as possible. There is certainly much truth in the old principle that “the more you put in, the more you get out”. A wide range of extra curricular activities take place at lunchtime or immediately after school. A new extra curricular timetable is produced each term, this is sent to all pupils and parents and is also displayed on our school website.

Other activities take place at weekends or in school holidays. Concerts involving dance, drama and music are held regularly, and the school is fortunate to have a large orchestra. Over the past few years we have held a very successful Summer School in Design & Technology for Year 6 pupils.

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VISITS AND TRIPSVarious subjects arrange educational visits during their courses, there is a voluntary cost for these otherwise the trips would be unable to take place. Every year trips of a social nature also take place to areas and events of interest both in this country and abroad. In Key Stage 3 we have an activities week where an alternative curriculum takes place that includes various activities in school, visits out of school and overnight trips. These are extremely important, both to improve linguistic skills and to foster cultural links.

SAFEGUARDINGMadeley High School fully recognises its responsibility for safeguarding children. Our policy applies to all staff, governors and volunteers working in the school.

THERE ARE FIVE MAIN ELEMENTS TO OUR POLICY:

Ensuring we practice safe recruitment in checking the suitability of staff and volunteers • to work with children.

Raising awareness of safeguarding issues and equipping children with the skills needed • to keep them safe.

Constantly improving, updating and implementing procedures for identifying and • reporting cases, or suspected cases, of abuse.

Supporting pupils who have been identified in accordance with his / her agreed child • protection plan.

Establishing a safe environment in which children can learn and develop.•

We recognise that because of the day to day contact with children, school staff are well placed to observe the outward signs of abuse. The school will therefore:

•Establishandmaintainanenvironmentwherechildrenfeelsecure,areencouragedto talk,andarelistenedto.•Ensurechildrenknowthatthereareadultsintheschoolwhomtheycanapproachif

theyareworried.• IncludeopportunitiesinthePSHEEcurriculumforchildrentodeveloptheskillsthey

needtorecogniseandstaysafefromabuse.

PARENTAL PARTNERSHIPYour son or daughter is about to start the next important stage in their education. At Madeley High School, we know that your involvement is crucial and therefore we form strong home/school links as early as possible.

FORM TUTORSYour child’s learning is our most important goal and its success will depend on the three-way partnership of yourself, your child and the form tutor. Your child’s tutor will be available at any time to discuss your child’s progress and formally at parent consultation evenings held during the year. Pupils normally remain with their form tutor throughout their school career. The form tutor is the first point of contact between home and school.

COMMUNICATIONWe are continually looking for quick and effective ways to communicate with home. We use ‘Keep Kids Safe’ computer software to allow us to send important messages from school to parents/carers instantly via text or email. We are able to inform parents of attendance and welfare queries and keep parents up-to –date with forthcoming events including parent consultation evenings and the latest school news. All our latest communication can also be found on our school website. We keep in contact with parents through regular termly newsletters. These are available electronically and in paper form. We know how easy it is for information to go missing from your child’s school bag, so newsletters are also sent by e-mail and are available on the school website.

FUNDRAISINGA wide range of events take place throughout the year to raise money for our School Fund. Money raised in the past has been used to pay for an Outdoor Classroom, a large screen data projector facility in the Main Hall, Table Tennis Tables, a laser cutter for our Design & Technology department and refurbishment of the main school hall. Parents are welcome to take an active role in running and supporting events throughout the year. If you would like to support the school in this way please contact Mel Bunker, Resources Manager, at the school.

ACCESS TO DOCUMENTSAny documents which the school is legally required to make available to parents on request, can be obtained by contacting the school office. A selection of documents is also available to download from the school website. If you would like explanations or guidance on the many official documents now in existence please consult the school.

PUPIL PLANNERSYou can monitor your child’s daily progress through the planner. Parents, pupils and the school are invited to sign a home-school agreement in the Pupil Planner which details the responsibilities of all partners in the educative process. This is an important publication where your child will also record their homework, achievements and credits. Messages are also regularly passed between teacher and parents/carers. Please ensure that you look at and sign the planner on a weekly basis and communicate with us by recording your own comments.

REPORTSParents receive assessments of their child’s progress three times a year; two interim reports and a more detailed full school report. There is also a parents’ evening each year when parents can discuss their child’s progress with individual subject teachers, in addition to one academic monitoring day. These meetings give parents the opportunity to monitor and review individual targets set.

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CURRICULUMThe Governors accept the principles of the National Curriculum in that all pupils are entitled to a broad, balanced education which promotes their spiritual, moral, cultural, mental and physical development and prepares them for the opportunities, responsibilities and experiences of adult life. When pupils enter the school they are taught in broad ability groups for the first year, with setting by ability in Mathematics. From Year 8 onwards the pupils are grouped according to their needs and to the needs of each subject area. In some cases pupils will be in sets according to ability whereas in other areas broad ability groupings are adopted. The aim is to develop each pupil’s potential to the full. Setting rather than streaming is preferred because it enables individual pupils to progress rapidly in those subjects in which they show ability, but to work at a different pace in other subjects. Our grouping policy explains our organisation in more detail.

KEY STAGE 3In Years 7, 8 and 9, a broad programme of subjects is followed in accordance with the National Curriculum. All pupils study the following subjects: English including Drama, Mathematics, Science, French, History, Geography, Religious Education, Physical Education including Dance, Art & Design, Music, Design and Technology (which includes Resistant Materials, Electronic Products, Graphics, Food and Textiles Technology), Information and Communication Technology and Personal, Social, Health and Economic Education & Citizenship. During Year 8, some pupils will begin to study German in addition to French. During Year 7 pupils also follow a study-skills course Building Learning Power (BLP) which is taught during PSHEe lessons.

KEY STAGE 4Towards the end of Year 9 pupils and parents will be provided with information about the courses available in Key Stage 4 (Years 10 and 11) at school. This is an important time when pupils, parents and teachers work together to ensure that the best possible course is followed for the final two years of compulsory education bearing in mind the pupil’s ability and career interest. We meet the requirements of the National Curriculum and at present all Year 10 and 11 pupils study a common core of subjects which consists of Mathematics, English, Science (Double or Triple Award), Design and Technology, Religious Studies, Physical Education, Information and Communication Technology and PSHEE/Citizenship. In addition pupils can choose a minimum of two further subjects from a wide range of options to study in school. Links with Newcastle College provide further and varied opportunities for some pupils.

Pupils will end this stage of their education by taking public examinations during Key Stage 4. These can be traditional GCSEs, Vocational GCSEs, OCR Nationals, BTEC Firsts or Entry Levels. It is normal at Madeley High School to be entered for at least nine GCSE equivalent examinations.

PSHEE AND CITIZENSHIPThe personal and social development of pupils is a fundamental aim of education. PSHEE and Citizenship is the planned learning which the school provides in order to support and enhance the personal and social development of pupils. The PSHEE and Citizenship programmes at Madeley High School aim to:

help pupils to deal with difficult moral and social questions that arise in their lives and • in society;

help pupils to develop the knowledge, skills and understanding they need to live • confident, healthy, independent lives, as individuals, parents, workers and members of society;

give pupils the knowledge, skills and understanding to play an effective role in society at • local, national and international levels;

provide education in citizenship and democracy, which will provide coherence in the • way in which all pupils are helped to develop a full understanding of their roles and responsibilities as citizens.

visiting speakers enrich pupils’ understanding of the topics studied.•

The school has a Sex and Relationships policy approved by the Governors. The 1993 Education Act requires sex education to be provided as part of the curriculum. The physical and biological facts are taught through National Curriculum Science. Other aspects of Sex and Relationships education are delivered through the school’s Personal, Social, Health, Education and Economic programme. We aim to deal sensitively and appropriately with this essential part of health education. However, parents do have the right to withdraw children from the non-statutory provision.

RELIGIOUS EDUCATIONReligious Education is a compulsory part of the curriculum. In accordance with the 1944 Education Act any parent has the right to ask for a child to be withdrawn from Religious Education or worship but we hope that parents will not feel this to be necessary. We would ask any parent to discuss the implications with the Headteacher.

ARTSThe school takes pride in its provision for the arts; music, drama, dance and other cultural experiences and opportunities are an integral part of life at Madeley High School. In 2009 we were awarded the Artsmark Silver Award, a national award which is an excellent recognition of all our work in this area.

Our 2011 production of ‘Hairspray!’ was a great success.• Instrumental lessons are available for all pupils.• Performance opportunities are a regular feature of the school’s life.• Choir, orchestra, dance, drama and performance groups take place on•

a weekly basis.Visits to art galleries, theatres and other cultural events are organised.• We have regular ‘artists in residence’ programmes.• Arts groups regularly visit the school.• The Arts Award is available for all pupils combining new skills, research•

and community work within its scope, deliverable by all.

SPORTSThe school provides opportunities for a wide range of sporting activities through both curricular and extra-curricular activities, including a school house competition.

School teams participate in football, netball, cricket, table tennis, athletics, cross country, volleyball, badminton, rounders, rugby and basketball fixtures, with regular success at both local and national level.

Facilities include well drained sports pitches, a five badminton court sports hall, a sprung-floor hall with facilities for dance and gymnastics. All of our facilities are well used by the local community.

SPECIAL EDUCATIONAL NEEDSLearning Support is available for pupils with particular needs from Year 7 and throughout the school. This could take the form of in-class support, learning support workshops or home-school projects depending on the needs of the individual pupil. Pupils who are academically very able have the opportunity to follow additional courses and are catered for within curriculum areas. We have achieved Full Dyslexia Friendly Status.

The Education Authority’s Special Needs and Psychological Services may be called upon to assist with any pupil’s educational needs. The number of statemented pupils currently in school is 26. We have an excellent team of staff who support our work with pupils who have special needs. Individual Education Plans are developed for all pupils who are identified on the Special Educational Needs Register. The school has good access for pupils with physical disabilities. We have been identified by the authority as a Pathway School which recognises the extent of our provision. The Madeley High School Disability Equality Scheme Action Plan is reproduced is reproduced on p14.

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SCHOOL SUCCESSESINFORMATION ON ABSENCES Total number on roll during the year 20010/2011: 635% actual attendance 96.2%% of pupil sessions missed through authorised absence: 3.7%% of pupil sessions missed through unauthorised absence: 0.1%

DESTINATION OF MADELEY LEAVERS 2010Number of pupils in age group: 128Continuing Education: 87.6%In Work Based Learning (Apprenticeships): 8.5%Not in Education or Training 1.6%Moved away 2.3%

SCHOOL PERFORMANCE TABLES 2011Summary of GCSE Results 2011Number of students in cohort: 120Average score per student for GCSE examinations: 492.0

Students (percent)

Achieving 5+ A*-CAchieving 5+ A*-C

(inc. English & Maths)

Male School 2011

79.3 65.5

Female School 2011

88.7 82.3

All Students School 2011

84.2 74.2

Students Achieving 5+ A*-GAchieving 5+ A*-G

(inc. English & Maths)

Male School 2011

98.3 98.3

Female School 2011

100 100

All Students School 2011

99.2 99.2

2011: GCSE SUBJECT RESULTSNumber of students in cohort: 120

Subject Entries A* A B C D E F G U A*-C (%)

A*-G(%)

Art & Design (Short Course)

5 0 0 0 2 1 0 1 1 0 40 100

Biology 64 7 20 23 14 0 0 0 0 0 100 100

Chemistry 64 2 12 18 21 11 0 0 0 0 83 100

Child Development

9 0 0 2 5 2 0 0 0 0 78 100

D&T – Food Tech 39 6 15 8 6 1 2 1 0 0 90 100

D&T – Graphics Pr 27 2 3 9 9 1 2 0 0 1 85 96

D&T – Res Materials

22 0 0 9 8 3 0 0 1 1 77 95

D&T – Textiles 17 2 1 7 4 0 2 0 1 0 82 100

Engineering 1 4 0 0 0 1 3 0 0 0 0 25 100

Engineering 2 4 0 0 0 1 2 1 0 0 0 25 100

English Language& Literature

119 5 23 32 31 21 4 3 0 0 76 100

English Literature 118 5 26 28 39 16 1 3 0 0 83 100

Fine Art 31 6 2 9 9 2 3 0 0 0 84 100

French 38 1 10 9 11 2 5 0 0 0 82 100

Geography 20 2 2 7 5 3 1 0 0 0 80 100

German 4 1 2 0 1 0 0 0 0 0 100 100

History 31 6 12 5 2 2 4 0 0 0 81 100

Mathematics 110 13 29 38 30 5 4 1 0 0 92 100

Media Studies 13 1 3 2 4 1 1 1 0 0 77 100

Music 16 0 4 6 4 2 0 0 0 0 88 100

Performing Arts 10 1 1 1 4 2 1 0 0 0 70 100

Physics 64 5 14 27 17 1 0 0 0 0 98 100

Religious Studies 103 5 8 24 29 17 13 4 1 2 64 98

Science Additional 55 0 0 0 21 21 8 3 1 1 38 98

Science Core 56 0 0 1 29 13 8 4 1 0 54 100

Sport PE Studies 30 1 5 10 5 7 2 0 0 0 70 100

Statistics 28 6 9 13 0 0 0 0 0 0 100 100

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Subject Entries * Distinction Distinction Merit Pass A*-C %

Business Studies OCR 46 0 4 4 15 100

ICT OCR National 28 0 1 5 22 100

ICT OCR National Double Award 174 0 41 31 15 100

ICT OCR NationalTriple Award 9 0 3 0 0 100

BTEC Perf. Arts Dance 16 2 3 0 3 100

Subject Entries Merit Pass

AOPE 1.5 0 3

Asdan 7 7 0

COPE 1 2 0 2

COPE 2 5 0 5

Action Success Criteria Timescale Review

1. The disability equality scheme and access plan will be reported to parents annually ina. the school prospectus

b. on the school website

Report is printed annually

a. Initially Sept 2007 and then annually

b. Website Dec 2010

Achieved

2011: GCSE SUBJECT RESULTS (CONTINUED)


1. Disabled parking spaces at the front of the school will be provided and clearlylabelled

Parking places provided Sept 2010 One place

provided

2. The route to the disabled toilet will be sign posted

Disabled people will be able to access the toilets indepen-dently

Dec 2010 Achieved signage in place

3. The possibility of a ramp to the main entrance will be investigated

If it is feasible a ramp will be pro-vided to the main entrance

Sept 2012 Annually

4. A map of the school will be provided in the recep-tion area and at key points around the school

Map provided Sept 2010

Maps are provided at key points in school

5. Staff will be trained on the use of the Hearing Loop in the main hall

Key staff will be trained in the use of the Hearing Loop

Sept 2011 Annually


1. All correspondence with parents will be available on the school website andeventually on the school VLE

When questioned par-ents report that they can accessinformation with ease

Dec 2010Achieved for all schoolcorrespondence

2. Use parental alert / School-comms to send emails/text messages informing parents of information on website

When questioned parents report that they can access information with ease

Dec 2010

Achieved, howeverchanged from Parental Alert to Keep Kids Safe

3. Maintain a system that does not rely on ICT/Internet access e.g. post letters toparents who do not have access ICT/ internet

When questioned par-ents report that they can accessinformation with ease

Dec 2010 Achieved

4. All parents to have access to the School Learning Platform to enable them to have online access to their child’s achievement data

When questioned parents report that they can accessinformation with ease

Sept 2010

Achievement data now on VLE but as yet not live to parents

ACTION SUCCESS CRITERIA TIMESCALE REVIEW

To ensure equality in regards to the ability of pupils, parents, staff and interested parties in accessing information provided by Madeley High School.

To evaluate and report to parents on the success of the action plan in meeting its targets with regards to the Disability Discrimination Act.

To increase access for those with a disability to the physical environment of Madeley High School.

DISABILITY EQUALITY SCHEME / ACTION PLAN FOR MADELEY HIGH SCHOOLAIMSa. To evaluate and report to parents on the success of the action plan in meeting its targets with regards to the Disability Discrimination Act.

b. To increase access for those with a disability to the physical environment of Madeley High School

c. To ensure equality in regards to the ability of pupils, parents, staff and interested parties in accessing information provided by Madeley High School.

SCHOOL MAP


MadeleyHighSchool,NewcastleRoad,Madeley,CreweCW39JJTel: 01782297200 Fax:01782297222Email:[email protected]:www.madeleyhigh.org

MrMKerridge,HeadteacherDrABecket,ChairofGovernors

27Science

29Science

26Science

25Science

28Science

30Science

Computer Suite

Science Store

Girls Toilets

Male Staff Toilets

Boys Toilets

Science Prep Room

Sci

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Offi

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Sta

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& L

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New Block - Upper Floor

20Design &

Technology (RM)

17Design &

Technology (Textiles)

16Design &

Technology (Graphics)

15Design &

Technology (Food)

21Design &

Technology (RM)

22 Maths/

GCSE PE

23Learning Resource

Centre 24ICT

18Art

19Art

Mentoring SiteManager

Sta

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& L

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Girls Toilets

Acc

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Toil

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Female Staff Toilets

Male Staff Toilets

D & T Computer Suite

New Block - Ground Floor

Old Block - Upper Floor

ICT Support

ICT Store

ICT Office

Language Lab

FinanceOffice

Maths Office

14ICT

12Maths

11Maths 10

Maths9

Maths7

MFL

8MFL

13ICT

36Maths

Computer Suite

35Resource

Office

Stairs

Lift

Stairs

Accessible Toilet

5Learning Support

Ast. Head Girls Toilets

HealthServices

SENCO Office

Stairs

Stairs

Ast.Head

Year Office

PupilPayments

Reception

Office

Office

Kitchen

Dining Hall

RemoveRoom

Drama Office

Store

ConferenceRoom

Hall

Staff Room

Head Teacher

DeputyHead

MainEntrance

BoysToilet

Mal

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taff

To

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AccessibleToilet

6Humanities

(RE)

3 Humanities

4Humanities

(Geog)

2MFL

32English

38English

31English

37English

33Drama Studio

34Music

1Humanities

(History)

Old Block - Ground Floor

Female Staff Toilets

Music Store

English Office

Community Services

English Office

Music Practice Room 2

Music Practice Room 1

Sports Barn

PE Store

Multi Gym

Female Staff

Changing Room

Accessible Toilet

& Changing Room

Girls Changing

Room

Male Staff Changing

Room

Boys Changing

RoomPE Office

Sports Hall

mhs prospectus 2012

Documents