APPENDIX 1 - Web viewTrott = Red (what was Redgrave) Weir = Blue ... Word of the week this week has been – justify – to prove or show to be just, reasonable or right. Parent Pay

Parent Newsletter 23rd November 2012

Thank you to Parents and Students who helped to raise over £750 for Children in Need last Friday.

TL1 Highest expectations

Year 11 Trial Exams

Your son/daughter was issued with an exam timetable earlier this week. Please go through the exam timetable with your son/daughter so they are fully aware of when they have a trial exam. There is a copy of the timetable in the Exams section on the school website. There may be a slight difference to the one issued to the students as we have made a few tweaks to it.

We treat these Trial Exams seriously and apply Exam Board rules and regulations as this gives students the opportunity to experience what will be expected of them next summer and practise following the correct procedures. We will treat infringements of these rules very seriously.

We would appreciate you discussing the following points with your son/daughter and emphasising the importance of following the Exam Board rules.

Students should bring the correct equipment to the exam – this includes a black pen, pencil, ruler and rubber. A spare pen and pencil is useful and a calculator is needed for Maths and Science.

Equipment must be in a see through pencil case. Students should arrive at school in plenty of time so they don’t feel in a rush which

can affect performance. Students may bring a bottle of water if they wish. However all bottles must have the

label removed. Exam board rules apply from the moment students enter the exam hall to the time

they leave. This means silence. If a student needs anything they should raise their hand and ask. No shouting out.

Students are not allowed to communicate in any way with each other. As well as remaining silent this means not turning around or catching the attention of another student.

Students should ensure phones are turned off and placed in the plastic wallet on their exam desk to be collected in and returned at the end of the lesson. Phones should not be left in blazer or coat pockets or bags.

In order to support your son/daughter with their studies a number of revision sessions are taking place. Please ensure your child asks their teacher if they do not know when these are happening.

If you have any queries please don’t hesitate to contact me.

Louise Newbury-Ecob

Exams Officer

Turnford School’s Legacy to London 2012

Our legacy to London 2012 is to rename our six houses in honour of the British competitor and their success in the Olympics and Paralympics. Our new house names have now been announced as the following:

Ennis = Yellow (what was Armstrong)

Farah = Green (what was Champion)

Peacock = Orange (what was Holmes)

Simmonds = Purple (what was Pistorius)

Trott = Red (what was Redgrave)

Weir = Blue (what was Thompson)

We would like to thank everybody who gave suggestions for names of the houses.

Rewards Trips

The dates for the rewards trips are as follows - Tuesday 18th December in the afternoon there will be a trip to bowling in Stevenage and on Thursday 20th December in the afternoon there will be a trip to Ice skating or Aqua splash in Hemel. Students who receive an invite will have a choice of going to either bowling, aqua splash or ice skating. The invite will go out to those students who have not received any red cards, 2nd yellow cards and have 3 or less 1st yellow cards and who additionally have good attendance since the amnesty. The cost of the trips will be £10 and this will be payable by Monday 3rd December. Invitation letters for students will come out in the week beginning 26 th November. If you have any queries or questions please do not hesitate in contacting me. Miss Green

Please read below the report from our recent Board of Governors’ visit:

Turnford Visitors Report Form

Focus for visit/contact Governors’ In School Day’ Date of contact/visit: 8th November 2012

Name of main contact in school

Jo Gant – Head Teacher

Role

Governor (Chair)

Name and contact details of Governor/s providing the report: Pat Edwards

Date of report: 9th November 2012

Summary of visit

Key Points from contact (please provide a brief description)

Teaching & Learning Feedback: Excellent Building Learning Power (BLP) session – with effective pupil questioning techniques Good classroom management Variety of stimulating & engaging teaching & learning methods demonstrated Good integration of literacy Good stretch and challenge Excellent support of vulnerable pupils Effective structured & supportive literacy learning Good balance between new and experienced teachers Unclear observation of behavioural system Clarity required for pupil/teacher ratios in literacy support sessions Much improved classroom(s) & other areas displays

Pupil Feedback:

The lack of school trips and/or cancellations “We like Turnford School” Opportunities to aim higher than expected

Support Staff Feedback: SLT to fully scope out new work before allocating to staff to deliver The need to improve internal communication to improve local ownership Ensure performance management is consistent throughout the school No boundaries or no respect shown to the catering staff Much improved behaviour over the years Stabilisation of teaching & learning staff New till(s) required at pay-points

Teaching Staff Feedback: Expressed a passion, care and love for the pupils The need to grow the coaching and mentoring programme Very good students Sharing practices with an outstanding school Limited parental involvement Positive implementation of BLP.

Any other comments:

A very insightful and enjoyable day. Well done to the Head teacher on the design and implementation – extremely open and

transparent. Great to engage with the governors away from formal setting(s) Consider a full DDA audit Consider a Trips report for next FGB meeting

Website

The new website is now up and running. Please let us know via the contact enquiries section what you think. We are on twitter – twitter.com @turnford sch. Alternatively email the school [email protected] with your comments. We would also like to invite parents to a feedback and ways forward session regarding the new site on Friday 30th November at 2 p.m. If you would like to attend please ring my P.A. Julie Lawrence on 01992 308333 extension 256 to book in. We are particularly interested to hear how to develop the site further to help inform you.

Some Parents have not been accessing the newsletter. We will be placing hard copies in the student reception and main reception each week for your child to collect if you prefer this method of communication.

Equipment

Please ensure your child is bringing basic equipment (planner, pens, pencil, sharpener, rubber, ruler, calculator, maths equipment, timetable) to school especially on a Wednesday when changing to enrichment uniform. Students without necessary equipment and timetable will be sent to student reception where they can buy packs of pens/pencils for 50p and a temporary planner for 20p. Mrs Sparrow has £45 in her tin showing what an extensive problem lack of equipment/timetable is.

A reminder that Year 10 parents’ evening is Tuesday 4th December and the Year 7 Academic Review Day is Thursday 6th December.

Sporting success

On Monday some of our Yr. 7,8 & 9 boys and girls took part in the National School Games badminton tournament. The boys’ team played really well against some tough opposition and managed to win the tournament and progress to the Herts School Games County Finals. In the girls’ group we entered two teams and again both teams played really well against tough teams from John Warner and Presdales. The B team played really well to go through to the semi-finals against Presdales but were unfortunately beaten. The girls’ A team played extremely well throughout the tournament and played in a very good final against Presdales but again unfortunately lost. Although the A team lost in the final they will also progress to the Herts School Games County Finals, along with the boys, to represent the A10 Partnership.

Boys

Harry Dobson

Charlie Smith

Jake Sperrin

Jack Tumbridge

Girls A team

Beth Forster

Hollie Duligall

Jodie Piper

Megan Blackman

Girls B team

Lauren Reid

Daisy Jarvis

Caitlin Byrne

Bailey Anderson

Yesterday the year 11 and year 7 netball team played Cheshunt School. For the year 11s this was their first netball game of the season.

Both sides were fantastic and showed great teamwork and skills to win both of the games. The year 11s won 12-3 and the year 7s won 10-2. Go Team Turnford!!!

A special thank you and well done goes to Kayleigh Skeggs and Elle Newsum for their fantastic umpiring.

Green cards

7W are the winners for the green card competition so they are in non-uniform today and will have cupcakes at break time. Well done!

L2 Improve the quality of teaching

Y9 Current Data

Y9 will be adding their current data with their targets into their planners over the next week. This will be for core subjects only and will give them the opportunity to discuss how they can make good progress and meet their and/or exceed target grade for the end of the year.

Lessons observations

Our first round of lesson observations is showing a marked increase in the number of good and outstanding lessons within the school. In particular we can see clear strategies coming through to develop your child’s literacy. This half term we will be focusing on creating opportunities to improve their reading in all subjects. If you would like to support at home we are actively encouraging students to:

Read at home and ask questions about what they are reading.

Skim read to take the basic facts from a piece of text.

Scan read to find specific information within a piece of text.

Close reading (reading slowly and repeating or focusing on key words) to find the meaning of the text.

It doesn’t matter what they read within reason but that students have regular opportunities to do so.

Exceed national attendance

The attendance currently is running at above national average. As always continue to encourage your child into school. Thank you.

BA2 Ensure all vulnerable groups are making expected progress

Subjects have been carrying out assessments and feeding back to student on how they can progress. Please talk to your child about their progress and what they need to do to improve.

L1 Sharpen the leadership

At the bottom of this newsletter is a Parent questionnaire. We would appreciate you taking time to fill in and return to us, either as a hard copy handed in at student reception or an email copy returned to [email protected] Please note if you have an issue that is unresolved please let us know in your response so that we can get back to you.

L2 Ensure consistency

Please support the new enrichment uniform by ensuring that your child comes in the enrichment sweat top, white PE shirt and black or blue tracksuit bottoms every week. For the past 3 weeks there has been a fantastic positive atmosphere on Wednesday afternoons as students engaged and enjoyed the activities set out.

Payment for the new Enrichment top is £15 and cash or cheques should be handed into the student office this month or our preferred option is for you to pay through parent pay.

Please be aware we will be consulting you over the enrichment process at the end of November and new choices will be out for students to select from the start of December.

Particular congratulations go to the Cookery Enrichment Group who made some wonderful cup cakes to raise money for Children in Need. Photo below that will make your mouth water! Well

done to Hari Upadhyaya, Ellie Bates, Emillee Davy, Nicki Trutt, Judith Akuetah, Eloise Davey and Jessica Jarvis.

A1 All subjects are in line with national averages.

If your child needs extra support :

ACE is open at break and lunchtimes.

Homework club in the LRC is available to students – after school till 4.00 most days as well as lunchtime 1.20-1.50 – Monday, Tuesday & Fridays. Mrs Saunders our LRC Manager is available to help students who need it.

A2 Develop a whole school approach to literacy, numeracy and ICT.

In order to support your child, please make sure that whenever your child writes or types they are following the basic principles of punctuation, full stops and capitals and paragraphs. Don’t let them get away with poor punctuation as it seeps into their formal writing.

Word of the week this week has been – justify – to prove or show to be just, reasonable or right.

Parent Pay

To reduce congestion in the dining hall please use the parent pay method for your child’s dinner money. If your child does need to use the cash loader in the dining hall this is available before and after school and break and lunchtimes.

Bullying

We are having a Cyber bullying workshop for years 7 and 8 on Wed 28th November 6.30 – 8.00pm in the Sixth form block. Parents in years 7 and 8 are welcome to attend and we are keen to give you as much information as possible about this issue. We have invited our PCSO Tristian Morrison to lead this. We are looking forward to seeing you and responding to your comment cards when you requested information about this. Any queries please refer to Linda Berry Deputy Head.

We are leaving our important bullying information in the newsletter for a further week.

Anti Bullying Week: 19th - 23rd November

We work proactively to promote awareness of our positive relationship policy which is outlined below. Next week all our students will take part in assemblies and tutor time in activities on Anti Bullying. Our assemblies are being presented by our school PCSO, They will know what constitutes bullying and who to go to if they have any concerns. During the assemblies the students will learn about cyber bullying and the law and they will see how easily it can happen to anyone.

November 19th - 23rd is National Anti Bullying week and we will be holding various events to raise awareness around the issues of bullying and enable students to take part in events such as designing their own posters, creating poetry and producing short stories as part of a national competition. All entries will receive a ‘Pledge to stop bullying’ pencil.

The school will also be launching a Peer Mentor programme to enable students to have their own student mentor to share any issues in confidence with them. In response to your Comment Cards we have arranged a workshop for parents in year 7 and 8 with our PCSO (date to be advised) starting at 6.00pm in the 6th form block to find out more about cyber-bullying. We are keen to improve the way we support your child and would welcome any of your views and thoughts. Please do not hesitate in contacting me, L Berry Deputy Head.

How can I help my child?

Tell them that you are worried about them and why you are worried, that you want to help them and that helping them to be safe and happy is the most important thing for you.

Ask them if they are being bullied, and if they are to tell you about it. If they tell you that they are being bullied remember that it is not an easy thing to talk about or

admit to so praise them for managing to do this. Let them know that many people are bullied but that doesn’t make it OK.

Let them know that if they are being bullied they have a right to get help to stop it, and that you will help them yourself and support them in getting help from other organisations. Let them know that you will not go behind their back or do anything to get help without talking to them about it and having their agreement. It is important that you make this commitment and honour it.

Be prepared to listen without judging and be sensitive to their needs and fears, e.g. worse bullying from the perpetrators if they discover that the child has “grassed them up”. Sometimes children who are being bullied may be afraid of your reaction as their parent or carer if they tell you about the bullying. They may feel that you will be ashamed of them or angry at them for “being weak”, that you will intervene personally with the child or children who are doing the bullying, or that you will tell them to stand up for themselves. Be aware of these fears when you talk to them and try to set them at rest. If you do feel exasperated or angry at them for feeling helpless, remember that this is the effect that being bullied has and that you will make things much worse for a child by expressing anger or frustration. Equally if you take matters into your own hands and go off and deal with the bullying by yourself you will make your child look and feel more helpless by taking away their power to make any decisions.

Encourage and help them to record and report any incident of bullying that they experience to you and their form teacher or Head of Year. Even if your child is being bullied on the street by other kids from their own school or another one in the area, it is a problem that that school needs to be made aware. You should encourage your child to report it and support them in doing so. Insist that the organisation takes action to help stop the bullying, e.g. talking to those pupils involved, liaising with local transport workers and shopkeepers, lobbying for increased community policing in the area.

Tell the child never to endanger himself or herself by standing up to bullies in a situation where he/she is outnumbered. If scared, they should run away and try to alert attention by shouting for help, banging dustbins, etc. Reassure him/her that it is far more shameful for a group of people to gang up on one person than for that one person to decide to get out of the situation.

INTRODUCTION

A positive school experience needs to be based on positive relationships. This policy aims to make sure as far as possible that students within Turnford School are supported to build and manage strong friendships as well as successful relationships.

The successful implementation of a Positive Relationships policy requires the active involvement of all those within the school community

Governors Students Parents Teaching staff Support staff

- Kitchen staff- Reception and administration- Site Staff, including cleaners- Teaching Assistants- Technicians

A Positive Relationships policy has links to many other systems and policies within the school for example; behaviour policy, rewards policy, teaching and learning styles, classroom management, staff duties outside of lessons.

A Positive Relationships Policy cannot be successfully implemented without

The unequivocal and active support of Senior Managers and School Governors. A planned campaign of involvement of students and patents. Staff training.

There is a need for on-going training for all staff in the recognition and dealing with incidents which may interfere with Positive Relationships.

SCHOOL VALUES

A Positive Relationships Policy closely supports the following School Aims:

Yes We Can

Bullying is uncommon in Turnford School. Pupils are encouraged to seek help at an early stage if they have concerns about ‘relationships’ or about hurtful behaviour. The aim of this policy is to support each student as an individual.

The school will do everything possible to help students to maintain Positive Relationships during their time here.

The school will take strong proactive measures to develop the skills of the students to maintain Positive Relationships.

The people you can approach to assist you when things go wrong; form tutor, peer mentor, head of year or parent.

WHENTHINGS GO WRONG

Not all hurtful behaviour is bullying, it is important to understand when that term might apply. Usually bullying includes three elements;

1. Deliberate Actions2. Repeated Behaviours3. A victim

Hurtful behaviour that can contribute to bullying:

Cyber bullying: Using technologies such as BBM, Facebook, text, to name call, tease, taunt, spread gossip about another person.

Physical: Hitting, pushing, poking, slapping, arm-twisting, unwanted physical attention, sexual or otherwise.

Verbal: Name calling, teasing, taunting, threatening, spreading gossip about the victim.

Exclusion: Sending the victim to Coventry, excluding the victim from group activities.

Gestures: These can be threatening or rude but may include many facial signals from bully to victim.

Stealing: This can be food, money (including dinner money), equipment, and personal possessions.

Extortion: Forcing someone to steal/hit on another's behalf.

Good citizenship behaviour:

Turnford School relies on its pupils to make the right choices by supporting each other. When they become aware of hurtful behaviour reporting it to an appropriate person; peer mentor, form tutor, head of year and or parent.

Subject teachers must not ignore 'minor' incidents of hurtful behaviour in their lessons (e.g. name calling or students having their pens etc. taken). Repeated in all the student's lessons, these 'minor' incidents could have a significant cumulative effect.

A culture of positive relationships:

Staff actions are very powerful role models for acceptable behaviour and attitudes towards Positive relationships. Staff must not be seen by students as condoning hurtful behaviour. In providing a consistent approach to dealing with incidents of these types of behaviour staff will reinforce the message relating to positive relationships.

Staff will demonstrate positive relationships at all times, especially when conducting a conflict resolution between pupils to support them to rebuild their positive relationship.

Staff guidance in dealing with bullying:

It is sometimes difficult to establish if a particular incident deliberate hurtful behaviour. This checklist may help.

THE PUPIL SAYS QUESTIONS TO ASK

“It was only a joke” Was everyone laughing? If the victim wasn't laughing it wasn't a joke?

“We were only playing” Is this an excuse for hurting others?

Were you invited to play?

“It was an accident” Did you say sorry? Did you help the victim?

“I found it” Why did you keep it?

“I was only borrowing it” What was the victim’s name? Address? Do you always borrow from strangers? Stealing!

If the incident of hurtful behaviour warrants it, an account of the incident (and previous related ones) should be written unaided by all students involved. This must be done in separate rooms so that students cannot confer with each other.

Hurtful incidents should be recorded on a bully log and placed in the files of all students involved. (Forms for this purpose are included as appendices to this policy)

Further involvement of staff and action taken should also be recorded and placed on file.

After consultation with the appropriate member of staff, Form Tutor, Head of Inclusion, Head of Year and/or member of the senior management team, the parents of al students should be informed of the incident.

Students who are involved in hurtful incidents:

The way that staff support students involved in hurtful incidents is very important. Some or all of the following steps may be taken and will depend on whether the member of staff has come upon a hurtful incident or if it has been shared with them.

Separate all the students involved into different rooms.

Discuss with students ensuring that they understand that the hurtful behaviour is not appropriate and that it is alright for them to tell the whole story (if there is a story to tell).

Tell the students that no one deserves to be treated in a hurtful way and that you will take what you are told seriously (but remember there are often two sides to each story)

Inform students of the process for completing an ‘RJA’ (Restorative justice approach) form within restorative justice meeting. (See appendix)

Make sure that all students are aware that the incident will be recorded on file.

It is important to discuss with students involved behaviour strategies which may support them.

These may include:

Not being alone at break and lunch time. Ace, the library etc. - appropriate places for students to go at break or lunch

where they will feel safe. Procedures if the incident is repeated e.g. Report and post in a bully box, tell your

form teacher and Head of Year. How to walk and behave in a confident way when frightened. To practice saying NO loudly in front of a mirror. To keep a diary of dates, times and places of incidents together with the names

of the students involved. This needs to be written in private – in addition a record of improvement or “good times” recorded.

Most Importantly:

Students MUST report further incidents of hurtful behaviour otherwise the school would assume all is well. An incident diary kept by a student can be helpful although the student must know why the diary is being kept.

Dealing with incidents of this nature can be difficult, particularly as time is often short. It is important that the staff member always roles models positive relationships and tries to indemnify why the hurtful behaviour has occurred.

Some or all of the following strategies may be appropriate:

Establish the reason for the hurtful behaviour. Discuss how why the behaviour may have be hurtful (how do you think 'name'

feels when you do this?) Make sure that your disapproval of the hurtful behaviour is clearly stated. Make it clear the hurtful behaviour must stop. (A reminder that the other student

can involve the Police)

If the incident is judged to be very serious then it is probably best dealt with by working alongside a member of the Senior Management Team. This should always be the case for violence, racial abuse or sexual harassment.

Action that should be taken in cases of serious, persistent and/or violent incidents may include:

Informing parents of the incident. Bringing all students involved together for discussions in the presence of the

Deputy Head. Meeting with parents of the students involved in the incidents Time spent in Resolve. Being involved in planned and supported Restorative interviews. Exclusion from school (to be used only in the most serious cases).

RELATED ISSUES

In support of this Positive Relationships policy a number of related issues need to be kept under regular review and action taken to remedy any problems which emerge. These include those outlined below.

Supervision of the movement of students around the school between lessons. Teaching staff need to take responsibility for students in the vicinity of their classroom as well as the movement of students into and out of the classroom.

Identification of the areas around the school where students feel least safe and subsequent action to make these areas safer.

Monitor supervision of the known problem areas and time e.g. the toilets and generally at lunchtime.

Identification of curriculum areas and where the topic of bullying could be considered. e.g. Drama, SMSC, English, Tutor Time.

The co-ordination and expansion of Student Support and SMSC input to the prevention of bullying.

EVALUATING THE POLICY

The effectiveness of this policy will be subject to the normal school self-evaluation policies and procedures. It will be reviewed annually by the Senior Management Team and the Governors’ Student Committee and revised as appropriate.

Good practice will include:

Re-issuing all students and parents with the “Action Against Bullying” A5 leaflet on an annual basis

Student form time and SMSC activities : to produce ‘Anti-Bullying Code’ and posters for display as tutor time activities use of Vertical Tutor Groups to enforce anti-bullying messages Assembly themes Involvement of Student Council and Bully Mentors Annual activities related to National Anti-bullying week

Teaching staff using quick reference guide Non-teaching staff, including kitchen staff being aware of the policy Use of a central database to record bullying incidents, details to be entered by

administration staff from the incident pro forma. Providing information on the policy to prospective new entrants. Involvement of students in primary liaison via Transition Mentors

INTRODUCTION

A positive experience needs to be based on positive relationships. Full details of how to deal with incidents of hurtful behaviour in school are in the school Positive Relationships Policy Document. These notes are designed to act as a brief reminder. Staff must never ignore instances where there has been a break down in a positive relationship all means should be made in order to restore a positive relationship, especially if the incident may be deemed bullying.

STAFF AS ROLE MODELS

Teachers play an important part in shaping the positive relationship culture of the school. The example we set in our dealings with students and staff members to behave more thoughtfully towards each other is very important.

We can all help to maintain positive relationships by:

Starting lessons on time. Supervising the exit of students from the classroom at the end of lessons. Keeping a watchful eye on the corridors and/or stairs near our teaching rooms,

particularly at the changeover of lessons. Discouraging and challenging negative comments in the classroom and around

the school.

DEALING WITH AN INCIDENT WHERE A POSITIVE RELATIONSHIP HAS BROKEN DOWN

When you come across an incident, decide if it is anti-social behaviour or just friends playing boisterously.

Sit the students involved somewhere quiet and talk calmly to them. Offer reassurance, but remember that there are two sides to every story. On the first instance this should be done with the students separated.

Request students to write down what happened (use student’s incident report form)

You will need to write a brief report of the incident. (use staff bullying action log) This may be a good time to pass on all the documentation to the student's Form

Tutor and/or Heads of Year. Please do this IMMEDIATELY if there have been significant physical violence. Seek advice from senior colleagues if required.

In cases of serious instances of suspected bullying. Notify Heads of Inclusion / Deputy Head Teacher and discuss relevant action required. Once this conversation has taken place with a senior member of staff the parents of students must always be informed of serious instances of bullying.

Take action on reports of bullying within 24 hours.

AND FINALLY

Always reassure the students involved that you will help to sort out the problem.

If you have concerns with any individuals who are struggling to maintain positive relationships report it to the Head of Year or Head on Inclusion this will allow appropriate action to take place.

APPENDIX 1

STUDENT’S INCIDENT REPORT

NAME TUTOR GROUP DATE

Who else was involved? Have there been problems before?

When did it happen? Where did it happen?

What happened?

Why do you think it happened? What do you think should be done?

Is there anything you could have done to help the situation?

Signed: ___________________________________________

APPENDIX 2

STAFF INCIDENT RECORD AND ACTION REPORT

STAFF NAME INCIDENT DATE

Students Involved:

NAME TUTOR GROUP

M/F VICTIM PERPETRATOR INDIVIDUAL GROUP

Other records:

Please record on the back of this sheet any other details, including a record of the interview with students and

Other staff informed (names):

_______________________________________________________________________________________________________________

Letter home

Telephone home

Parent Interview

Exclusion

Internal exclusion

Action:

Resolved through counselling

Disciplinary action as well

Bullying Category:

Racial

Gender

External reasons

Disability

Homophobic

Type of bullying:

Physical

Verbal

Cyber bullying

Gesture

Theft

Time of incident:

Before school

After school

Breaktime

Lunchtime

In lessons

Location of incident:

On the field

Toilets

Tennis courts

Buses

Near buildings

APPENDIX 3

DETAILS OF DISCUSSION WITH STUDENTS

KEY ACTION POINTS ARISING FROM DISCUSSION WITH PARENTS

Other records:

Please record on the back of this sheet any other details, including a record of the interview with students and

OTHER INFORMATION

Signed __________________________________________ Date _________________________

DatesYear 76th December Academic Review Day22nd January 2013 Head of Year meeting26th March 2013 Academic Review Evening14th May 2013 Head of Year meetingYear 88th January 2013 Academic Review Day21st January 2013 Head of Year meeting30th April 2013 Academic Review Evening13th May 2013 – Head of Year meetingYear 924th January 2013– Head of Year meeting26th February 2013 – Academic Review Evening5th March 2013 – Options Evening25th and 26th March 2013 – Options Interviews16th May 2013 Head of Year meeting6th June 2013 – Academic Review DayYear 104th December – Academic Review Evening28th January 2013 – Head of Year meetingYear 10 exams – April 201320th May 2013 – Head of Year meeting25th June 2013 – Academic Review DayYear 115th November – Academic Review Day22nd November – Senior School choices eveningMock exams 10th December until end of term5th February 2013 Academic Review Evening28th February and 1st March 2013 – Exit interviews16th April 2013 – Head of Year meeting10th May Celebration assembly and Prom (tbc)General27th November Winter Concert

Parental Questionnaire November 2012 Year Group_______________

Strongly Agree Agree Disagree Strongly Disagree

My child is happy at this school.

My child feels safe at this school.

My child makes good progress at this school.

My child is well looked after at this school.

My child is taught well at this school.

My child receives appropriate homework for their age.

This school makes sure its pupils are well behaved.

The school deals effectively with bullying.

The school is well led and managed.

The school responds well to any concerns I raise.

I receive valuable information from the school about my child’s progress.

Would you recommend this school to another parent?

Please turn over to the comments section.

Comments - please complete especially if you have expressed dissatisfaction with any of the categories overleaf. Please provide your name and email address so we can support in resolving these issues. Thank you.

Thank you for completing this parental survey. Please return your completed surveys either by emailing to [email protected] or you or your child can deliver to Mrs Sparrow at Student reception.