Campsmount prospectus 2013 2014

Campsmount  Prospectus2013/14

‘Campsmount  epitomizes  the  ul1mate  nurturing  school  –  it  has  systems  to  develop  every  child’s  poten1al  to  its  fullest  sense.’Comment  from  a  parent  included  in  our  most  recent  Ofsted  Inspec4on.  

WelcomeWe  are  delighted  to  welcome  you  to  our  caring  and  successful  school.  We  are  a  community  that  is  proud  of  our  achievements  and  we  are  commi1ed  to  delivering  and  celebra4ng  a  high  quality  educa4on  for  all  of  our  students.  

We  believe  that  strong  rela4onships  contribute  to  the  improvement  in  academic  standards  and  achievements.    We  have  established  strong  rela4onships  with  parents  and  carers  in  our  community  and  this  has  understandably  contributed  to  the  improvement  in  academic  standards  and  achievements  we  have  seen  over  recent  years.  We  work  in  partnership  to  achieve  these  goals  with  our  Academy  Trust  and  Governors  including  staff,  parents  and  members  of  the  local  community  

The  inten4on  of  this  brochure  is  to  give  you  an  outline  of  how  we  operate  as  a  school  and  of  our  shared  expecta4ons.  However,  for  more  detailed  informa4on  please  visit  our  website  www.campsmount.com  or  alterna4vely  book  an  appointment  to  visit  the  school.

We  look  forward  to  mee4ng  you

Andrew  Sprakes

Headteacher

VisionOur  vision  is  to  be  recognised  as  an  outstanding  school  that  demonstrates  excellence  in  the  academic  achievements  of  our  students  through:

•  very  high  standards  of  teaching  and  learning

•  con4nuing  to  provide  outstanding  care  guidance  and  support  for  our  young  people  and  the  wider  

•  working  in  partnership  with  parents  and  the  wider  community

•  using  new  technologies  to  help  young  people  learn  more  effec4vely

•  sharing  our  good  prac4ce  with  other  schools

•  a  dedicated  commitment  to  the  professional  development  of  all  our  staff

•  giving  our  young  people  a  range  of  opportuni4es  to  become  confident  and  responsible  global  ci4zens.

We  realise  this  vision  everyday  through:

•  high  standards  and  expecta4on  underpinned  by  outstanding  care,  guidance  and  support  for  every  learner

•  a  clear  and  determined    focus  on  teaching,  learning,  achievement  and  standards  that  can  be  measured  by  excellent  results  and  progress  in  tests  and  examina4ons

•  the  respect  that  is  shown  by  all  our  stakeholders  to  our  fantas4c  building  and  facili4es

•  our  commitment  to  working  in  partnership  with  other  schools  to  improve  our  own  and  others  prac4ce

•  realising  the  need  to  ensure  our  learners  are  well  prepared  for  the  adult  world  and  are  global  ci4zens

•  demonstra4ng  high  quality  and  effec4ve  leadership  at  all  levels  in  the  school

•  effec4ve  communica4on  that  means  we  can  have  an  open  dialogue  with  students,  parents,  staff  and  the  wider  community.  

We  are  commiKed  to  providing  a  high  quality  educa4on  for  students,  regardless  of  their  background  or  ability,  and  we  offer  an  outstanding  range  of  learning  experiences  that  will  inspire,  engage  and  mo4vate  all  learners,  leading  to  success  and  achievement.

Co-­‐opera;veAcademyCampsmount  is  a  co-­‐opera4ve  Academy  which  means  that  the  school  is  led  and  managed  by  Governors  and  is  supported  in  that  work  by  our  Academy  Trust.  The  governance  of  the  school,  therefore,  resides  with  key  stakeholders  including;  staff,  parents  and  the  wider  community.

Campsmount  is  commiKed  to  promo4ng  the  co-­‐opera4ve  values  of:

• self-­‐help  and  self-­‐responsibility

• democracy  and  equality

• equity  and  solidarity

• honesty  and  openness

• social  responsibility  and  caring  for  others

In  addi4on,  Campsmount  is  commiKed,  as  an  Academy,  to  working  with  other  schools  to  ensure  that  we  con4nue  to  improve  on  our  journey  to  becoming  an  outstanding  school.

Achievements  and  StandardsWe  are  proud  of  our  students'  examination  successes  and  celebrate  their  achievements  each  year  at  our  Presentation  Evening.  

Our  GCSE  results  have  improved  significantly  over  the  past  3  years  and  we  celebrated  record-­‐breaking  results  in  2013  at  both  GCSE  and  A  Level.  57%  of  our  students  achieved  5  A*-­‐C  including  English  and  Maths,  91%  of  students  achieved  5  A*-­‐C  grades  or  better,  and  we  had  a  100%  pass  rate  at  A  level.  

Among  our  former  students  are  members  of  all  the  major  professions  such  as;  doctors,  solicitors,  vets  and  pharmacists.    From  our  Sixth  Form  we  now  have  undergraduates  at  many  first  rate  universities,  including  Oxford:  individual  success  at  'A'  level  is  excellent.    We  have  also  succeeded  at  'A'  level  with  students  of  more  modest  talent  who  we  know  have  worked  very  hard,  in  the  secure  environment  of  our  Sixth  Form,  to  gain  success.

For  the  last  four  years  all  our  university  applicants  have  gone  to  their  first  or  second  chosen  university  or  on  to  a  gap  year.  All  of  our  students  who  made  an  application,  in  both  2012  and  2013,  gained  a  place  at  university;  an  outstanding  achievement.  The  improvement  in  our  GCSE  results  has  resulted  in  increased  numbers  of  students  in  the  Sixth  Form.    

We  are  also  proud  of  our  record  with  regard  to  Not  in  Education,  Employment  or  Training  (NEET)  figures.  In  2013  nearly  100%  achieved  a  positive  outcome.  This  is  significantly  above  National  Average.

Our  philosophy  of  aspirational  target  grades,  interventions,  mentoring  and  securing  the  support  of  parents  is  based  on  the  bedrock  of  excellent  teaching  and  learning  experiences.    We  are  determined  to  keep  up  the  pace  of  improvement.

2013 2012 2011 2010 20095+ A*-C L2 with Eng and Maths 57% 53% 36% 42% 43%5+ A*-C GCSE with Eng and Maths 57% 53%EBacc 15% 16% 8% 15%5+ A*-C L2 92% 94% 95% 94% 81%2 A*-C Science 67% 72% 75% 63% 50%

5+ A*-G L1 99% 99% 100% 98% 95%1+ A*-G L1 100% 99% 100% 100% 100%

Total A*/A Grades 175 159 139 112

Capped Point Score (equivalents) 344.6 340.4 340.8 572.7 493.5Capped Point Score (GCSE) 274.9 248.7 219.3

VA Measure TBC 992.3 1002.3 1018.3 1005.0Upper Limit TBC 1002.9 1013.0 1028.7 1016.8Lower Limit TBC 981.7 991.6 1008.0 993.2

Mathematics 65% 60% 53% 53% 48%English 67% 58% 39% 55% 59%

Expected ProgressMathematics 56% 52% 46% 44% 43%English 72% 58% 33% 54% 56%

1 A*-C in MFL 17% 23% 12% 18% 16%1 A*-G in MFL 39% 34% 27% 29% 40%

Statemented or SAP students 9.4% 10.5% 18.7% 22.5% 21.0%SA students 8.6% 15.4% 20.6% 11.3% 18.5%SEN students 18.1% 25.9% 39.3% 33.8% 39.5%

Absence 6.54 7.5% 8.7% 6.9% 7.7%Unauthorised 2.00 2.3% 2.8% 2.4% 4.9%

GCSE Outcomes 2009-2013

2013 2012 2011 2010 2009Students 22 31 33 27 23Average points per student 893.0 794.5 725.7 660.5 652.7Average points per examination 208.5 199.8 190.2 185.0 172.0

VA Measure 970.7 969.4Upper Limit 996.7 995.5Lower limit 944.8 943.4

A  level  and  other  advanced  qualifica;ons  for  students  at  the  end  of  Key  Stage  5  study  (2013)Number  of  students  at  the  end  of  Key  Stage  5  study   22A  level  Cohort  and  Results  Number  of  A  level  students  at  the  end  of  Key  Stage  5  study   14Number  of  A  level  full-­‐4me  equivalent  students  at  the  end  of  Key  Stage  5  study   11.9%  A  level  students  achieving  A  levels  at  AAB  or  higher  in  at  least  3  facilita4ng  subjects  

21%

%  A  level  students  achieving  A  levels  at  grades  AAB  or  higher  in  at  least  2  facilita4ng  subjects  

21%

%  of  A  level  students  achieving  at  least  3  A  levels  at  A*-­‐E   79%%  of  A  level  students  achieving  at  least  2  A  levels  at  A*-­‐E   93%%  of  A  level  students  achieving  at  least  1  A  level  at  A*-­‐E   100%Average  point  score  per  A  level  student  (full-­‐4me  equivalent)   893.0Average  point  score  per  A  level  entry   208.5Academic  Cohort  and  Results  Number  of  academic  students  at  the  end  of  Key  Stage  5  study   14Number  of  academic  full-­‐4me  equivalent  students  at  the  end  of  Key  Stage  5  study   12.2%  of  academic  students  achieving  qualifica4ons  equivalent  to  at  least  3  A  levels  at  A*-­‐E  

79%

%  of  academic  students  achieving  qualifica4ons  equivalent  to  at  least  2  A  levels  at  A*-­‐E      

93%

%  of  academic  students  achieving  qualifica4ons  equivalent  to  at  least  1  A  levels  at  A*-­‐E      

100%

Average  point  score  per  academic  student  (full-­‐4me  equivalent)   887.8Average  point  score  per  academic  entry   208.0Voca;onal  Cohort  and  Results  Number  of  voca4onal  students  at  the  end  of  Key  Stage  5  study   13Number  of  voca4onal  full-­‐4me  equivalent  students  at  the  end  of  Key  Stage  5  study   9.8%  of  voca4onal  students  achieving  at  least  3  substan4al  voca4onal  qualifica4ons   62%%  of  voca4onal  students  achieving  at  least  2  substan4al  voca4onal  qualifica4ons   62%%  of  voca4onal  students  achieving  at  least  1  substan4al  voca4onal  qualifica4on   100%Average  point  score  per  voca4onal  student  (full-­‐4me  equivalent)   615.2Average  point  score  per  voca4onal  entry   198.4

AS/A2 Outcomes 2009-2013

The  Curriculum

Our  curriculum  is  designed  to  meet  the  needs  of  all  our  learners.  We  aim  to  provide  learning  experiences  that  are  challenging,  exci4ng  and  fun  so  that  students  develop  a  life–long  love  of  learning.  We  aim  to  do  this  so  that  our  young  people  become:

Successful  learners  who  have  high  expecta4ons,  achieve,  make  good  progress  and  enjoy  their  learning

Independent  learners  who  are  able  to  work  with  sustained  concentra4on  and  with  purpose

Resilient  learners  who  are  able  to  learn  from  their  mistakes  and  not  give  up  

Responsible  learners  who  develop  into  responsible  ci4zens  and  see  the  point  of  view  of  others

Resourceful  learners  who  are  able  to  find  out,  research  and  resolve  problems

Crea4ve  learners  who  are  able  to  think  imagina4vely  and  innova4vely

Key  Stage  3

Students  at  Key  Stage  3  follow  a  broad  and  balanced  curriculum  in  prepara4on  for  their  GCSEs  and  A  levels.  In  a  typical  day  there  are  6  lessons  that  last  for  50  minutes  each.

In  Year  7,  students  are  taught  in  two  broadly  mixed  ability  bands.  This  allows  students  to  seKle  into  their  new  school.  However,  sehng  does  occur  in  Maths  and  English.  

From  Year  8  onwards  students  are  taught  in  sets.  They  are  grouped  by  ability  in  both  individual  subjects  and  groups  of  subjects.  During  Year  9,  students  make  informed  decisions  about  their  op4ons  for  Key  Stage  4.  Part  way  through  Year  9,  parents  and  students  are  invited  to  an  Op4ons  Informa4on  Evening  where  they  can  discuss  proposed  choices  with  members  of  staff.  

Key  Stage  4

By  the  time  students  reach  Key  Stage  4,  they  will  have  followed  courses  in  English,  Maths,  Science  (Physics,  Chemistry,  Biology),  Design  Technology,  ICT,  French,  German,  History,  Geography,  Ethics,  Philosophy  &  Spirituality,  Physical  Education,  Art,  Music  and  Drama.    Computers  are  used  throughout  the  curriculum  and  students,  therefore,  have  the  chance  to  use  IT  as  part  of  their  everyday  learning.

In  Key  Stage  4,  all  students  follow  courses  in  English,  Maths,  Science,  Technology  (which  includes  options)  and  PE.    In  English  most  students  also  have  the  opportunity  to  gain  a  qualification  in  English  Literature.    The  range  of  Science  courses  includes  Separate  Sciences,  Double  Award  Science  and  BTEC  Science.

In  addition  to  the  above,  students  can  choose  subjects  from  a  range  of  options  including  German,  Art,  PE,  History,  French,  Geography,  Business,  French,  German,  Drama,  RE,  Music,  IT,  Leisure  &  Tourism  and  Health  &  Social  Care.    All  options  are  open  to  all  students  and  advice  and  guidance  will  be  given  on  an  individual  basis.

Subjects  such  as  Citizenship,  Personal,  Social  &  Health  Education,  Careers  Education  and  Enterprise  Education  continue  throughout  so  that  student’s  learning  is  kept  in  a  context  which  relates  both  to  the  world  of  work  and  broader  spiritual,  moral,  social  and  cultural  values.

At  the  end  of  Year  10,  all  students  undertake  two  weeks  work  experience.    Campsmount  operates  a  special  personalised  study  programme  for  some  Year  11  students  that  incorporates  working  with  Doncaster  College  or  with  Training  Providers  to  develop  vocational  skills  for  a  wide  variety  of  occupations.

Key  Stage  5

In  the  Sixth  Form  the  vast  majority  of  students  follow  AS  and  A2  courses  (the  national  replacements  for  A  levels)  where  all  mainstream  subjects  are  offered.    Our  students  also  have  the  option  of  selecting  to  study  from  a  range  of  BTEC  courses.    We  work  with  another  school  in  the  North  of  Doncaster  to  promote  a  wide  range  of  post-­‐16  opportunities.    A  full  prospectus  for  the  Sixth  Form  is  available  on  request  or  can  be  downloaded  from  our  website.

Alternative  Curriculum  (AC)  and  Immersion  DaysCampsmount  delivers  Personal,  Social  and  Health  Education  (PSHE),  Citizenship  and  Enterprise  through  twelve  Alternative  Curriculum  Days.    These  days  are  topic-­‐based  and  have  brought  national  and  international  renown  for  innovation  in  education  to  Campsmount

Careers  Education  forms  part  of  our  PSHE  curriculum  so  students,  from  Year  7  to  Year  13,  can  start  to  put  their  learning   at   school   into   the   context   of   their   own  personal  ambitions  and  future  career  aspirations.

In  addition  to  AC  Days  we  offer  students  from  Year  7  to  Year   13,   8   Immersion  Days   throughout   the  year.   On  Immersion  Days,  students  work  with  a  curriculum  area  all  day   on  specific   project   or   theme.   These   days   are  extremely   exciting   and   allow   students   to   immerse  themselves  in  a  specific  area  of  study.

“The  school  provides  an  outstanding  level  of  care  for  students.  This  is  because  staff  know  the  students  well.”    OFSTED  2010

Our  Outstanding  Care,  Guidance  and  SupportWe  have  a  very  positive  ethos  at  Campsmount.    Our  core  aim  as  an  academy  is  to  help  develop  young  people  who  work  hard  and  do  their  best,  who  develop  their  own  high  moral  values,  who  recognise  their  own  abilities  and  who  leave  school  with  qualifications  that  really  do  match  their  potential  and  ensure  that  they  will  have  the  necessary  skills  to  continue  learning  and  be  successful  in  the  adult  world.

However,  none  of  this  is  achieved  easily.    Students  are  subjected  to  all  sorts  of  influences  in  their  lives  outside  school,  not  all  of  them  for  the  good.    Therefore,  we  strive  for  a  well-­‐disciplined  atmosphere  where  students  know  the  rules,  where  students  realise  that  hard  work  and  good  behaviour  are  always  expected  and  rewarded.

Students  should  be  able  to  trust  their  teachers  and  expect  praise  when  they  have  tried  hard.  Equally  they  can  expect  sanctions  when  they  do  not  work  hard,  misbehave  or  show  disrespect  for  others.

This  disciplined  but  caring  ethos  is  constantly  reinforced  by  staff,  and  we  look  to  parents  to  give  us  every  support  in  ensuring  high  standards  of  behaviour  and  learning.    Indeed,  OFSTED  judged  that  the  effective  partnership  between  parents  and  the  school  has  been  crucial  in  helping  to  improve  our  

examination  performance  and  identified  that  behaviour  was  ‘very  good’  throughout  the  school.  

Our  formal  school  rules  focus  on  the  positive,  encouraging  students  to  show  courtesy  and  consideration  for  others,  by  being  friendly,  polite  and  well-­‐mannered.    They  also  reinforce  our  view  that  students  can  only  make  the  best  of  their  talents  through  sustained  hard  work.    Finally,  our  rules  pay  due  regard  to  the  safety  of  students  and  the  care  of  our  school  environment.

“The  school  provides  a  posi4ve  place  for  students  to  learn:  they  say  they  feel  valued  as  individuals,  listened  to  and  looked  aoer.  There  are  excellent  transi4on  arrangements  for  students  when  they  enter  the  school  and  the  support  for  students  with  special  educa4onal  needs  and/or  disabili4es  and  for  those  facing  specific  challenges  is  highly  effec4ve.”  

OFSTED,  December  2010  

Extra-­‐curricular  activitiesThere  are  many  wide-­‐ranging  and  thriving  extra-­‐curricular  activities  for  students  to  take  part  in  outside  normal  lessons.

There  is  considerable  sporting  talent  at  Campsmount  and  students  represent  the  school  in  hockey,  netball,  cricket,  rounders,  athletics,  tennis,  badminton,  rugby  and  football.    The  sports  staff  encourage  talent  wherever  they  can  and  this  links  into  popular  GCSE  and  'A'  level  PE  courses.  Our  Community  Sports  Hall  is  open,  in  use  and  is  having  a  very  positive  impact  on  the  range  of  activities  available  to  students.  The  Performance  Department  provides  ample  opportunity  for  students  to  explore  their  artistic  talents.  Tuition  is  provided  for  our  students  to  develop  brass,  strings,  guitar,  percussion  and  keyboard  skills.  Learning  is  supported  by  visiting  peripatetic  teachers,  our  own  teaching  staff,  older  students  and  parents.  

The  Drama  Club  not  only  encourages  students  to  develop  their  interest  in  our  purpose-­‐designed  drama  studio,  but  also  arranges  regular  theatre  trips  to  professional  productions  including  Shakespeare,  contemporary  plays  and  pantomime.    Art/Textiles  facilities  are  also  available  for  students  to  spend  extra  time  developing  their  skills  and  this  includes  the  use  of  up-­‐to-­‐date  IT  resources.

A  very  successful  IT  Club  is  run  at  lunchtimes  and  after  school.    It  is  staffed  by  the  school’s  IT  Support  Officer  

and  is  open  to  all  students.    IT  is  also  a  feature  of  the  Technology  Club  where  students  can  seek  help  and  advice  about  using  IT  to  improve  their  work.    In  both  the  lunchtime  and  after-­‐school  sessions,  students  have  made  personal  panic  alarms,  model  touch  keyboards  and  bell  ringing  towers.

We  also  have  a  thriving  STEM  Club  for  students  from  Year  7  through  to  Year  11.  Most  recently  we  launched  an  air  balloon  into  space!

The  Campsmount  Duke  of  Edinburgh  Group  meets  once  a  week  in  the  Sixth  Form  Centre  and  successfully  prepares  students  for  the  bronze,  silver  and  gold  awards.    Students  can  join  the  scheme  during  Year  9  -­‐  the  activities  covered  are  wide-­‐ranging  and  suited  to  their  particular  interests.  Similarly,  regular  trips  take  place  to  France  (Paris),  USA  (New  York)  and  Spain  (Barcelona  and  Madrid).    Students  have  opportunities  to  visit  Germany  through  exchange  visits  with  our  partner  school  in  Herten  There  are  many  outdoor  activity  trips  too  ranging  from  sailing  trips  to  outdoor  pursuits.    During  the  school  year  2010/11,  students  participated  in  approx.  90  trips  and  activities.

Our  end  of  year  ‘Activities  Days  Programme’  provide  the  chance  for  all  students  to  explore  a  new  interest  with  staff.    Last  year  events  included:  visiting  France,  Germany,  Italy,  Flamingo  Land  and  Alton  Towers,  football  coaching,  golf,  conservation,  tennis,  fishing  and  many  others.  

At  Campsmount,  the  Student  Council  plays  an  integral  part  in  the  development  of  the  school  Students  are  given  a  voice  and  a  forum  for  action,  which  also  provides  an  excellent  training  ground  in  ‘responsibility’  for  them  as  future  citizens.

The  Student  Council  system  operates  at  3  levels  with  all  students  being  given  an  opportunity  to  participate  in  Class  Council,  Year  Council  or  Student  Council.    Students  actively  contribute  to  initiatives  in  school  and  the  wider  ommunity  with  great  success.

Students  have  been  involved  in  and  led  developments  in  the  following  areas:

• The  design  of  the  ‘new  Campsmount’• Teaching  and  Learning  developments• Training  staff  on  ‘what  makes  an  enjoyable  lesson’• Recruitment  of  staff  including  Head  and  Deputy  Headteachers  ,  Assistant  Heads  and  other  staff• Evaluation  of  the  Alternative  Curriculum  Day  system• ‘Shakers’  a  community/school  venture  to  provide  a  meeting  place  for  youngsters• Plus  many,  many  more!

Student  voice

Spiritual,  Moral,  Social  and  Cultural  DevelopmentThe  teaching  of  Ethics,  Philosophy  &  Spirituality  in  schools  is  now  guided  by  Doncaster's  Local  Committee  on  RE,  which  provides  a  syllabus  which  not  only  includes  Christianity,  the  religion  on  which  much  of  our  culture  and  history  is  based,  but  also  covers  the  other  major  world  religions,  Islam,  Hinduism  and  Judaism,  which  increasingly  play  an  important  role  in  the  UK.    The  aim  is  to  provide  knowledge,  understanding  and  tolerance  as  well  as  providing  a  basis  for  any  spiritual  belief  students  may  wish  to  develop.

Our  regular  school  assemblies  are  based  around  broad  moral  issues  that  usually  have  a    broadly  Christian  ethic.  Assemblies  for  the  Lower  and  Upper  School  are  held  on  a  weekly  basis.  

Parents  have  the  right  to  withdraw  their  son  or  daughter  from  Religious  Education  and/or  Religious  assemblies.    This  can  be  done  by  letter  to  or  personal  contact  with  the  Headteacher.

We are Campsmount

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