Hatcham Temple Grove School Prospectus 2014

HATCHAMT E M P L E G R O V E

THE HIGHEST STANDARDOF ACADEMIC EXCELLENCE

HABERDASHERS’ASKE’S FEDERATIONTHREE SCHOOLS ONE VISION

Welcome to the Haberdashers’ Aske’s Federation. Our three Academies provide an education for children aged 3 – 18 in South London. We have been educating young people in this part of

London since 1876 and throughout that time our approach has been epitomised by high standards and academic excellence, a tradition that continues today. Our values of aspiration and achievement, personal responsibility, self-discipline and mutual respect are evident in all our work and result in young people who develop and grow as independent, resourceful and resilient individuals.

Our commitment is that, working in partnership with you, we can ensure your child gets the best possible start in life. All children and young people who attend our schools have the opportunity to gain academic qualifications to equip them well for the next stage of their life, but we provide so much more than that. Our vision is that by the time young people leave us they will have experienced a whole range of opportunities that not only build their mind, but also build their character. As a result they are fully prepared to be successful in their adult lives as workers, as parents and as partners.

Adrian Percival – Chief Executive

CHIEF EXECUTIVE’S WELCOME

Hatcham College is a specialist music and ICT College, educating children from nursery to sixth form through the use of excellent, innovative, personalised learning and specialist teaching. Exceptional support is provided to enable all children to achieve their full potential. Haberdashers’ Aske’s tradition is an integral part of every child’s lifelong learning at Hatcham College. Our young people enjoy their time at the College and this is reflected in their behaviour and attitude towards their learning and to the community as a whole. Hatcham College is hugely popular with parents and children and brings stability and self-esteem to all involved.

Hatcham College provides a safe, rigorous and challenging learning environment for pupils of all abilities and backgrounds to develop as well-adjusted young adults. Our expectations are extremely high in terms of pupil achievement, behaviour and uniform and we insist that pupils behave respectfully toward others and their environment.

I believe that Hatcham has a great deal to offer your child and I hope that you agree. I look forward to meeting you and working with you over the coming years in ensuring the very best for your child.

Declan Jones – Principal

“THE PRinCiPAL, sCHOOL LEAdERs And THE GOVERninG bOdy dO A HiGHLy EffECTiVE jOb in MAinTAininG THE ExCELLEnT quALiTy Of TEACHinG And EnsuRinG sTudEnTs’ OuTsTAndinG PROGREss is susTAinEd.”

— OfsTEd 2014 —

PRinCiPAL’sWELCOME

“TEACHinG is OuTsTAndinG. LEssOns inVARiAbLy CAPTuRE sTudEnTs’ EnTHusiAsM fOR LEARninG And PROGREss is RAPid.”

— OfsTEd january 2014 —

sTATEMEnT Of VALuEs, AiMs & ETHOs

The Haberdashers’ Aske’s Federation is a Federation of three all-through schools each at the heart of its community that share a vision for the education of children and young people. Our vision is built from our values of aspiration and achievement, personal responsibility, self-discipline and mutual respect. We are forward-looking and value innovation, but always within the context of our long tradition of providing excellent education. Based upon these values, we aim to ensure all the children and young people who come to our schools:

• Are happy and safe at school and are able to learn successfully within a supportive environment.

• Are able to achieve their full potential personally, academically and socially.

• Develop and grow as independent, resourceful and resilient individuals.

• Are equipped with the skills, qualifications and love of learning they will need to be successful in the world they will join as adults.

We will achieve these aims by providing a safe environment where all children and young people can succeed and through:

• Provision of a curriculum that is stretching, relevant and provides each student with the opportunity to excel.

• High expectations of every member of our community.

• Excellent teaching, leading to the highest standards of academic excellence.

• The best standards of behaviour based upon our values of mutual respect, self-discipline and self-confidence.

• A respect for tradition that embraces innovation and challenge.

THE COLLEGE OFFERS ALL CHILDREN THE CHANCE TO ACHIEVE THEIR FULL POTENTIAL.

“THE bEsT PROGREss is EVidEnT in PuPiLs’ EARLy REAdinG skiLLs And THEiR AbiLiTy TO GRAsP An undERsTAndinG Of THE sOunds MAdE by LETTERs And WORds (PHOniCs).”

— OfsTEd 2014 —

“THE COLLEGE’s WORk TO kEEP sTudEnTs sAfE And sECuRE is OuTsTAndinG. sTudEnTs sAy THEy fEEL sAfE And WELL CAREd fOR.”

— OfsTEd 2014. —

We wish to ensure that everyone contributes towards making the Federation a pleasant place in which to teach and learn. This policy should be read in conjunction with the Code of Conduct section in the Primary Phase handbook.

1. Children are expected to behave in a considerate and courteous manner at all times, as members of the Federation and of the local community. They are expected to show respect to all members of staff, visitors to the Federation and to each other.

2. The Federation has an Equal Opportunities Policy and expects the highest standards in language and behaviour, and mutual respect between all members of the community. Verbal abuse of any kind, including bad language or shouting is unacceptable in the Federation.

3. Bullying in any form is unacceptable in the Federation. Bullying is the intent to hurt or dominate another person (by physical or verbal intimidation, and also by exclusion or threatening gestures). Allegations of bullying will always be taken seriously.

4. All children are expected to have respect for property and for the Federation environment. This includes care for furniture and books, and

respect for display work and notices. Food is only to be consumed in the dining room or other designated areas and litter must be disposed of properly in the bins provided.

5. Chewing gum is not allowed anywhere in the Federation.

6. Good social behaviour is encouraged by the children moving round the buildings quietly, keeping to the right in the corridors and on the stairs, and being thoughtful towards others by holding open doors, and standing aside to let people pass when waiting to enter a room.

7. Punctuality and regular attendance is expected from all children.

8. Correct uniform is to be worn at all times, including the journey to and from school, as we believe that the way children look affects their behaviour and their relationship with the local community.

COdE Of COnduCT ExPECTEd fROM PuPiLs

THE EARLY YEARS FOUNDATION STAGE

The Early Years Foundation Stage (EYFS) is the stage of education for children from birth to the end of the reception year. It is based on the recognition that children learn best through play and active learning.

The EYFS has four themes. These are:

1. A unique child2. Positive relationships3. Enabling environments4. Learning and development

Within the theme of learning and development there are seven areas. There are three prime areas and four specific areas. The prime areas develop quickly in response to relationships and experiences, and run through and support learning in all other areas. The prime areas are fundamental throughout the EYFS.

The three prime areas are:

• Personal,socialandemotionaldevelopment• Physicaldevelopment• CommunicationandLanguage

The specific areas include essential skills and knowledge. They grow out of the prime areas, and provide important contexts for learning.

The four specific areas are:

• Literacy• Mathematics• Understandingtheworld• ExpressiveArtsandDesign

OuRCuRRiCuLuMThroughout the school we follow the International Primary Curriculum, which includes bi-lingual teaching in German from year 1 to year 6. This will support their linguistic development for the future. Foundation subjects such as history and geography are taught through the cross curricular, thematic approach of the International Primary Curriculum (IPC). Every two terms classes cover a different unit, such as Rainforests, Space or Transport.

We use a two year overview that maps out the units that are taught. We have embedded our Literacy in the thematic units to give the children a richer understanding of the topic. Families are actively encouraged to support their children’s learning through working in school with their child’s class to share their own experiences and through home learning tasks. Educational visits are often closely linked to these themes and play an integral part to extending children’s experiences and learning opportunities.

The provision of the curriculum ensures that children experience a full range of learning opportunities including child initiated, teacher directed and group learning. Within the curriculum there are different ways in which children learn. These are known as the characteristics of effective teaching and learning.

These describe how children learn across a wide range of activities. They describe how children learn rather than what they learn. The three characteristics of effective teaching and learning are:

• Playingandexploring• Activelearning• Creativethinkingandlearning

Reading and writing are taught through guided reading and guided writing sessions alongside daily phonics and supported by a structured reading scheme (Oxford Reading Tree). Phonics is taught formally using the Letters and Sounds, Phonics Play and Jolly Phonics.

Children are assessed throughout their time in the foundation stage through observations, conversations and photographs. Parents, staff and the children themselves all contribute to the assessment process. In the nursery class the developmental phases are used for assessment purposes and the foundation stage profile in reception.

KEY STAGE 1 (KS1) – YEAR 1 AND 2

The children in KS1 follow the National Curriculum subjects as well as personal, social, health education with citizenship. The transition from reception to year 1 is dealt with sensitively, especially in the first term where year 1 children learn through play which continues to use the principals of the EYFS to develop the child’s learning and social development. Year 1 teachers use the foundation stage profiles to build an accurate picture of children’s learning and progress and then move on to the National Curriculum assessment levels. All learning and teaching in KS1 is based on the International Primary Curriculum with children exploring subject knowledge through an overarching topic.Mathematicsandliteracyaretaughtdailyandthere are two hours per week of science and PE. Children have a weekly guided reading session with their teacher.

Reading, writing, speaking and listening continues to be taught through the use of synthetic phonics and supported by a structured reading scheme (Oxford

Reading Tree). We teach structured and creative literacy lessons supported by the Primary Literacy Framework. All children are taught spelling during literacy. Guided writing is a precision intervention tool that is taught as part of an agreed approach through literacy in order to target specific teaching skills.

Children in years 1, 2, 3 and 4 also receive bi-lingual teaching three afternoons a week in German.

KEY STAGE 2 (KS2) – YEARS 3 – 6

In KS2 all children continue to be taught the National Curriculum subjects as well as personal, social, health education with citizenship. Some lessons in KS2 are taught by specialist teachers from the secondary phase.

Mathematicsandliteracyaretaughtdailyandthereare two hours per week of science and PE. In literacy, six key texts are taught throughout each year to ensure coverage of the full range of genre and skills. We teach structured and creative literacy lessons supported by the Primary Literacy Framework.

“sTudEnTs’ sPiRiTuAL, MORAL, sOCiAL And CuLTuRAL dEVELOPMEnT is OuTsTAndinG. THE PROMOTiOn Of RACiAL HARMOny WiTHin THE RiCHLy diVERsE COMMuniTy is ExEMPLARy. ”

— OfsTEd 2014 —

Hatcham Temple Grove as part of Haberdashers’ Aske’s Hatcham College is a specialist music and ICT school. A key part of this specialism is the access to specialist teaching and equipment in each of these subjects. All music lessons are taught by highly accomplished musicians and all children receive instrumental tuition during year 3, 4, 5 and 6. Children and parents are

expected to take an active part in music learning including practising their skills regularly at home. We are also at the forefront of educational thinking in both these subjects. This enables us to create and lead many exciting projects to further develop the children’s knowledge and skills.

HATCHAM COLLEGE, A SPECIALIST MUSIC COLLEGE, IS A HAPPY, VIBRANT LEARNING COMMUNITY,

WITH A POSITIVE APPROACH TO LEARNING WHICH IS ENCOURAGED BY OUR DEDICATED STAFF.

MusiC sPECiALisM

Parents and children in Early Years Foundation Stage, Key Stage 1 and 2 are expected to carry out a range of activities and tasks at home to extend and enrich the learning introduced within the school day. Homework is given out every Friday and children are expected to complete and return their homework by the following Wednesday, at the latest. All children are expected to read at home on a daily basis with an adult for 15 to 20 minutes and to also read independently. Children learning a musical instrument are expected to practice every day.

PAsTORAL CARE

All children are placed within a class group. The class teacher and learning support assistants work in partnership with parents to ensure all children grow and develop into well rounded people. Each child is placed into one of four houses: ProfessorMarcusduSautoy–Yellow,JamieOliver–Blue,MalorieBlackman–GreenandLordAlanSugar–Red.House competitions and challenges nurture an enjoyment of team spirit and understanding of the importance of good manners in everyday life.

bEHAViOuR ExPECTATiOns

Co-operative and positive behaviour is essential for children’s learning. At the College we use structured and consistent rewards and praise to encourage good behaviour throughout. Children are regularly praised for their ability to make good choices and behave appropriately. When children need reminding of our behaviour expectations, a carefully structured series of sanctions are used. If your child has misbehaved and they have been through the structured series of sanctions, he/she may receive a yellow or red card as their final sanction. Your child will be given the yellow/card to take home. The yellow and red card will have a reflective area, where the child and parents need to complete and return it back to school the following day. Parents are regularly informed of their children’s good behaviour (Hatcham Temple Grove stickers, stars, silver and gold certificates) and concerns are quickly highlighted.

HOME LEARninG

We offer a wide range of enrichment activities for children to enjoy throughout the year groups. Each term every class takes part in an educational visit to a place of interest linked to the curriculum theme. Visitors from industry or with special interests also visit the classes regularly to support and extend the children’s learning. After school there is a wide range of clubs and groups that the children can join such as sports, choir, dance and science. Specific extension groups are also offered to support children in raising their attainment.

A breakfast club operates before school (7.30 – 8.45 am) offering food and play to start the day, children can join on a termly basis.

“ CHiLdREn in THE nuRsERy And RECEPTiOn CLAssEs GET Off TO A GOOd sTART. PROGREss in yEARs 1 And 2 is GOOd. by THE End Of yEAR 6, PuPiLs HAVE MAdE OuTsTAndinG PROGREss And THEiR ATTAinMEnT in REAdinG, WRiTinG And MATHEMATiCs is AbOVE AVERAGE..”

— OfsTEd 2014 —

ExTEndinG THECuRRiCuLuMExPERiEnCE

ExTEndinG THECuRRiCuLuMExPERiEnCE

Hatcham College encourages everyone to make positive contributions to the local and wider community. With strong links to national and international organisations and charities, the College provides many opportunities for trips and visits, enabling children to be given a wide perspective on

the world around them. The College is firmly rooted in the local community, providing master classes for primary schools. The College is used by various community groups which include church and sports groups amongst others.

COMMuniTy

“THE RACiAL HARMOny EVidEnT THROuGHOuT THE COLLEGE, And THE undERsTAndinG And REsPECT sTudEnTs HAVE fOR THOsE WHO COME fROM OTHER bACkGROunds And CuLTuREs, ARE Of THE VERy HiGHEsT quALiTy.”

— OfsTEd 2014 —

HIGH EXPECTATION OF EVERY MEMBER OF OUR COMMUNITY.

HABERDASHER’SASKE’S FEDERATIONTHREE SCHOOLS ONE VISION

OuR sPOnsORs A REsPECT fOR TRAdiTiOn THAT EMbRACEs innOVATiOn And CHALLEnGE.

HATCHAMT E M P L E G R O V E

THE WORSHIPFUL COMPANY OF HABERDASHERS

The Haberdashers’ Company is one of the Great Twelve Livery Companies and has a long history closely connected to the development of the City of London. Arising from this, and in the 21st Century the Company plays a major role in the provision of support for education and is a vibrant participant in new educational initiatives. Alongside this, remains a continuing commitment to charitable work that continues to play an important part in the work of the Company. Education is of prime importance to The Haberdashers’ Company. The schools that it supports in the maintained and independent sectors are of the highest national standard academically and prepare pupils for a full life. The Haberdashers’ Company supports pupils, past and present, of the Company’s schools, other educational establishments and young people in education. The Company, as Trustee of the various educational charities that provide for the schools, is responsible for ensuring that the revenues are spent properly and that building projects are good value for money. The Company’s Education Committee maintains close links with the schools and is kept advised of broad educational issues and initiatives.

The Haberdashers’ Aske’s Federation is a multi-academy trust and all information on governance can be found on the Federation website: www.haaf.org.uk

TEMPLE GROVE SCHOOLS TRUST

As well as receiving sponsorship from the Worshipful Company of Haberdashers, the Federation receives sponsorship from the Temple Grove Schools Trust, specifically for the benefit of the younger students.

Temple Grove Schools Trust is a charity founded some 50 years ago and springs from one of the country’s oldest prep schools, Temple Grove – founded in 1810 and the subject of the books ‘Cradle of Empire’ and ‘Waterfield’s School’. The Trust’s contemporary aim is to inspire excellence in primary education, particularly in schools in disadvantaged areas, whilst sharing best practice between the state and private sectors.

1

2

3

HATCHAMT E M P L E G R O V E

HABERDASHERS’ ASKE’SHATCHAM COLLEGE1. Pepys Road, New Cross, London, SE14 5SF2. Jerningham Road, New Cross, London, SE14 5NY3. Hunsdon Road, New Cross, London, SE14 5RD

Telephone: 0207 652 9510Fax: 020 7652 9520www.haaf.org.uk

HABERDASHERS’ASKE’S FEDERATIONTHREE SCHOOLS ONE VISION