Thistley Hough Pupil Directory
2012 – 13
School Information
Thistley Hough is a mixed comprehensive school for pupils aged 11 – 16 years.
School Address and Postcode: Thistley Hough High School
Newcastle Lane
Penkhull
Stoke-on-Trent
ST4 5JJ
Telephone Number:
01782 418500
Fax Number:
01782 418501
Email:
thhs@sgfl.org.uk
Website:
www.thistleyhough.stoke.sch.uk
School DFES Number:
861 4175
Centre Number:
30585
Number on Roll:
820
Acting Headteacher:
Mrs Holly Hartley
Acting Deputy Headteacher:
Mrs Claire Thomas
Assistant Headteachers:
Mr Ian Watts
Ms Angie Beevor
Miss Rachel Thorley
Page 2
Table of Contents
Welcome ................................................................................................................................ 5
Our Vision and Values ........................................................................................................... 7
Term and Holiday Dates 2012 – 2013 ................................................................................... 8
INSET Days 2012 - 2013 ................................................................................................... 8
The School Day ..................................................................................................................... 9
Assemblies ............................................................................................................................ 9
Senior Leadership Team Responsibilities 2012 - 13............................................................ 10
School Improvement Plan 2012 – 13: A Summary .............................................................. 10
Staffing Changes ................................................................................................................. 12
Teaching Staff 2012 - 13...................................................................................................... 13
Support Staff 2012 - 13 ........................................................................................................ 14
Form Tutors 2012 - 13 ......................................................................................................... 17
Thistley Hough Code of Conduct ......................................................................................... 18
School Rules .................................................................................................................... 18
Detention .......................................................................................................................... 19
Confiscation of Pupils Property ........................................................................................ 20
Mobile Phones, MP3 Players ........................................................................................... 20
Punctuality and Attendance.............................................................................................. 20
Praise and Rewards ............................................................................................................ 21
End of Term Celebrations and Assemblies ...................................................................... 21
Awards Evenings ............................................................................................................. 21
Uniform Expectations ........................................................................................................... 22
Years 7 & 8 ...................................................................................................................... 22
Years 9, 10 & 11 .............................................................................................................. 22
Hairstyles ......................................................................................................................... 23
Jewellery .......................................................................................................................... 23
Lost Property .................................................................................................................... 23
Basic Equipment Requirements ........................................................................................... 24
Pupil Planner .................................................................................................................... 24
Lockers............................................................................................................................. 24
Curriculum ........................................................................................................................... 25
Key Stage 3 Curriculum ................................................................................................... 25
Key Stage 4 Curriculum ................................................................................................... 26
List of Qualifications Offered ................................................................................................ 27
Homework............................................................................................................................ 27
Assessment Policy ............................................................................................................... 28
Page 3
Outline and Rationale ....................................................................................................... 28
Target setting ................................................................................................................... 29
How we set targets ....................................................................................................... 29
Challenge Targets ........................................................................................................ 30
Assessment Schedule ...................................................................................................... 30
Data collected at each Assessment Point ........................................................................ 31
Raising Attainment Plan ................................................................................................... 31
Pupil Assessment, Tracking and Progress Schedule .......................................................... 32
Breaks and Lunchtimes ....................................................................................................... 33
Finding Your Way Round ..................................................................................................... 33
Fire Procedures ................................................................................................................... 33
Site Plan .............................................................................................................................. 34
Attendance and Absence Procedures ................................................................................. 35
How and When to Contact the School ................................................................................. 36
Community Opinions............................................................................................................ 37
Medication and Drugs .......................................................................................................... 38
Page 4
Welcome
elcome to Thistley Hough – a community school in the heart of Penkhull, Stokeon-Trent. Our school prides itself on its warm and welcoming ethos in which
every pupil is valued as an individual. This is an important part of our identity and
this ideology will always remain at the heart of our work. As a school we believe
passionately in supporting all pupils to achieve their absolute best.
W
Our school was first opened in 1938 and over the last 74 years scores of local children have
been successfully educated at Thistley Hough. We are proud of our history and we remain
dedicated to the same vision - to provide the best possible education for local children of all
backgrounds, abilities and beliefs. Over 35 languages are spoken at Thistley Hough and
we value and respect all faiths and cultures. We believe in celebrating success and we
want our pupils to be recognised for the amazing things that they achieve.
I have very high expectations of our school and I am clear that all pupils must be aware of
exactly what is expected of them. In order to be an outstanding school it is my belief that
there are several key things that we must ensure are in place every single day:

quality teaching, academic support and enrichment that delivers excellent results and
engages pupils

the highest expectations of behaviour, uniform and pupil conduct in order to create a
calm and productive working environment

outstanding and fully inclusive pastoral care and academic guidance

provision tailored to the personal needs of all pupils as individuals so that they may
all achieve personal excellence
You can be assured that we are relentlessly focussed on achieving these goals. This year
will see a significant focus placed on our school uniform. It is my belief that ensuring that
pupils dress smartly sets a very positive tone. After all, we want our pupils to be ready and
prepared for the world of work where dressing appropriately and learning to accept rules is
vital.
Thistley Hough is at the start of a new chapter in many ways and our mantra for the year
2012-2013 is ‘Time for Change’. Most crucially we find ourselves in a challenging position
as a result of OfSTED’s decision to place the school in Special Measures in April 2012.
This decision was made in partnership between the Inspection Team and the school as
OfSTED agreed with our own self-evaluation – that the school needs to do a better job in
securing higher results for all of our pupils. Whilst many people will view this grading in a
negative way, I would ask you to consider this further. Put simply, Thistley Hough will not
be allowed to underachieve any longer. Since the inspection there have been a number of
significant changes at our school and the teachers and support staff continue to work
incredibly hard and with great determination.
We take our Special Measures grading
incredibly seriously and we will not be deterred from securing rapid improvement.
Furthermore, our new partnership with St Joseph’s College allows us to share expertise and
work alongside an outstanding education provider to create a truly inspirational learning
environment at Thistley Hough that is innovative, inclusive and challenging.
Page 5
In April 2013 we will finally move into our new building with state of the art facilities. Our
new accommodation will offer cutting edge science laboratories, ICT suites, a media
theatre, a modern library, a substantial school hall with tiered seating, drama and activity
studios, innovative art and design rooms, a multipurpose sports centre and new classrooms
for every subject supported by the latest technology.
Additionally, our planned conversion to an academy with our proposed sponsor, the
Creative Education Academies Trust (CEAT), in January 2013 brings with it yet more
exciting challenges and opportunities. First established in 2011, CEAT is a charity and
social enterprise set up with support from leaders in the creative industries, innovationbased businesses and education. Their mission is to improve standards of education and
skills for children and young people, equipping them to be successful adults in the
competitive, globalised world of the future. The creative, problem-solving, innovation and
making skills used in design, engineering, high-tech manufacturing and architecture are at
the heart of CEAT’s approach to learning because they are at the heart of the UK economy
of the future.
Visitors frequently speak of the caring and inclusive ethos of Thistley Hough and there is a
real ‘buzz’ about our new way of working. We believe passionately in working closely with
our school community. We want to work in partnership with all stakeholders to ensure
success for our current pupils whilst continuing to strive for an outstanding school in the
future. Our biggest challenge is to get out of Special Measures and we will achieve this
more effectively through partnership working. I am committed to ensuring that all efforts
employed now are sustainable and that this is the start of the journey to becoming an
outstanding school. I would also ask you to support the school by ensuring that your
son/daughter adheres to our Code of Conduct.
On behalf of all the staff at Thistley Hough, I look forward to working with you in the
academic year 2012/13.
Best Wishes
Mrs Holly Hartley
Acting Headteacher
Page 6
Our Vision and Values
Our vision is to create a healthy community school where we
aim high and celebrate success
Quite simply our aim is to provide our pupils with the best possible education in a safe,
harmonious and inspiring learning environment. Our school prides itself on its rich and
inclusive pastoral care where every pupil is valued as an individual. At Thistley Hough we
want our pupils to be lifelong learners who are well-rounded, ambitious and compassionate
members of our society.
As we embark on a new chapter for our school we strive for excellence in all that we do.
There are four key values that underpin all of our work:
Healthy: Our school is a caring school.
We support our pupils to lead healthy lives in
which due attention is paid to their physical, emotional, spiritual and moral health. Our
broad and balanced curriculum promotes this ideal by matching individual needs so that our
pupils are able to pursue their chosen path.
Community:
Our school is built on relationships in which all people listen to each
other. We value all members of our school community as individuals and model tolerance
and respect. We are united in our common purpose to create a truly outstanding learning
community in which everyone is supported and challenged to achieve their best and
beyond. We want our pupils to be proud and well-disciplined, positively contributing to the
local community at every opportunity.
Aim High:
Our school is ambitious. We want our pupils to achieve excellence. We
believe in developing staff in order to ensure that our pupils benefit from highly skilled
professionals with high expectations. We believe in delivering lessons that are inspiring and
challenging and we are forever searching for ways to improve. We believe in a school that
is well led and well managed, demonstrating value for money.
Our school has an
ambitious Improvement Plan that will enable us to achieve our goals.
Celebrate Success:
Our school believes in recognising excellence, hard work and
commitment. We celebrate diversity and recognise that success can mean different things
to different people. We are a team and work together in harmony to challenge and support
one another.
This year sees the reintroduction of the school motto which was created when the school
first opened in 1938:
My open eyes desire the truth
At Thistley Hough our thirst for knowledge and awareness is never-ending as we continually
seek ways to make our school, our lives and our world a better place.
Page 7
Term and Holiday Dates 2012 – 2013
Autumn Term
2012
Schools open
Half term
Schools close
Spring Term
2013
Schools open
Half term
Schools close
Summer Term
2013
Schools open
May Day
Half term
Schools close
Pupils' Year
Teachers' Year
Wednesday 5 September
Monday 29 October to Friday 2
November
Friday 21 December
Monday 3 September
Monday 29 October to Friday 2
November
Friday 21 December
Wednesday 9 January
Monday 18 to Friday 22 February
Thursday 28 March
Monday 7 January
Monday 18 to Friday 22 February
Thursday 28 March
Thursday 11 April
Monday 6 May
Monday 27 to Friday 31 May
Friday 19 July
Thursday 11 April
Monday 6 May
Monday 27 to Friday 31 May
Friday 19 July
INSET Days 2012 - 2013
Monday 3rd September 2012
Tuesday 4th September 2012
Friday 26th October 2012
Monday 7th January 2013
Tuesday 8th January 2013
Monday 3rd June 2013
Please note:
 It is likely that pupils will have a slightly extended Easter holiday when we move into
our new building in April 2013. These dates have yet to be finally confirmed but they
will be passed on to Parents and Carers at the earliest opportunity.
 Please also refer to the School Calendar for key events in the academic year.
 The Assessment Schedule highlights key dates for academic guidance. (page 32)
 Pupils move up to their new academic year after the May Half Term Holiday. As a
result, and to tie in with our Assessment Schedule, we number each Half Term
accordingly:
 Half Term 1 starts Monday 11th of June 2013
 Half Term 2 starts Monday 3rd of September 2012
 Half Term 3 starts Monday 5th of November 2012
 Half Term 4 starts Monday 7th of January 2013
 Half Term 5 starts Monday 25th of February 2013
 Half Term 6 starts Thursday 11th of April 2013
Pupils will move up to their new academic year following the May Half Term Holiday
on Monday 3rd June 2013 when Half Term 1 of the academic year 2013/14 will
commence.
Page 8
The School Day
Period
Form/Assembly
Time
8.45 – 9.05
Period 1
9.05 – 10.05
Period 2
10.05 – 11.05
Break
Period 3
11.05 – 11.20
11.20 – 12.20
Period 4E (Y7, 8 & 9)
1st Lunch (Y10 & Y11)
12.20 – 1.20
Lunch 12.20 – 12.50
Period 4L (Y10 & Y11)
2nd Lunch (Y7,8 & Y9)
12.50 – 1.50
Lunch 1.20 – 1.50
Period 5
1.50 – 2.50
Session 6
3.00 – 4.00
Assemblies
Senior
Leadership
Team
(Hall)
Head of
Year
(Gym)
Mon
Tue
Wed
Thurs
Fri
Year 10
Year 7
Year 8
Year 9
Year 11
Year 9
Year 11
Year 10
Year 7
Year 8
Page 9
Senior Leadership Team Responsibilities 2012 - 13
Acting Heateacher
Mrs Holly Hartley
Line Manager: Senior Leadership Team
Acting Deputy Headteacher
Mrs Claire Thomas
Curriculum, Timetable, Organisation &
Extended Learning
Line Manager: Year 10, Maths, KS4 Inclusion
Centre, Health & Social Care, ASDAN
Assistant Headteacher
Assistant Headteacher
Assistant Headteacher
Miss Rachael Thorley
Ms Angie Beevor
Mr Ian Watts
Pastoral, Inclusion, Pupil
Well Being & Narrowing the
Gap
Teaching & Learning, Staff
Development & INSET
Data, Tracking, Pupil
Progress & Intervention
Planning
Line Manager: Year 7,
English, Inclusion Team,
LILAC, Attendance, Gifted &
Talented
Line Manager: Year 9,
Humanities, Literacy
Line Manager: Year 11,
Science, PE, Design
Curriculum, CIAG &
Preparation for Life, Media
Technician
Supporting Members of the Leadership Team:
Acting Business Manager: Miss Julie Evans
Facilities Manager: Mr Roger Holdcroft (Line Manger: Year 8, MFL, Music, Dance & Drama)
SENCO & Whole School Literacy Co-ordinator: Mrs Heather Hodges
Page 10
School Improvement Plan 2012 – 13: A Summary
The School Improvement Plan is written as a direct response to the OfSTED inspection of
April 2012 when the school was placed into Special Measures. Thus, the improvement
strategy encapsulated in SIP12-13 is central to driving through positive change at our
school. There are four key areas for improvement:
1. Raise achievement so that students make good progress by ensuring:
1.1. targets are appropriate and suitably challenging for all students including an
expectation that more able students will attain above a grade C at GCSE
1.2. all students, at whatever level, who are in danger of underachieving are identified
and given additional support or challenge
1.3. work consistently challenges students so that they make good progress in lessons
and over time
1.4. the good pastoral support which students receive is developed further so that all
staff consistently support the academic progress of students.
2. Raise standards of literacy by ensuring:
2.1. all staff have a good understanding of how to improve student’s reading, writing and
communication skills by rigorously embedding the whole-school approach to
literacy
2.2. students have frequent opportunities to discuss their work in lessons, including
using speech as a precursor to writing
2.3. staff have similar high standards of supporting and extending written work across all
subjects
2.4. staff support students’ reading by consistently ensuring they understand all words
when they are reading aloud or in class.
3. Improve further the quality of teaching and learning so that a high proportion is
consistently good or better by ensuring:
3.1. work consistently stretches, motivates and enthuses students so that they remain
fully engaged and enjoy lessons
3.2. students start their learning quickly in lessons without listening to overlong
introductions and this pace of learning is maintained throughout the whole lesson
3.3. staff are encouraged and supported to use a variety of teaching techniques and
activities, including group, independent and practical work
3.4. assessment, including marking, is used consistently to inform planning, show
students how well they are achieving and what they can do to improve.
4. Improve the effectiveness of leaders at all levels and the governing body by ensuring:
4.1. clear expectations are set, understood and applied to all leaders so they are able to
rigorously evaluate the quality of teaching and learning to identify areas for
improvement
4.2. initiatives to improve the quality of teaching are introduced, monitored, improved
and evaluated over a significant period of time before introducing further initiatives
4.3. all success criteria within improvement plans are challenging and based upon the
impact of actions to drive through whole-school improvements
4.4. members of the governing body receive appropriate training so that they are better
able to challenge the school from a well-informed position.
Page 11
Staffing Changes
A number of staff members left us in the summer and we wish them well in their new roles.
These staff were:
Mrs Barbara Bourne - English
Mr James Mason - Humanities
Miss Heather Frith – MFL (French)
Miss Rebecca Barnes – MFL (French)
Mrs Tina Highfield - Maths
Miss Jenny Taylor - Maths
Mrs Elizabeth Clewlow – Art/Assistant Headteacher
Miss Katie Grimley – Art
The Academy for Performing Arts
As a result we are delighted to welcome several new members of staff to our team:
Miss Lisa Adamiec – Music & Drama
Ms Claire Browne – Humanities
Mr Chris Dicken – English
Mr Chris Dillon – Maths
Mr Mark Hargreaves – Maths
Ms Liudmyla Svizinska - Maths
Miss Rebecca Jones – English
Mr Jonathon Owen – MFL (French)
Miss Katie Pointon – English
Miss Maddie Rees – Maths
Mr Greg Allen – Learning Resource Centre (Library) Supervisor
We will also be working closely with our colleagues from St Joseph’s College and the
following members of staff will become familiar faces at Thistley Hough over the forthcoming
academic year:
Ms Roisin Maguire – Headteacher St Joseph’s College
Mrs Eve Mellor – Assistant Headteacher
Mr Mike Robinson – Assistant Headteacher
Mrs Val Broomhall – Head of Maths
Page 12
Teaching Staff 2012 - 13
(Including Instructors and Higher Level Teaching Assistants)
Miss Lisa Adamiec
Staff
Initials
LA
Miss Jane Allman
JJ
Modern Foreign Languages
Head of MFL
Mrs Rachel Anderson- Palmer
AN
Health & Social Care
Health & Social Lead Instructor
Mr Mike Bate
AT
Humanities – History
Ms Angie Beevor
BV
English
Gifted & Talented Co-ordinator
Assistant Headteacher – Teaching &
Learning
Mr Simon Bennett
SB
Humanities – Geography
Mrs Emma Boustead
EB
Humanities – History
Head of Humanities Faculty
Mr Ian Brailsford
IB
PE
Head of Year 7
Mrs Val Broomhall
VB
Maths (PT)
Acting Head of Maths
Mrs Claire Browne
BR
Humanities – RE
Mr Chris Budrys
CB
PE
Miss Hayley Butchard
HB
Science
Mr Kelvin Cliffe
CL
Science
Mr Chris Dicken
CD
English
Mr Chris Dillon
DI
Maths
Mrs Debra Evans
DJE
Inclusion Centre
Mr Robert Gradwell
RG
Science
Mr Robert Haines
RHx
English
Mr Dave Hamer
DH2
Technology
Mr Mark Hargreaves
HG
Maths
Miss Davina Harper
DH
Maths
Second in Maths
Mrs Holly Hartley
HH
Humanities - Geography
Acting Headteacher
Miss Melanie Haslam
HA
Music
Lead Teacher
Miss Kirstie Hicks
KH
Art
Head of Art
Mrs Heather Hodges
HO
English
SENCo & Whole School Literacy
Co-ordinator
Mrs Felicity Holdcroft
FH
Food Technology Instructor
Mr Roger Holdcroft
RH
Science
Miss Rebecca Jones
RJ
English
Mrs Susan Macintyre
BW
PE
Miss Michelle Middleton
MD
English (PT)
Mr Greg Moran
GM
HLTA English
Mr Andrew Morris
AM
Maths (PT)
Miss Lucy Mullany
LM
Science
Miss Karan Muneer
MU
English
Forename
Curriculum Area
Major Responsibilities
Music & Drama
Head of Science Faculty
Inclusion Centre Manager
Substantive Headteacher
Facilities Manager
Second in PE
Second in English
Page 13
Mr Jonathon Owen
Staff
Initials
JO
Mrs Gill Potts
PO
Science
Miss Katie Pointon
KP
English
Mrs Jo Proctor
JP
English/PE
Mr Haroon Rashid
HR
LILAC/EAL
LILAC Co-ordinator
Miss Lisa Reddaway
LR
English
Head of English Faculty
Miss Maddie Rees
MR
Maths
Mrs Julia Rogers
JR
Art
CPD Staff Coach
Mr Darren Sanders
DS
PE
Head of PE/Head of Year 11
Mr Tony Sandywell
TS
ICT
Head of ICT
Mr Robert Stubbs
RS
Science
Ms Liudmyla Svizinska
LS
Maths
Mrs Claire Thomas
CT
PE
Acting Deputy Headteacher –
Curriculum & Timetable
Miss Rachel Thorley
RT
Maths
Assistant Headteacher – Pastoral &
Inclusion
Mr Carl Turfrey
TF
Maths (PT)
Mrs Chris Turvey
TU
ICT
Head of Year 9
Mr Justin Twigg
JT
Technology
Head of Technology
Mrs Tracy Warrener
TW
Technology
Head of Year 8
Mr Ian Watts
IW
ICT
Assistant Headteacher – Data
Tracking & Pupil Progress
Forename
Curriculum Area
Major Responsibilities
Modern Foreign Languages
Second in Science
(PT = Part Time)
Page 14
Support Staff 2012 - 13
Forename
Staff
Initials
Mr Greg Allen
GA
LRC Supervisor
LRC
Mr Oliver Aubrey
OA
Assistant Site Supervisor
Premises
Mrs Wendy Austin
WA
Exams and Data Manager
Admin/Clerical
Mr David Barker
DB
PWA
SEN
Mrs Lynnette Barker
LH1
Finance Officer
Admin/Clerical
Mr Stephen Bayliss
SJB
Site Manager
Premises
Mrs Julie Bennett
JB1
LSP
SEN
Mrs Janet Cartlidge
JC1
Lunchtime Supervisor
Support Staff
Mrs Jayne Cliffe
JA1
Office Supervisor
Admin/Clerical
Mrs Susan Cross
SHC
Assistant Site Supervisor
Premises
Mrs Joan Davies
JMD
LSP
SEN
Miss Michelle Davis
MJD
Head of Support Services
Admin/Clerical
Mrs Sandra Dudley
SD
PWA
SEN
Mrs Linda Dukes
LD
Reprographics/Media
Admin/Clerical
Mrs Tracy Ellis-Austin
TEA
Inclusion Support
Inclusion Team
Miss Julie Evans
JE1
Acting Business and HR Manager
Admin/Clerical
Mr Robert Ferguson
RF1
LSP
SEN
Miss Sarah Fithern
FI
Inclusion Support
Inclusion Team
Mr Peter Gibson
PG
Senior ICT Technician
Educational Support
Mrs Sandra Gillies
SG
LSP
SEN
Mrs Susan Greenhalgh
SG1
CIAG Co-ordinator (inc. Prep for Life)
Educational Support
Mrs Debra Hibbert
DH1
Assistant Site Supervisor
Premises
Mrs Sharon Hodgkinson
SLH
Laboratory Technician
Educational Support
Miss Jo Huxley
HO
Attendance Officer & Welfare
Inclusion Team
Mrs Sara Inskip
SI
School Counsellor
Inclusion Team
Mrs Jayne Jepson
TJJ
Inclusion Manager: Child Protection
Inclusion Team
Mrs Patricia Johnson
PAJ
Admin Assistant
Admin/Clerical
Mrs Cher Jones
CRH
Inclusion Centre Support
Inclusion Team
Mrs Lynn Machin
LM2
Food Teacher Support Assistant
Educational Support
Mrs Gill Maher
GM1
Senior Science Technician
Educational Support
Mrs Maureen Meeson
MM1
LSP
SEN
Mrs Susan Paul
SJP
Lunchtime Supervisor
Support Staff
Mr John Redman
RE
LSP
SEN
Mrs Pamela Richardson
PMR
LSP
SEN
Mr John Rowley
JR1
ICT Technician
Educational Support
Post
Department
Page 15
Forename
Staff
Initials
Mrs Paula Scarlett
PS1
Admin Assistant
Admin/Clerical
Mr Martin Schofield
SC
Head of Year 10/Cover Supervisor
Educational Support
Mrs Marie Shaw
MPS
Inclusion Manager: Attendance
Inclusion Team
Mrs Janet Tinsley
JT2
Cover Supervisor
Educational Support
Mr Robbi Unwin
RU
Media Technician
Educational Support
Mrs Julie Wall
JP1
HT’s PA/Office Manager
Admin/Clerical
Mrs Julie Wherton
JR2
LSP
SEN
Mrs Kelly Whitfield
KW
Home School Links Co-ordinator
Inclusion Team
Mrs Janine Whitlow
JW1
Receptionist
Admin/Clerical
Mr Arthur Winstanley
AW1
Technology Technician
Educational Support
Mrs Korenza Wood
KW1
LSP
SEN
Post
Department
Page 16
Form Tutors 2012 - 13
Mr
Ian
Brailsford
Head of Year 7
Mrs
Mr
Miss
Mr
Mr
Mr
Felicity
Chris
Rebecca
Chris
Mike
Greg
Holdcroft
Budrys
Jones
Dillon
Bate
Moran
7FH
7CB
7RJ
7CD
7AT
7EB
Mrs
Tracy
Warrener
Head of Year 8
Miss
Miss
Mrs
Miss
Mr
Mr
Miss
Maddy
Lisa
Julia
Katie
Justin
Haroon
Robert
Rees
Adamiec
Rogers
Pointon
Twigg
Rashid
Gradwell
8MR
8LA
8JR
8KP
8JT
8HR
8RG
Mrs
Christine
Turvey
Head of Year 9
Mrs
Mr
Miss
Mrs
Mrs
Mr
Emma
Dave
Melanie
Susan
Gill
Carl
Boustead
Hamer
Haslam
Macintyre
Potts
Turfrey
9EB
9HM
9HA
9MC
9PO
9AM
Mr
Martin
Schofield
Head of Year 10
Mrs
Rachel
10RO
G3
Miss
Mr
Miss
Mr
Miss
Mr
Davina
Simon
Karan
Johnathan
Lucy
Robert
Anderson
Palmer
Harper
Bennett
Muneer
Owen
Mullany
Stubbs
10DH
10SB
10KM
10JO
10LM
10RS
F13
G8
E6
F18
F2
F3
Mr
Darren
Sanders
Head of Year 11
Miss
Miss
Miss
Mrs
Miss
Mrs
Mr
Hayley
Tracey
Kirstie
Claire
Sarah
Jo
Tony
Butchard
Ellis-Austin
Hicks
Brown
Fithern
Proctor
Sandywell
11HB
11EA
11KH
11BR
11FI
11JP
11TS
T7
E5
E3
F16
E4
E2
F12
T9
T8
E1
T2
G5
F4
G10
G4
A2
F7
F9
F14
F5
G1
T10
G9
G6
G7
T1
Previously 7IB
Previously 7DS
Previously 8BA
Previously 9HF
Previously 10TH
Page 17
Thistley Hough Code of Conduct
Thistley Hough expects and promotes behaviour which allows for all members of the school
community to work together in harmony and co-operation in order to achieve positive
outcomes for all stakeholders. The conduct of all members of the school community is
governed by the Code of Conduct. All staff will consistently apply the Code of Conduct at all
times. The school expects all staff to model good behaviour to pupils.
All members of the school community are expected to:






speak politely at all times, and treat everyone with respect. Bullying of any kind will
not be tolerated.
respect the school building and grounds at all times, and not drop litter.
arrive on time to school, and to all lessons.
arrive at lessons, well equipped, and ready to engage positively with learning, always
following instructions and completing homework.
be dressed smartly at all times. Students must wear school uniform appropriately
(which is judged by the school).
behave in a manner that ensures and promotes the safe and harmonious running of
the school and wider community.
Members of the school community who struggle to adhere to the Code of Conduct will be
offered reasonable support to overcome this.
School Rules
Pupils at Thistley Hough High School are expected to conduct themselves in order to
ensure that they comply with the Code of Conduct at all times. Behaviour which does not
comply with the Code of Conduct will be classed as breaking the school rules and will be
sanctioned accordingly.
General School Rules:

Be polite and respectful to everyone at all times

Obscene or racist language is never acceptable

When moving in and around the building walk quietly

Always be on time

School uniform must always be worn by students and shirts must be tucked in

Truanting or absconding from school is serious misconduct

Do not vandalise property

Bullying of any kind is taken seriously and will not be tolerated
Page 18

Disobedience to anyone in authority in school is never acceptable

Do not interfere with health and safety equipment or other equipment which might
cause harm e.g. fire alarm, fire hoses, gas and electrical appliances, etc.

Put litter in bins
This is by no means an exhaustive and list and any behaviour which is seen to be in breach
of the Code of Conduct will be classed as breaking the school rules. The Headteacher,
along with the Governing Body, has overall responsibility for deciding behaviour which
contravenes the Code of Conduct.
It should also be noted that:






Teachers have statutory authority to discipline pupils whose behaviour is
unacceptable, who break the school rules or who fail to follow a reasonable
instruction
The power also applies to all paid staff with responsibility for pupils, such as
teaching assistants
Teachers can discipline pupils at any time the pupil is in school or elsewhere
under the charge of a teacher, including on school visits
Teachers can also discipline pupils for misbehaviour outside school
Teachers have a specific legal power to impose detention outside school
hours
Teachers can confiscate pupils’ property.
Detention
Teachers have a legal power to put pupils aged under 18 years old in detention.
Detentions can be given at break, lunch and after school. With lunchtime detentions, staff
should allow reasonable time for the student to eat, drink and use the toilet.
Parental consent is not required for detentions. However parents/carers will be informed of
detentions by text or letter.
Students who are late to school or late to their lessons or form time during the day will be
sanctioned with a 20 minute detention after school on the same day. It may be necessary to
issue longer detentions for more serious breaches of punctuality and truancy.
Parents/Carers will be informed if this is the case. Failure to attend the detention will result
in a 40 minute detention on the following day.
Detentions can also be issued for up to 60 minutes after school for disruptive behaviour,
truanting, failure to complete homework and poor behaviour in lessons or outside of school
in the community.
Page 19
Confiscation of Pupils Property
There are legal provisions which enable school staff to confiscate items from pupils:
“The general power to discipline (as described in the bullets under the heading Discipline in
Schools – Teachers’ Powers on page 3), enables a member of staff to confiscate, retain or
dispose of a pupil’s property as a punishment and protects them from liability for damage to,
or loss of, any confiscated items.”
(Source: http://www.education.gov.uk/aboutdfe/advice/f0076803/behaviour-and-discipline-in-schools---a-guide-for-headteachers-andschool-staff/confiscation-of-inappropriate-items)
Mobile Phones, MP3 Players
Mobile phones, MP3 Players or any personal electronic equipment is not permitted to be
used during the school day, due to the significant disturbance that these items cause, both
in lessons and in terms of general conduct throughout the day.
All phones and MP3 Players must be turned off as students arrive for school and be put
away out of view in school bags. These items must be kept away from view at all times
including breaks and lunchtimes. Any student seen with a mobile phone or MP3 player
during the school day will have the item confiscated. Students will be given a 20
minute detention on the same day. Parents/Carers will be informed of such
detentions by text message. The detention or confiscation may last longer for repeat
incidences, and could end with parents having to come into school to retrieve the item.
Any student refusing to hand over such a device in these circumstances will be subject to
our disciplinary procedures with exclusion being used as a response to an outright refusal to
accept a school rule. Please be reminded that the school cannot be held responsible for any
loss or damage to valuables such as mobile phones or MP3 Players even when they have
been confiscated. Every effort will be made to ensure the safety of confiscated items.
Whilst we appreciate that mobile phones can give peace of mind, in an emergency students
can use the school phone to contact home and Parents/Carers can contact the school
directly if they need to speak to their child. Hence there is no need for a student to have a
mobile phone turned on during the school day.
Punctuality and Attendance
In order to ensure that all students achieve high standards of attainment and reach their full
potential it is crucial that all students attend school on a regular basis. Students must be in
school by 8.40am. Students must also ensure that they arrive at each lesson promptly
during the school day.
Students who are late to school or late to their lessons or form time during the day will be
sanctioned with a 20 minute detention after school on the same day. It may be necessary to
issue longer detentions for more serious breaches of punctuality and truancy.
Parents/Carers will be informed if this is the case.
Page 20
Praise and Rewards
At Thistley Hough we believe in the use of praise to create a positive ethos through effective
recognition of achievements. This includes rewarding students who demonstrate behaviour
for learning inside the classroom and those who are outstanding members of the school
community outside of the classroom.
Thistley Hough uses an online praise and reward system. The system allows for all pupils,
regardless of difference, the opportunity to be rewarded for their contribution to the school
community. It is a key factor in motivating students and establishing a positive climate for
learning. This system is new for the academic year 2012-2013 and is being developed
according to the wishes of pupils.
Pupils collect points which are awarded by teachers and other support staff. Pupils choose
how they wish to spend their points. Staff can administer points via the learning platform
during the lesson if the pupil has:
 displayed effort that has exceeded expectations
 displayed levels of commitment or attainment that has exceeded expectations .
All staff have points to be issued each week. Praise points will also be issued for uniform,
attendance and punctuality. Additional points will be awarded by pastoral staff and
members of the Senior Leadership Team for excellence and for making a positive
contribution to the school community.
Pupils can log onto the praise website to track their progress and spend the points that they
have received. Pupils can also use their points towards prize draws, they may also make
charitable donations. More details of the praise system and log-on details will be provided in
September.
Postcards & Phone Calls
Teachers and support staff can also identify pupils and send a praise postcard that will be
sent directly to the pupil at home. It is good practice to commend pupils by making a phone
call home. This will be carried out on an informal basis where a member of staff identifies
sustained improvement in levels of commitment, effort or attainment and then contacts
home.
End of Term Celebrations and Assemblies
Students will be identified and rewarded for attendance, punctuality, outstanding
contribution and achievement. This will usually take place in Year Group Assemblies.
Awards Evenings
Students from each year group are identified for outstanding effort or attainment and are
invited to the Awards Evening at the end of each academic year. Students are presented
with a certificate and a commemorative award. Pupils are able to bring with them
Parents/Carers, family and friends according to the number of tickets they hold.
During the Autumn term each year our Year 11 leavers will be formally presented with their
GCSE certificates and other qualifications. Again, pupils are able to bring with them
Parents/Carers, family and friends according to the number of tickets they hold.
Page 21
Uniform Expectations
Years 7 & 8
Main Uniform:
Boys:
Mid grey school trousers – not black
Plain white shirt with stiff collar which buttons up to the neck
Purple V neck jumper with school badge
School tie
Dark coloured socks
Black shoes (not trainers or any sports branded footwear)
Girls:
Mid Grey skirt—KNEE length (tight fitting skirts are not acceptable)
Mid Grey school trousers (not leggings or jeans) or Grey Shalwar
Plain white blouse with stiff collar which buttons up to the neck or Kameez Grey/White
Purple V neck jumper with school badge
School tie
Plain black tights or black/grey socks
Black shoes (not platform, trainers or any sports branded footwear) - maximum heel height
of 2 inches. Boots may not be worn with skirts.
Grey Dupatta
PE Kit:
Boys:
Black Rugby shirt / White Polo
Black Tracksuit Bottoms
Girls:
White Polo Shirt
Black Tracksuit Bottoms
Blue Sweatshirt
Years 9, 10 & 11
Main Uniform:
Boys:
Black school trousers
Plain white shirt with stiff collar which buttons up to the neck
Black blazer with school badge
School tie
Dark coloured socks
Black shoes (not trainers or any sports branded footwear)
Girls:
Black skirt—KNEE length (tight fitting skirts are not acceptable)
Black school trousers (not leggings or jeans) or Black Shalwar
Plain white blouse with stiff collar or Kameez Black/White
Page 22
Black blazer with school badge
School tie
Plain black tights or black ankle socks
Black shoes (not platform, trainers or any sports branded footwear) - maximum heel height
of 2 inches. Boots may not be worn with skirts.
Black Dupatta
PE Kit:
Boys:
Black Rugby Shirt / White Polo
Black Tracksuit Bottoms
Girls:
White Polo Shirt
Black Tracksuit Bottoms
Blue Sweatshirt
Please note:
 Shirts must be tucked in at all times.
 Hooded tops and fashion jumpers are not permitted.
 Blazers must be worn at all times (Years 9, 10, and 11) unless permission is given in
lesson by the class teacher.
 Outside coats must be taken off once inside the school building.
 All pupils are expected to wear correct school uniform at all times. Any pupil arriving
to school without any item of uniform will be sent home to correct it. Alternatively,
and where possible, pupils may be lent spare uniform. Spare uniform must be
returned at the end of the day.
 Pupils may seek financial assistance from the Hardship Fund via their Head of Year.
Hairstyles
A hairstyle appropriate to the uniform policy is expected e.g. no noticeably dyed hair or
extreme styles. If in any doubt please contact the school to avoid any sanctions being taken.
Jewellery
Small ear studs may be worn with a watch or a ring. No other facial piercings are allowed.
Lost Property
It is important that all items of uniform are labelled with each pupils name and form. This
enables property to be returned to its rightful owner. Lost Property is stored in the Pastoral
Support Office (PSO), located in South Porch - the main pupil entrance. However, before
visiting the PSO it is a good idea for your child to look for the lost item in the area that they
lost it. Alternatively missing items may be returned to Form Tutors.
Students must not bring items of value in to school (including large amounts of cash). The
school will not be held responsible for the loss, damage or theft of such items.
Page 23
Basic Equipment Requirements
Pupils must have the following basic equipment with them.
exhaustive list but is a bare minimum for each pupil:

A sturdy bag

Pen – either black or blue

Pencil

Eraser/rubber

Ruler

Pencil sharpener

Coloured pencils

Scientific calculator

Maths Set

Pupil Planner (provided by the school)
This is by no means an
Pupils may seek financial assistance from the Hardship Fund via their Head of Year.
Pupil Planner
Planners must be used to record homework, key dates and important information. They will
contain pupil timetables and assessment data. Comments can be added by Parents/Carers
and staff.
Students should carry their planners with them at all times in school. Parents/Carers are
asked to read planners regularly and to sign them once a week. Similarly, planners will be
checked in school by the Form Tutor and signed. We look upon this as a vital means of
communication between home and school.
Replacement planners are available from the PSO at a cost of £2.00. Pupils MUST replace
lost planners.
Lockers
We have a number of lockers and these are hired out to pupils at the start of the year.
Pupils wishing to hire a locker should see the Finance Officer, Mrs Barker.
Page 24
Curriculum
Thistley Hough is organised into nine faculty areas as follows:
Core Areas:
1. English
2. Maths
3. Science
Foundation Areas:
4. Design – Art, Design Technology, ICT
5. Humanities – Geography, History, RE
6. Sport – PE, Dance
7. Performing Arts – Music, Drama
8. Preparation for Life – PSHE, Citizenship, Careers
9. Modern Foreign Languages – French (additional languages at KS4)
At Thistley Hough we operate a two week timetable with 50 lessons per fortnight. Each
lesson is one hour long. There is an additional period at the end of the day (Session 6) to
extend and support learning in a range of curricular areas. A Session 6 timetable will be
published at the start of the school year.
There is a 20 minute Form/Assembly period at the start of the day delivered by Form Tutors.
Form groups are organised in single year groups. During this time, students will have two
assemblies each week – one with the Head of Year and another with a member of the
Senior Leadership Team. For the remaining three days during tutorial sessions they will
take part in literacy activities, quiet reading and numeracy activities in order to develop and
extend pupils ability in these fundamental areas. It is anticipated that in 2012/13 Year 7
pupils will receive support from the Accelerated Reader Programme. Students will also be
given a range of leadership opportunities during this time including the planning and delivery
of assemblies, organising charitable events and representing the form at year group or
whole school student councils.
Key Stage 3 Curriculum
In the 2012/13 pupils will study the following lessons:
Year 7
Core
Eng Mat
8
8
Year 8
Core
Eng Mat
8
8
Sci
7
Foundation
Art
DT
ICT
3
4
2
PE
4
Mus
1
Dr
1
PfL
1
MFL Hu
4
7
50
Sci
7
Foundation
Art
DT
ICT
3
4
3
PE
4
Mus
1
Dr
1
PfL
1
MFL Hu
4
6
50
Page 25
Year 9
Core
Eng Mat
8
8
Sci
7
Foundation
Art
DT
ICT
3
4
3
PE
4
Mus
1
Dr
1
PfL
1
MFL Hu
4
6
50
Some pupils who attend Thistley Hough arrive at Year 7 with low literacy and/or numeracy
levels. These students will receive additional English and/or Maths lessons in Year 7. This
provision is also extended to Year 8 in order to ensure that all pupils are reaching their
target grades in these core areas.
Pupils will choose their Key Stage 4 Options in Year 9. They will participate in a
programme of high quality careers education before choosing their option subjects and will
be encouraged to follow courses appropriate to their academic ability and future
aspirations.
Key Stage 4 Curriculum
At Key Stage 4 the curriculum is broad and balanced, reflecting the importance of the
English Baccalaureate (EBacc).
All pupils study GCSE Maths and English. They will also follow a programme of study for
Science, with different options being offered to different cohorts of students. For those in the
higher groups, there will be an opportunity to study Triple Science. Most other students will
study Double Science, with a small minority on the BTEC Science course.
In Year 10, Students on the EBacc pathway will have the opportunity to study for four
additional courses at Key Stage 4, completing one of these at the end of Year 10 and the
other three at the end of Year 11. Pupils requiring extra support in English and Maths in
order to achieve their target grades will complete a study skills course aimed at increasing
English, Maths and examination skills.
Year 10
Core
Eng Mat
8
8
Foundation
Sci
8
PfL
1
RE
2
PE
4
Options
Option 1
(2 Year)
5
Option 2
(2 Year)
5
Option 3
(1 Year)
9
50
In Year 11 pupils will take two additional courses this year. These will be completed in one
year. These will complement the options already secured in Year 10. Pupils requiring extra
support in English and Maths in order to achieve their target grades will complete a study
skills course aimed at increasing English, Maths and examination skills.
Year 11 (2012/13 only)
Core
Foundation Options
Option 1
Eng Mat
Sci
PfL PE
(1 Year)
9
9
9
1
4
9
Option 2
(1 Year)
9
50
Page 26
List of Qualifications Offered
The following qualifications are currently offered at Thistley Hough:























GCSE Maths
GCSE Statistics
GCSE English
GCSE Science (Single, Additional and Triple)
GCSE French
GCSE History
GCSE Geography
GCSE RE (Short and Full Course)
GCSE IT
GCSE Film Studies
GCSE Business Studies
GCSE Art
GCSE Resistant Materials
GCSE Food Technology
GCSE Performing Arts
GCSE Drama
GCSE Dance
BTEC Sport
BTEC Health and Social Care
BTEC Art and Design
BTEC Science
BTEC ICT
ASDAN CoPE Award
This is not an exhaustive list and we endeavour to personalise options to individual pupils
where practically possible, particularly in Modern Foreign Languages. We offer a range of
languages for small groups, in the past we have offered GCSE’s in Arabic, Turkish, Urdu,
Dutch and Chinese.
Homework
Each student will be provided with a homework timetable at the start of the year. Pupils
must complete any homework set as this is a vital part of the learning process.
Parents/Carers must ensure that they support their child, and also the school, in ensuring
that homework is completed. The homework set in each Department will be closely
monitored by the Head of Department/Faculty and also the SLT Link for the subject.
Page 27
Assessment Policy
Outline and Rationale
Regular, accurate assessment is essential for driving up standards at Thistley Hough to
ensure that all pupils know exactly what they need to do to improve and achieve the highest
grades possible. Data will be collected 6 times a year at Assessment Points. We have
adopted a cyclical model of assessment and recording in order to positively impact on pupil
progress and achievement and ensure that it is sustained.
In this model at each Assessment Point (AP):
Standards are
agreed across a
department
Pupils are told
how to improve
their work and
reach the next
level
Pupils' work is
marked against
these standards
The cycle is continuous with teachers planning informed by data collected at each AP, thus
new work is designed to challenge pupils and ensure that they can reach higher
levels/grades. As a result pupils are constantly being pushed to achieve in a supportive and
constructive manner.
One of the most significant issues with tracking systems is data reliability. Is a Level 5c from
one teacher the same as another? How does our data compare to the school down the
road? It is crucial that as a school we have total confidence in our data. This enables us to
be continuously abreast of school performance but it also allows us challenge our pupils to
achieve much higher levels.
There are two basic types of assessment – formative and summative:

Formative assessment is a range of formal and informal assessment procedures
employed by teachers during the learning process in order to modify teaching and
learning activities to improve student attainment. It typically involves qualitative
feedback (rather than scores) for both student and teacher that focus on the details
of content and performance.
Page 28

Summative assessment (or summative evaluation) refers to the assessment of the
learning and summarises the development of learners at a particular time. After a
period of work, e.g. a unit for two weeks, the learner sits a test and then the teacher
marks the test and assigns a score. The test aims to summarise learning up to that
point.
Target setting
It is important that every pupil has challenging targets to achieve. These are set very
carefully centrally using the following information:



Key Stage Two performance – pupil performance in external tests, as well as
teachers assessment in Year 6. The school is held fully accountable to this data by
the Department for Education (DfE).
Fischer Family Trust (FFT) Predictions – these use KS2 data as a starting point,
and then use other information, both about the school and the pupil, to adjust the
predictions.
Prior performance at Thistley Hough – if a pupil has performed already better than
expected, then a target may be adjusted upwards to ensure that all targets are
challenging.
Each pupil will have targets set for the end of Key Stage 3 (the end of Year 9), and the end
of Key Stage 4 (the end of Year 11). Targets may be revised upwards throughout a pupil’s
career. Targets would only be lowered in exceptional circumstances and with full
agreement from the Assistant Headteacher with responsibility for Data, Tracking, Pupil
Progress & Intervention Planning.
How we set targets
The DfE, sets the baseline expectation of pupil progress based on a national model. If
pupils perform to national norms they will make progress as follows:
KS2 Level
2c
2b
2a
3c
3b
3a
4c
4b
4a
5c
5b
5a
End of Year End of Year Expected
7 Target
8 Target
Progress by
end of Key
Stage 3
(Year 9)
2a
3b
4c
3c
3a
4b
3b
4c
4a
3a
4b
5c
4c
4a
5b
4b
5c
5a
4a
5b
6c
5c
5a
6b
5b
6c
6a
5a
6b
7c
6c
6a
7b
6b
7c
7a +
Expected
Progress by
the end of
Key Stage 4
(Year 11)
E
E
E
D
D
D
C
C
C
B+
B+
B+
National
Average
Page 29
For example, if a pupil received a score of 4c on their SATS test in Year 6, we would expect
them to be a 6c by the end of Year 9, and would therefore expect them to get at least a C by
the end of Year 11. This applies to all three core subjects, Maths, English and Science, the
subjects that primary schools report on at the end of Year 6.
The rest of the subjects studied at secondary school, including Geography, History, ICT,
French and others, do not have formal levels applied to their work at KS2, so we cannot use
the same approach. However, it is common practice to use the KS2 English grade, as all
subjects use a high degree of literacy to measure attainment and progress within their
subjects.
The only other anomaly is Modern Foreign Languages (MFL), which, due to a lack of
consistency at KS2 and the way that pupils acquire languages, has a lower KS3 target,
usually by one whole level. Therefore, for example, a pupil that has a KS3 target of 6c for
English, will have a KS3 target of 5c for MFL. However, MFL targets for KS4 are back in line
with national expectation.
Challenge Targets
We want to ensure that all pupils receive challenging targets, and therefore we will be
continually analysing pupils’ targets against current performance; if a pupil is constantly
performing better than expected, then targets will be adjusted upwards to take this into
account. This is their Challenge Target, and is the basis that all staff performance will be
judged upon.
Assessment Schedule
Departments are assessing work all of the time, and pupils should be constantly given
feedback on their work, both in terms of a grade for their work, and in advice on how to
improve it. However, at 6 points in the year we formalise this process into Assessment
Points (AP), called AP1 to AP6. In these we go through the cycle that we talked about in the
outline earlier, namely:



Standards are agreed across a department
Pupils work is marked against these standards, and data entered into the whole
school tracker
Pupils are told how to improve their work and reach the next level
The schedule for Assessment Points is as follows:
Assessment
Point
AP1
AP2
AP3
AP4
AP5
AP6
Dates Covered
3rd to 24th September 2012
19th November to 7th December 2012
7th to 25th January 2013
12th February to 8th March 2013
25th March to 26th April 2013
13th to 24th May 2013
After each Assessment Point, Parents/Carers will be informed of their child’s progress by an
Interim Assessment Report (IAR), that will clearly show a pupils current attainment, and if
they are on track to reach their end of year and end of key stage targets, as well as a
numerical grading of their behaviour. Also once a year, Parents/Carers will receive a more
Page 30
detailed narrative report from each subject teacher, detailing individual progress and
strategies/targets to improve. The dates for publication of these reports can be found on the
Pupil Assessment, Tracking and Progress Schedule.
Data collected at each Assessment Point
The following data will be collected at each Assessment Point:

Current Attainment – This is the level/grade that pupil is currently working at. It is a
reflection of the work that a pupil has been doing since the last Assessment Point.
This level/grade may be arrived at by considering a number of assessments. In this
case it will be an average of assessments levels/grades since the last assessment. In
other instances departments may choose to use a definitive summative assessment
for a particular AP.

End of Year Predicted Attainment – This is a prediction of where a pupil’s teacher
believes that they will be by the end of the year. This may show that they are on
target, or it may show that they will not reach their target. This is a cause for concern,
and will trigger interventions by the school, and should trigger conversations between
parents and children too about strategies to overcome this. This is a crucial piece of
information.

Behaviour – This is a grading between 1 and 6 (1 being outstanding behaviour, and
5 being unacceptable behaviour, with 6 meaning that the pupil was absent for most
or all of the lessons).
Raising Attainment Plan
Collecting and tracking data is only part of the story, as the big question we have to ask
ourselves is what are we going to do about it? Therefore every year group will operate a
Raising Attainment Plan (RAP) that will outline the strategies for intervention that will be
implemented to challenge underperformance.
The RAP plan will be delivered by a different RAP group for each Year Group. It will consist
of a member of the Senior Leadership Team that works with that year group, the Head of
Year and representatives from Maths, English and Science, with other departments being
invited by request. The RAP groups for Years 7, 8 and 9 meet twice half termly, and the
RAP groups for years 10 and 11 meet fortnightly. These groups are responsible for
analysing the data produced at Assessment Points, and making sure that interventions are
implemented to challenge all underperformance.
The work of all the RAP groups is ultimately monitored by a RAP Management Group,
chaired by the Assistant Headteacher with responsibility for Data, Tracking, Pupil Progress
& Intervention Planning.
Page 31
Pupil Assessment, Tracking and Progress Schedule
The following table highlights all of the key dates that relate to Assessment, Tracking and
Progress, including:

Report Publication Dates – the dates when Interim Assessment Report (IAR)
and full (narrative) reports are produced for Parents/Carers about each pupil.

Parent/Carer Evenings – an evening for Parents/Carers to come and speak to
the teachers about progress.

Whole School Progress Day – a day for Parents/Carers to come and discuss
progress and targets with Form Tutors.
Date
28th September 2012
10th October 2012
18th October 2012
5th December 2012
6th December 2012
14th December 2012
12th December 2012
24th January 2013
31st January 2013
1st February 2013
13th February 2013
7th March 2013
14th March 2013
15th March 2013
27th March 2013
2nd May 2013
3rd May 2013
5th June 2013
Event
Interim Assessment Report AP1 posted to parents
Year 11 Full Reports posted to parents
Year 7 Settling in Evening
Year 9 Full Reports posted to parents
Year 8 Parent/Carer Evening
Interim Assessment Report AP2 posted to parents
Year 10 Full Reports posted to parents
Year 11 Parent/Carer Evening
Whole School Progress Day
Interim Assessment Report AP3 posted to parents
Year 7 Full Reports posted to parents
Year 9 Parent/Carer Evening
Year 10 Parent/Carer Evening
Interim Assessment Report AP4 posted to parents
Year 8 Full Reports posted to parents
Year 7 Parent/Carer Evening
Interim Assessment Report AP5 posted to parents
Interim Assessment Report AP6 posted to parents
Page 32
Breaks and Lunchtimes
There are two lunchtimes a day:
Year 10 and Year 11: 12.20pm – 12.50pm
Year 7, Year 8 and Year 9: 1.20pm – 1.50pm
Pupils must either bring a packed lunch or purchase something to eat from the canteen.
Food can only be consumed in the canteen and not in the corridors of the main school
building. Pupils are not permitted to leave the school at lunchtimes.
Pupils must pay for their food using the ‘cashless system’. Pupils will be provided with a
swipe card that can be credited with cash using the machines around the school. The
machine only accept coins, notes may be paid in directly in the canteen with a member of
staff. This card is then used to purchase food. Parents/Carers can send cheques to the
school which can be credited on to cards with an agreed amount being released each day
of needed. Pupils in receipt of a Free School Meal will find that a set amount of credit is
added to their card each day. Please speak to the Main School Office if you require support
in order to access a Free School Meal.
The canteen is also open for all pupils at Break Times.
Finding Your Way Round
The map over the page shows all the rooms and their numbers and names. We are a very
friendly school at Thistley Hough and anyone who finds themselves lost around the building
must ask another member of the school community for assistance.
We ask staff, pupils and other members of the school community to ‘keep to the left’ when
walking around the school.
The grass areas are only to be used in the summer and then only when the weather is
suitable. At all other times we ask pupils to keep to the tarmac and the paths.
Fire Procedures
The fire alarm is a long continuous ringing. On hearing the fire signal follow directions given
by members of staff and make your way to the assembly area which is on the tennis courts.
The building must always be evacuated when the fire alarm rings.
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Site Plan
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Attendance and Absence Procedures
Pupils must arrive on time for school at 8.40am. Form Time takes place at the start of each
day when pupils will be registered. Pupils are also registered at the start of each lesson
using SIMS Lesson Monitor and incidences of truancy are identified and sanctioned
accordingly with Parents/Carers always informed.
We have an Absence Answer Phone and ask that Parents/Carers dial this number to leave
the details of pupils who are absent from school:
Absence Answer Phone: 01782 418505
Please leave the following information:
-
Name of pupil
Name of Form Tutor
Name of person leaving the message
Reason for absence
Date and day of absence
If we do not receive a reason for absence, the Attendance Officer will contact home on the
first day of absence to identify a reason for the absence. Please note that if a pupil does not
attend Registration but is still in school Parents/Carers will still be contacted.
Progress in education depends on good attendance at school. It is the responsibility
of Parents/Carers to ensure that their child attends school regularly and on time.
Pupils should only be absent from school if they themselves are so ill that they are
unable to attend.
A letter of explanation must be sent in after any period of absence on the first day back and
handed to the Form Tutor. If the absence is expected to be longer than two days the
parents should contact the Attendance Officer to discuss this.
The school has the support of an Inclusion Manager with responsibility for Attendance who
is able to assist where pupils may be experiencing difficulties with attendance. We would
like to advise Parents/Carers that persistent absenteeism could result in prosecution.
Holidays will not be approved during term time.
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How and When to Contact the School
It is our intention that the school should be accessible to the Parents/Carers of our students.
Please find below some examples of instances in which to contact the school may be
necessary:
A pupil is ill and will be absent from school
If possible telephone the school on the first day of absence. Call 418505 and give the
child’s name and form and some brief information about the illness. This information will be
passed on to the appropriate staff. The Education Welfare Officer will automatically visit
after a few days if there has been no message. However long the absence, pupils should
always bring a letter of explanation which is dated and signed by the Parent/Carer. This
should be handed to Form Tutors on the first day back.
To request leave of absence to attend a special activity (wedding, funeral,
cadet/youth activities, awards ceremonies etc.)
Such requests must be submitted in writing as soon as possible at least 10 days before the
planned absence. We appreciate that this may not be possible for funerals. The
Headteacher will decide whether the absence can be authorised. A written response will be
provided. In such cases no notes or phone calls are required after the absence.
A pupil has a medical/dental appointment which necessitates leaving school during a
normal school day
Contact the school in advance, preferably in writing, with the details. Pupils will require a
note and/or a copy of the appointment card to show at the PSO when it is time to leave.
Pupils will need to sign in and out at the PSO. If there is no note, phone call or appointment
card pupils will be refused permission to leave.
Where possible Parents/Carers are asked to make appointments outside school hours.
A pupil is going to be late for school for reasons which are not his/her fault
Either telephone the school and give the information to Reception or ensure that the pupil
has a signed and dated note. Pupils who arrive late after Registration must sign the Late
Book at the PSO. Pupils who are late without reason will be issued with a 20 minute
detention.
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A Parent/Carer is concerned about some aspect of their child’s life and would like to
talk it over.
Telephone the school and give the name of the pupil and ask to speak with their Form
Tutor. If this is not possible either arrange a suitable appointment or arrange for a return
phone call. Heads of Year may also be contacted for such matters.
You would like to discuss some problems but your work or ill health makes it
impossible for you to have an appointment during school hours
Meeting with Form Tutors and Heads of Year outside of normal hours are possible but these
may take a little longer to set up. Please contact Reception and make a request for such a
meeting.
You are experiencing financial difficulties and wish to know if there is any help
available.
Simply telephone or write to the school. You must direct your query to Miss Rachael
Thorley, Assistant Headteacher. All such matters will be treated in the strictest confidence.
An urgent matter has arisen which needs attention without delay
Telephone the school. Give brief information about the matter you wish to discuss and
indicate that it is an urgent issue. Arrangements will then be made for you to speak with the
most readily available senior member of staff.
All visitors MUST REPORT TO RECEPTION. This arrangement applies even when
there is a visit by appointment. All visitors must sign in and out at Reception.
Please note: If Parents/Carers visit the school without first having made an
appointment it may be that the member of staff is not available.
Community Opinions
We are very keen to hear your views about our school. If you would like to join our
Consumer Group please email consumergroup@sgfl.org.uk.
The Consumer Group meets once each half term to discuss issues and ways to move the
school forwards. This is an informal meeting and is open to any member of our community.
In 2012/13 Thistley Hough will also be appointing two Parent/Carer Champions who will
represent the views of parents, carers and members of the community. More information on
these roles will be available in due course.
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Medication and Drugs
Schools are not places primarily for the treatment of ill-health and the school will only accept
drugs and medications for dispensing to pupils during the school day only in situations of
serious need. Drugs and medications prescribed by a Doctor for particular pupils may be
accepted by the school subject to the following conditions:
a.) The Parent/Carer should give written instructions along with the medication and
dosage times and quantities.
b.) The medicine should be labelled with the date and the name of the pupil and
preferably be in the container in which it was originally dispensed. The label should
include the name and strength of the drug, quantity and name of supplying
pharmacist.
c.) The medicine is handed to the PSO where it will be kept in a locked cupboard until
required.
The only exception will be for asthmatics who may be allowed to carry their own reliever
inhaler.
The Authority does not provide any medications or pharmaceutical preparations for
dispensing to pupils and the responsibility for obtaining any that are necessary lies with the
Parents/Carers and the pupils family Doctor.
Under no circumstances should any pupil bring medicine or drugs into school without the
prior knowledge and agreement of the PSO.
The school has qualified First Aiders who will see sick or injured pupils. They are not
doctors and have to know their limitations in the medical field. Usual practice is to contact
Parents/Carers where possible when there is a medical concern and request that they take
responsibility for obtaining any necessary treatment. In an emergency, Pupils will be sent to
the hospital straight from school.
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