colton hills prospectus 2015 ebook
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Colton Hills Community School Prospectus 2015TRANSCRIPT
Hello and Welcome,
Thank you for showing an interest in Colton Hills Community School.
We are a school whose reputation for the care and ambition it shows
its students grows day by day. Colton Hills Community School has
embraced change, which has transformed the school in recent years
and Ofsted, in its visit in May of this year, were suitably impressed.
The good news is there is more to come. The school is getting
better and better. Our aim is to be outstanding before Ofsted’s next
visit. One of the reasons for our success is because the Governors,
Headteacher and all the staff, work hard to listen carefully to what
parents and carers want for their children. We work equally hard to
implement those important things, in particular: to ensure children
feel safe; to ensure high standards of behaviour from all students; to
ensure high standards of teaching from all teachers; to ensure good
results and high quality qualifications.
We communicate well with parents and where home-school
partnerships are positive, children thrive. We would like to build on
this and give every family confidence to see the school as a source
of support to ensure their child’s success. I am confident that our
prospectus will illustrate this. However, nothing is as good as a visit
to the school and you are invited to come along at any time.
I continue to welcome the opportunity to hear your views and I, in
turn, would like to tell you what we can guarantee you for your child.
Best wishes,
Duane Williams,
Chair of the Board of Governors
at Colton Hills Community School
WELCOME FROM THE
CHAIR OF GOVERNORS
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WELCOME FROM THE HEADTEACHER
Welcome to Colton Hills Community SchoolIt is my privilege to be the Headteacher of this very caring and ambitious school and it is a responsibility I fully embrace. We are a GOOD school. This is increasingly being recognised across the city, the local community and it was certainly confirmed by Ofsted in May 2015. Please do read their report.
As a parent or carer of a child, choosing a secondary school is one of the most important decisions you will make. You can be assured that your child will feel safe and secure and confident enough to access the wide range of opportunities and experiences offered at Colton Hills which will help shape the rest of their life.
Dedicated staff at all levels of the school ensure that no student, regardless of background, need or circumstance, is left behind but we also ensure that every single student is stretched to meet their full academic potential.
Education is most successful when parents can be involved in their child’s progress and so our approach at Colton Hills is founded on the special relationship between you as parents, teachers, other adults at the school and your child. We will therefore work closely with you to ensure your child achieves the very best.
Our faculty approach to the curriculum will ensure that students leave Colton Hills as young adults able to read, write and communicate to a high standard; able to think scientifically and
mathematically and design creatively; and be able to express themselves through the arts, sport or business, developing courage and resilience through a challenging curriculum matched to their needs.
As a true community school we embrace all students for their unique talents, dispositions, beliefs and backgrounds whilst fostering tolerance, understanding and respect. Academically and socially Colton Hills students develop the very skills and intelligence required to succeed in a complex multi-cultural world.
With the support of my dedicated Governors we are well on our way to being an outstanding school. We have excellent facilities which are put to good use through an engaging, relevant and innovative curriculum where your child can succeed in a broad range of subjects and activities.
I know that with our excellent teaching, our well-disciplined environment and our structured system of guidance and support, our students will develop into capable young people, well prepared for adult and family life, careers and work.
I invite you to visit us to see for yourself how we do it and I very much look forward to meeting you.
Alberto OteroHeadteacher of Colton Hills Community School
Since the last inspection the
school has undergone a
positive transformation and
as a result, good teaching
and good behaviour are now
flourishing at this school.
OFSTED MAY 2015
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THE JOURNEY – TRANSITIONThe movement from Primary to Secondary school is naturally an anxious time for children and their parents. We, at Colton Hills Community School, recognise this and realise the importance of working with you to make this change as smooth as possible.
To do this, we work closely with the primary schools and every child will be visited at their school. All students will also be invited to exciting induction days in July. This will allow us to get to know each student at a personal level, recognise their strengths and areas for development and fully plan for their needs in readiness for September.
Our strong ethos of care, support and guidance will ensure that from the start, no child will be left behind.
Our AIMS are:Every student challenged to succeed.Every student supported to do so.We work very hard to provide each student with a learning experience which ensures they become:
• Successful learners, who enjoy their lessons, make good progress and achieve well in their exams
• Confident individuals who are able to live safe, healthy and fulfilling lives
• Responsible young adults who make a positive contribution to their families and their communities
Strong partnerships with local primary schools have led to smooth and effective transitions to secondary school. OFSTED MAY 2015
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The sixth
form is good and
students are achieving
improved standards
across a wide range of
subjects.
OFSTED
MAY 2015
At Key Stage 4 there are five different pathways
that students can follow in a highly personalised
curriculum. OFSTEDMAY 2015
Any underachievement is swiftly addressed and the good progress of students shows the capacity of leaders to make further improvements.
OFSTEDMAY 2015
THE CURRICULUMThe school builds its curriculum so that students are provided with skills which are crucial to success in the modern world. • In Key Stage 3 (years 7, 8 and 9) subjects
develop and deliver lessons linked to engaging themes. This will enable students to connect their learning between different subjects in order to deepen their understanding and accelerate their progress.
• In Key Stage 4. During Year 9 students will select courses which are relevant to their own interests and aspirations. Students in Key Stage 4 (years 10 and 11) will embark on personalised qualification pathways which will offer academic, vocational and work-related courses in a blend which is relevant to their needs.
• The English Baccalaureate. With so many recent changes to the qualifications system the best Colleges and Universities are likely to use the English Baccalaureate (EB) when selecting successful entrants. The EB comprises the following subjects: Mathematics, English, Physics, Chemistry, Biology, Double Science, History, Geography and Modern Foreign Languages. Colton Hills regularly achieves the highest EB results in the City.
• In the sixth form students are able to select from a variety of A Level and BTec courses which provide progression routes after GCSE and into Higher Education, Apprenticeships or the workplace. Every year, all Year 13 students are regularly accepted onto a place at a University of their choice.
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Students are currently making good progress in English, mathematics and science. OFSTEDMAY 2015
The quality
of teaching is good.
Teachers ask searching
questions that provide a
good level of challenge to
all students, including the
most able.
OFSTEDMAY 2015
TEACHING AND STUDENT PROGRESSYour child can expect high quality personalised teaching every day, in lessons as well as in tutor time with tutors. Teaching is based on clear objectives shared with students; new vocabulary carefully explained; lively, interactive teaching styles used and marking of work which gives clear guidance that helps your child to improve.
Classes are arranged to best meet the needs of students and subjects at particular times. This means students work in a variety of mixed ability and setted groups.
All students have personal targets in each subject which represent a level of challenge that inspires academic excellence. Progress towards those targets is monitored closely as they move through the school so that if students fall behind, timely intervention and support can be provided. As parents, you will regularly receive reports on the progress your child is making throughout the year.
Homework is also an important part of the learning process. Therefore we encourage, challenge and support students to fully engage in homework which teachers set regularly. Homework is delivered in a variety of ways and offers students the opportunity to use new technology to present their work. We aim to make this, which is an important part of a student’s success, both enjoyable and rewarding.
Tutor time lessons, at the start of the school day are used to support individuals through structured mentoring which focuses on progress and academic achievement. This time is also used to increase students’ understanding of wider social issues to enable them to develop personal learning, thinking and teamwork skills.
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The LCH Faculty comprises
the following subjects: English;
Drama; Media; German;
Geography; History; R.E. and in
the sixth form, Psychology and
Sociology.
The importance of these subjects
cannot be underestimated, as
evidenced by the government’s
introduction of the English
Baccalaureate. These subjects
have always been promoted at
Colton Hills.
Excellent use of the English
language is key to success in
these subjects. A central aim of
the LCH Faculty is therefore to
ensure that every student leaves
Colton Hills able to read, write
and speak English and also to
listen effectively at a very high
standard. As a result, all teachers
in the faculty work closely
together to ensure there is a rich
and varied collection of speaking,
reading and writing opportunities
that are linked to exciting
themes, real-world problems and
genuine audiences which enable
students to hone their skills and
demonstrate their learning.
We are also passionate about the
power that the spoken and written
word has in influencing thoughts,
values, people and society
and to this end we stretch our
students not only to be correct
in their use of language but to
also be creative and inspiring in
their communication. We also
recognise that high standards of
literacy will support achievement
across all areas of the curriculum
and will enable our students to
be effective learners today in
preparation for them to become
part of a dynamic workforce of
tomorrow.
Through the LCH subjects,
the faculty provides students
with a deep understanding of
events past and present, how
religious thinking shapes people’s
attitudes towards the world we
live in and how people respond
to contemporary issues such
as economic change, migration
and religious conflict. In an
increasingly globalised world,
students are encouraged to
critically challenge and evaluate
the values and attitudes of people
from different societies and
cultural backgrounds. Through
the joy of discovering about the
richness of language and the
world around them, students
become more able to express
their own thoughts and opinions.
This leads to the development of
the global citizens of tomorrow.
In addition to engaging,
passionate teaching, we pride
ourselves in enriching these
subjects through enjoyable
and memorable school visits.
These visits include theatre trips,
author visits, geography field
trips, visiting places of worship,
places of historical interest and
foreign exchange visits to name
but a few! We aim to broaden
the minds and horizons of our
students and show them how
their studies link to the real
world.
LANGUAGE, COMMUNICATION AND HUMANITIES (LCH) FACULTY
Lord King visits Colton Hills7
The
school has been
successful in improving
the standard of students’
literacy and encouraging a
love of reading.
OFSTEDMAY 2015
SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) FACULTY
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The STEM Faculty comprises the following subjects: Mathematics, Science, Design Technology, Computing and ICT and in the sixth-form, Chemistry, Physics and Biology.
The awe and wonder of exploring how the physical world works is at the heart of learning and by working closely together, maths and science support each child’s discovery of principles that govern the world around them. Whether that be the workings of a cell, the cosmos or the intricate patterns and beauty of mathematical sequences. When we add the practical application of these ideas through the study of computing, design technology and engineering, then all our students are able to better understand how things work and experience the excitement of discovering new ideas and possible careers.
In the 21st century, scientific and technological innovations have become increasingly important
as the world has globalised commercially and the UK has become a knowledge-based economy. STEM subjects are vital to everyone’s future. Engineering in particular, requires the individual STEM disciplines to work in harmony, and so is especially important. There is a national shortage of engineers and for this reason, STEM subjects lead to some of the most lucrative and rewarding of careers.
Therefore to succeed in this ever-changing world, young people need to develop their capabilities in STEM to levels much beyond what was considered appropriate in the past. All teachers in the faculty work collaboratively to foster high levels of scientific and mathematical thinking in all students and they also seek to develop excellence in design and engineering foundation principles. Our students tackle meaningful questions, engage in real-world scenarios and work collaboratively to solve genuine mathematical,
scientific and technological problems. In the classroom, our highly-skilled teachers do this very well but in order to bring the scientific, technological and commercial world into the school, they cannot do this alone. To assist our teachers we have developed a unique approach to creating impressive partnerships with notable companies. These companies bring their expertise, offer industry-standard resources and equipment, sit down with our teachers to create inspiring projects and offer themselves, and colleagues, as mentors to our students.
Our supporting companies logos can be found on these pages and our collective work is already being recognised at local, regional and national levels.
Companies are willing to work with us because they endorse the school’s vision for STEM education and also acknowledge the behaviour and commitment of our students. Below are a few examples from 2015: • A girls’ team reached
the finals of a national engineering competition, held at the Houses of Parliament, for their own idea of an energy-saving device for the home.
• A team of Colton Hills students came first in a regional competition for their design of a spaceship model, where rules permitted only the use of household items.
• A team of sixth-form students were praised by the Chief Executive of a company for their work on a genuine recycling problem.
Aside from working with professionals, students also have the chance to attend special events as a reward for excellent progress in individual subjects. These include the Big Bang Fair at the NEC, special lectures at Universities, Women in Engineering events and other STEM-related opportunities.
Individual subjects also organise their own specific visits and projects. Our growing Robotics programme, which is being developed by the school’s Computing & ICT department is one example, but all students can take part in national competitions, such as the UK Mathematics Challenge and Formula One in Schools Competition, after-school clubs and curriculum-based visits, such as Chester Zoo, as well as listen to visiting speakers from many professions invited into the school by teachers.
The faculty continually strives to refresh the curriculum by keeping keep it up-to-date with current technology and bringing in new projects that will enrich the learning and raise awareness of the breadth of careers that acquiring excellence in STEM may offer.
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The EPEW Faculty comprises the following subjects: Art, Music, Performing Arts, Sport, Physical Education, Dance, Business Studies, Health & Social Care and Life Skills and in the sixth-form, Economics.
The EPEW faculty plays an important role in the school which recognises and values what these subjects offer the mind, body and soul. We are also committed to its importance to young people who wish to develop or grow a life-long talent in one or more of these areas. When taught effectively, the EPEW subjects are in the best position to enable students to become confident individuals:
• By being able express their thoughts, feelings and ideas artistically, often done bravely in front of audiences.
• By competing against others, and more important against themselves, to challenge their limits and improve their health through structured physical activity.
• By developing business and entrepreneurial acumen which is important to everyday and commercial life.
• By understanding and appreciating the skills and attributes required to be thoughtful and caring towards others, and the many careers available to achieve this in society.
• By developing self-assured individuals, armed with resilience, who are able to make good decisions under pressure in today’s world.
Special to our school, and also a key element of the faculty, is our inclusion of Life Skills as a timetabled subject. Students are developed in six key areas from Year 7: Staying Healthy, Careers & the World of Work, Learning to Learn (Study Skills), Financial Capability, Religion & Ethics and Citizenship. We ensure that these areas merge and integrate with all areas of the school, including our pastoral curriculum, which includes regular tutor time activities in the morning and in our programme of House assemblies. As a faculty, EPEW enhances the school’s vision of ensuring that every student leaves Colton Hills, not just academically successful, but also successful as Social, Moral, Spiritual and Cultural people.
EXPRESSION, PERFORMANCE, ENTERPRISE AND WELL-BEING (EPEW) FACULTY
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SPECIAL EDUCATION NEEDS (SEN)All students at Colton Hills Community School are treated as individuals and work is planned accordingly. The aim is to raise levels of success and to meet their needs by providing an education which secures equal opportunities and high achievement. Students with special educational needs are offered full access to a broad, balanced and relevant curriculum.
The school caters for all abilities but students experiencing a slower rate of progress or less success, whether through language or other difficulties, receive additional guidance and support in the classroom. In the first instance all subject teachers provide this and when necessary our Learning Support Team provide additional support.
All students are fully integrated into a mainstream curriculum. On occasions, we draw on the expertise of outside agencies to work with students, parents and families. We fully support the new SEN Code to ensure that, at all times, families are involved in the decisions about their child’s education.Our Special Education Needs Co-ordinator, who is a member of the school’s Senior Leadership Team, oversees how the school provides for SEN students, closely monitors their classroom experience and tracks their progress.
The progress of disadvantaged students in Key Stage 3 and Key
Stage 4 is good. OFSTEDMAY 2015
Students
who have special
educational needs
receive a good level of
support and they make
progress in line with other
students nationally.
OFSTEDMAY 2015
11
STUDENT DEVELOPMENT, CARE, AND PASTORAL SUPPORTEvery Child Matters at Colton Hills Community School. If students are happy, safe and understand where to go for help, then success will not be far away.
The school’s pastoral care system is well coordinated to ensure student’s needs are met and their development is fully supported.
The school is organised into three Houses with each student belonging to a house. Each tutor group is of mixed age with a small number of year 7 to year 12 students. This fosters a supportive family atmosphere, where older students help and support younger students. Each house is led by a House Leader and an Assistant House Leader who work closely together with the House Tutors.
Each day begins with twenty minutes in tutor groups. Also a Life Skills coordinator prepares dedicated, meaningful activities that not only sets students up for
the day ahead, but also developes skills not normally found in tradition subject lessons. To motivate them to do their best every day, students are rewarded for a range of positive behaviours such as high attendance, effort, resilience, community involvement as well as meeting or exceeding their academic targets.The school uses a rewards system called Vivo Class to recognise and acknowledge such achievements and parents are able to access this information on-line.
Our philosophy with regards to encouraging positive behaviour from our students is captured by our moto “Catch them being good!” However there are occasions when clear sanctions are applied to allow students time and space to reflect on negative behaviour. All sanctions are followed up robustly to ensure that students make better decisions in the future.
Experience tells us that students who see parents actively supporting the school’s behaviour policies are very well placed to fulfil their potential.
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Behaviour around the school is of a high
standard.OFSTEDMAY 2015
The successful promotion of
mutual respect and the
celebration of diversity are
at the core of the school’s
work.
OFSTEDMAY 2015
EXTRA-CURRICULAR ACTIVITIES
RESIDENTIAL OPPORTUNITIESWe believe that a residential
experience is one of the most
important aspects of a child’s
school experience. These tend to
be the most remembered events of
a school career!
For a number of years our
students have had the opportunity
of spending time at Gelliwig – a
residential centre in Porthmadog
which is situated on the edge
of Snowdonia in North Wales.
Gelliwig is a unique memorial
to two dedicated and respected
former teachers at this school
and provides students with a high
quality out-of-school experience.
The visit, provides opportunities
for pupils to experience a
completely different environment
and learn essential skills such as
resourcefulness, resilience and
independence. More importantly,
pupils enjoy what for many, is their
first experience of being on an
activity away from home.
The school consists of far more
than the lessons students enjoy
every day. Clubs and activities
make up the extra-curricular
programme that plays a very
important part in the education
of young people. Students
have access to a wide range
of provision which includes
subject clubs, debating societies,
martial arts and sports activities
including competitive matches.
We encourage as many students
as possible to take part in the
programme and to share in the
success that these activities
provide.
In addition to this, teachers from
every subject plan numerous
visits to places that will enrich and
consolidate valuable learning. Not
only do our students enjoy these
experiences, it also shows in their
academic achievement.
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The school provides opportunities for
students to attend a range
of sports and other clubs after school.OFSTEDMAY 2015
THE SCHOOL ENVIRONMENT AND FACILITIESWe have benefitted from a number of refurbishments in recent years.
The outcome of this has been to provide a modern environment in school which can offer quality learning on a daily basis and provide the very best resources and facilities to support our students. Our major investment in ICT infrastructure and hand-held technologies communicates our serious intent to ensure your child benefits from a genuine “anytime, anywhere”
learning model which will help them prepare, succeed and participate fully in a 21st Century economy.
The school is also proud to offer outstanding facilities to develop talents in Art, Music, Sport and Physical Expression. We have a professional Dance Studio, Performing Arts Theatre, Swimming Pool, sports facilities and extensive fields which are enjoyed by students and the community.
Students
demonstrate
positive attitudes to
their learning, show
respect for each other and
have pride in their school.
OFSTEDMAY 2015
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Students say that the school is a
friendly and caring place to be. Ofsted May 2015
OUR ADMISSIONS POLICYAs a Community school we believe we should serve those who live in
the locality of the school and provide the best possible service for our
community.
We want to prepare our students for the realities of society and the
world of work. For this reason we recognise the advantages that a
school population which is diverse in its background, culture, race and
beliefs, can provide. To help us achieve this aim, we also welcome
applications from all areas of the city and beyond
Our admissions are managed by the Local Authority which
ensures that all students have the opportunity to attend this
school.
We are fully compliant with the demands to provide access for all
students, including those with a disability. Resources available at
this school for students with a disability include a dedicated base, lift
access to all areas above ground level, ramps and appropriate kerb
design for immediate access to the building, a pool hoist for use in the
swimming pool and specialised furniture and equipment as necessary.
Students say that the school is a friendly and
caring place to be.OFSTEDMAY 2015
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If you would like further information please do not hesitate to contact the school.
Colton Hills Community SchoolJeremy Road, Wolverhampton, West Midlands WV4 5DG
tel 01902 558420 fax 01902 558421email [email protected]
@ColtonHillsCSwww.coltonhills.co.uk