GENERAL

INFORMATION

FOR PARENTS

2010

PARENT

INFORMATION

INDEX

Welcome to the King’s School

Accommodation and Specialist Teaching Facilities

Admission Procedure

Curriculum Aspects

Sixth Form

Public Examinations

Independent Learning Policy

Monitoring Progress

Personal, Social & Health Education

Religion, Philosophy and Ethics Education

Assemblies

Sex and Relationships Education

Citizenship

Careers Education and Guidance

Work Related Learning

Music

Learning Support

General Information

Grants

School Meals

School Transport

Charging and Remission Policy

School Security

Complaints Procedure

Access to Documents

Insurance

Parents, Teachers and Friends Association

The King’s School Student Trust Fund

Other Useful Information

Governors

House System

Positive Behaviour Policy

School Curriculum

School Philosophy

School Youth Health Service

School Uniform and PE Kit

School Year

Daily Timetable

Sport and Extension Activities

Student Welfare and Support Activities

The Staff of the King’s School

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10

11

15

14

15

15

16

17

17

18

18

18

19

20

18

23

30

30

30

31

31

32

32

32

32, 33

34

28

5

9

26

12, 13

4

27

29

8

8

21, 22

24, 25

6, 7

We have a clear educational philosophy which is summarised in a statement of our basic

aims and values, “The King’s School : What we stand for”. The statement is based on three

action words : “Achievement for All”.

The King’s School is an 11-18 mixed LA maintained comprehensive school. It has a long and

proud history that can be traced back to the fourteenth century when Bishop John de

Grandisson established a choir school in Ottery St Mary which operated until 1545. It was

replaced by a “Grammar” school founded by King Henry VIII - hence “The King’s School”,

and our coat of arms with the Lion and Wyvern.

The site occupied by the school today on the outskirts of Ottery St Mary dates back to 1912.

The latest building development was completed in March 2009 - a new Humanities and Sixth

Form area.

In 2002 the school was designated as a Specialist Sports College. Subsequently it has added

to the specialism by becoming a Training School .

2

The school had an Ofsted inspection in September 2007 that was fulsome in it’s praise for the

school, the standards achieved by students across the age and ability range and the care,

support and guidance our students receive.

Ofsted Report - September 2007:

The King’s School is a good school with outstanding features. Students made it clear that

they thoroughly enjoy being at the school and talked of fun and academic support in the

same breath. The school is justifiably proud of these students, whose personal development

is outstanding. Their behaviour is excellent throughout the school. Older students support

their younger peers and they are committed to improving their school and contributing to

the wider community.

Personal development

The students’ personal development and well-being are outstanding, as is their social, moral,

cultural and spiritual development. The King’s is a happy school and students enjoy

attending it. There is a calm atmosphere and students’ behaviour and attitudes to learning

are excellent. Students display an excellent understanding of how to lead a healthy

lifestyle. This is well supported by the work of the sports specialism in promoting health and

WELCOME TO THE KING’S

SCHOOL

The right choice of school for a child is one of the most important decisions that parents will

ever make. We hope that this publication will help you in your choice.

A RICH HISTORY

CLEAR AIMS AND VALUES

MOST RECENT FINDINGS

fitness, and by the school’s Healthy School Award. Students say they feel very safe and say

that, even though bullying is not an issue at the school, they would know who to turn to if

they were to need help.

Curriculum

In Years 10 and 11, students have open access to an increasingly diverse curriculum where

the choice of vocational subjects is expanding in response to students’ needs and requests.

The school’s specialist sports status has had a far-reaching impact on curricular provision,

and the range of opportunities on offer to students is outstanding.

Teaching and Learning

Teachers are skilled in maintaining orderly yet stimulating environments and working

relationships in lessons are very positive. Students with learning difficulties and/or disabilities

make good progress in lessons, as do gifted and talented students.

The Sixth Form

The overall effectiveness of the sixth form is outstanding. Standards are above average and

achievement is consistently very high because students receive excellent support and

academic challenge and guidance from their teachers and tutors. Students are highly

motivated individuals and demonstrate good independent learning skills.

We are never complacent about our standards and we are constantly seeking to improve.

Each year we look critically at our performance, compare with how well we think we should

be doing and set targets and improvement priorities. In 2010 we were reaccredited with the

Investors in People Award, This reflects our commitment to the notion of the school being a

learning community and recognising the importance of continuing professional

development of all staff. In June 2008 we were awarded Investors in Work Related Enterprise

Learning and in 2009 we achieved Investors in Careers status.

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CONTINUOUS IMPROVEMENT

We see the school as a community within a broader community, working alongside other

agencies to provide opportunities for all. Our community role is now significantly enhanced

by our designation as a Specialist Sports College. There are many opportunities for sporting

and recreational pursuits in our local primary schools and with clubs and societies.

It is impossible to get a real ‘feel’ for the school by reading this prospectus. If you would like

to visit The King’s School during a normal working day, then please contact us. You will be

made most welcome. The Headteacher is also available to see parents between 07:30 -

08:00am Monday to Friday without appointment. Communication between home and

school is vital. The weekly ‘Kings’ newsletter and the student planner are key aspects of this.

Successful education depends on a fruitful partnership between home and school and we

strongly encourage the participation of parents. The Parent, Teacher and Friends

Association provide us with invaluable support.

PARTNERSHIP

COMMUNITY

COMMUNICATION

At The King’s School we endeavour to serve the local community by developing a learning

environment based on high expectations, shared goals and strong partnerships with those

who share our aims. In our learning community we encourage all members to develop their

full potential in a caring environment where opinions are valued and achievement is

celebrated. Our clear aim is ‘ACHIEVEMENT FOR ALL’.

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• enabled by a broad, balanced curriculum

• taking place in a stimulating, purposeful and caring

environment

• enhanced by extra-curricular and residential educational

opportunities

• encouraged by praise and setting high expectations

• supported by an active home-school partnership always

seeking to be expanded

Learning

• by valuing people as individuals and respecting them

as such

• in personal standards of honesty, politeness, appearance

and behaviour

• in an environment of calm and order expressed in

a relaxed and friendly way

• by providing additional help and support where necessary

• through encouragement to express opinions freely

and fairly

Caring

• progression by fostering our links with primary schools and

building on previous performance

• smooth transition by providing students and parents with the

information needed to make informed choices at 14, 16, 17

or 18

• progress by continuous improvement and setting

challenging targets

• progress by monitoring, reviewing and sharing detailed

information of student performance

• success by acknowledging that ability and intelligence are

not fixed entities but there to be developed

• success by recognising that self-motivation has the greatest

potential to develop ability

• a culture which promotes and values life-long learning

Achieving

THE SCHOOL PHILOSOPHY

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The School is maintained by Devon Local Authority, based at County Hall, Exeter. However,

the Governing Body has overall responsibility.

School Governors act like a board of directors and approve decisions about how the

school runs. The Full Governing Body meets twice a term, as do each of the sub-

committees with responsibilities for Curriculum, Personnel and Resources.

School Governors have legal duties, powers and responsibilities. They act together, and

they cannot act individually. Governors are pleased to speak to parents and hear their

views on the school.

THE GOVERNORS

Name Designation Address Phone

Mr J Akers Assoc (Pers) Orchard House, Alfington, Ottery St Mary, EX11 1NZ 851248(H)

Mr E Bloomfield

Vice Chair

LEA York House, Minchin Lane, Aylesbeare, EX5 2BY 01395 233830

Mr L Bowker Parent Cotley House, Whimple, Exeter, EX5 2QR 823193

Mrs E Charles Community Glenwood, Higher Broad Oak Road, West Hill, EX11 1XJ 815204

Mrs S Clayton Community 3 Riverside View, Ottery St Mary, EX11 1YA 815327

Mr M Coult Staff/Teaching c/o The King’s School, OSM, EX11 1RA 812982

Mr M Davis Parent Oaklands, Rockbeare Hill, Rockbeare, EX5 2EZ 823536

Mr P Dodds Staff/Teaching c/o The King’s School, OSM, EX11 1RA 812982

Mrs J Edwards Staff/Non Teaching c/o The King’s School, OSM, EX11 1RA 812982

Mr S Ellison Parent c/o The King’s School, OSM, EX11 1RA 812982

Cllr R Giles LEA 14 Winters Lane, Ottery St Mary, EX11 1AR 813387

Ms K Heathcote Parent 25 Silver Street, Ottery St Mary, EX11 1DB 814593

Mrs L Kennaway Parent Escot House, Escot Park, Ottery St Mary, EX11 1LU 822429

Mr J Lavender Community 26 Butts Road, Ottery St Mary, EX11 1EL 812519

Mr R Mitchell

Chair

LEA Heathlands Cottage, Higher Metcombe, Ottery St

Mary, EX11 1SJ

813592

Miss E Mower Link Deputy

Headteacher

c/o The King’s School, OSM, EX11 1RA 812982

Dr E Stuart Community Bradlegh East End, Longdogs Lane, OSM, EX11 1HX 811485

Mr M Thompson Parent 2 Hollis Close, Ottery St Mary, EX11 1GA 813829

Miss F Jarrett Headteacher The King’s School, OSM, EX11 1RA 812982

Mrs D Adams Clerk The King’s School, OSM, EX11 1RA 812982

Mrs S Fallows LEA Parkers East, Gittisham, Honiton, EX14 3AS 850922

Mr M Jolly Parent The Mill House, Fenny Bridges, Honiton EX14 3BG 850445

Mr R Pearson Community Threeways, Marsh Green, Exeter EX5 2EX 822160

Mr D Williams Link Deputy

Headteacher

c/o The King’s School, OSM, EX11 1RA 812982

Mr R Gammon Link Deputy

Headteacher

c/o The King’s School, OSM, EX11 1RA 812982

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SCHOOL LEADERSHIP TEAM

Miss F Jarrett Headteacher

Mr R Gammon

Deputy

Headteacher:

Partnerships

Mr M Garrick

Deputy

Headteacher:

Student Support

Mr P Hardy

Bursar

Miss E Mower

Deputy

Headteacher:

Learning

Development

Mr D Williams

Deputy

Headteacher:

Curriculum &

Timetabling

Mrs P Farrand

Deputy

Headteacher:

Personalisation

CONNEXIONS STAFF

Mrs R Lavis

COMMUNITY SPORTS

COACHES

Miss T Lynch

Mrs T Snowsill

Miss C Wilkie

LEARNING SUPPORT

SENCO - Mrs P Farrand

Mrs P Dowling SpLd Specialist

TEACHING ASSISTANTS

Miss R Bugler Mrs C Parkinson

Mr M Cantell Mrs A Pawson

Mrs J Cassidy Mrs J Ritchie

Mrs J Edwards Mrs J Roberts

Mrs L Elford Mrs E Smith

Mrs L Game Mrs J Spencer

Mrs D Giblin Mrs H Thomas

Mrs S Lister Mr J Wood

ART & PHOTOGRAPHY

Head of Department :

Mrs D James

Miss C Robinson

Mr S Watson

DINING HALL STAFF

Mr D Shaw : Manager

Mrs S Austin Mrs C Johnson

Mrs W Clarke Mrs P Kidson

Mrs O Coates Mrs T Lavallin

Mrs S Goodwin

SUPPORT STAFF

Mrs D Adams Mr J Jordan

Mrs M Bargmann Ms K Kamester

Mrs A Barons Miss J Koo Seen Lin

Mrs J Bowden Mrs J Lynch

Mrs K Browning Mrs P Marks

Mrs L Bugler Mrs J Miller

Mr M Cantell Mrs A Neilson

Miss S Clapp Mr D Nicholson

Mrs N Cummings Mrs J Paddison

Mrs R Daly Mr D Parry

Mrs A Davies Mr T Penberthy

Mr S Davies Mrs D Perry

Mr T Hall Mr M Reader

Mrs D Hanson Mrs C Roberts

Mrs J Hartshorn Mrs R Roulson

Mr D Heal Mrs J Steel

Mrs A James Mr A Villmeter

Mrs K Jasper Miss L Vittles

Mrs J Jaques Miss K Williams

Mrs C Johnson Ms S Williams

STAFFING

SCIENCE FACULTY

Head of Department :

Mr G Forsythe

Mr K Argent

Miss M Bourne

Mr P Bridgman

Mr P Dodds

Head of House

Miss R Higginson

Mrs J Horrocks

Miss F Jarrett

Mrs C Jobling

Miss E Mower

Mr D Mustin

MATHEMATICS

Head of Department :

Mr R Snowden

Miss C Dent

Mr R Lunnun

Mrs A Rayner - Philipson

Mrs A Powell

Mrs L Williams

Miss F Williamson

Mr A Wright

TECHNOLOGY

Head of Department :

Mr C Greene

Mrs D Capon

Miss R Goozee

Mrs G Merrygold

Mr I Roulson

PHYSICAL EDUCATION

Head of Department :

Mr B Wood

Mr M Coult

Mr R Gammon

Mr M Garrick

Miss H Little

Mrs J Kiely

Mr K Moran (SPDM)

Miss K Wright

Mr B Venables

MFL

Head of Department :

Mr Y Mahdjoub

Miss C Duckworth

Head of House

Miss J Milsom

Mrs G Montague

Mrs C Taylor INFORMATION and

COMMUNICATION

TECHNOLOGY

Head of Department :

Mr N Williams

Miss R Goozee

Ms E Ward

Mrs C Dunford

Mrs C White

PSHEE & CITIZENSHIP

Head of Department :

Mrs J Elliott

Mr N Abbott

Mr M Bunney

Mrs C Calderwood

Mr P Dodds

Mr R Gerry

Mr M Garrick

Miss S Griffiths

Mrs R Jacobs

GEOGRAPHY

Head of Department :

Mrs B Ward

Mr N Abbott

Dr C Hawkins

Mr K Toms

Miss L Woodhall

HISTORY

Head of Department :

Mr D Ennals

Mr M Bunney

Head of House

Mr R Gerry

Head of Sixth Form

Mr L Gray

Mrs R Jacobs

Mr D Williams

Social Studies

Head of Department :

Mr E Pawson

Mr M Bunney

Mr E Elliott

Mrs L Rogers

Mrs S Sullivan

ENGLISH

Head of Department :

Mr Snowdon-Brett

Mrs S Collins

Miss B Elliott

Mrs R Fenton

Miss R Lea

Mrs K Ritchie

Mrs S Smith

Mrs V Topping

Mrs K Wilding

VOCATIONAL EDUCATION

Head of Department :

Mrs C Dunford

Miss C Mason

Ms E Ward

PERFORMING ARTS

Head of Department :

Miss S Griffiths

Miss L Arnold (Dance)

Mrs R Fenton (Media)

Mrs S Stock( Music)

Miss R Lea (Media)

Miss I Cox (Music)

This means that each school day will consist of 5 x 1 hour periods of curriculum contact time,

in line with the recommendation of the Secretary of State in relation to the Education Reform

Act. (The Department for Education and Skills recommends a minimum of 24 hours per week

teaching time for 12-16 year olds.) The school timetable is based on ten days.

Registration 8.45 - 8.50 am

Period 1 8.50 - 9.50 am

Period 2 9.50 - 10.50 am

Break 10.50 - 11.10 am

Period 3 11.10 - 12.10 pm

Period 4 12.10 – 1.10 pm

Lunch 1.10 – 2.10 pm

Registration 2.10 – 2.15 pm

Assembly 2.15 – 2.30 pm

Period 5 2.30 - 3.30 pm

End of School 3.30 pm

Twilight 4 pm onwards (one or two

hours as appropriate

Staff Training Days 11/12

1st & 2nd September 2011, 7th

October 2011 & 29th June 2012

8

195 days are included in the School Calendar. The school will open to students for 190 days.

The additional days are allocated for In-Service Staff Training. The dates listed above are

provisional and will be notified to parents via the School Calendar.

2011-2012 START END

AUTUMN TERM 5 September 2011

24 October 2011 16 December 2010

28 October 2010

SPRING TERM 4 January 2012

13 February 2012 30 March 2012

17 February 2012

SUMMER TERM 16 April 2012

4 June 2012 19 July 2011

8 June 2012

2010-2011 START END

AUTUMN TERM

Half –Term

6 September 2010

25 October 2010 17 December 2010

29 October 2010

SPRING TERM

Half –Term

5 January 2011

21 February 2011 8 April 2011

25 February 2011

SUMMER TERM

Half –Term

26 April 2011

30 May 2011 22 July 2011

3 June 2011

The School Year

2010 - 2011

The School Year

2011 - 2012

The School Day

THE SCHOOL YEAR/DAY

9

At The King’s School we have 4 houses which date to 1912 as witnessed by the old minute

book of the Sports Committee. These provide us with four large horizontally grouped cohorts

of students. The Houses have been named after local families:

COLERIDGE The Coleridge family’s links with the school date to 1760 when the Rev. John Coleridge took up the posts of School Master, Chaplain

Priest and Vicar. He had eight sons including the famous poet

Samuel Taylor Coleridge who was his youngest son.

In 1781 John was succeeded by John Warren but the family,

through John’s son, The Rev. George Coleridge, led the school

from 1794 until 1808. During these years, the school rose steadily

and became esteemed throughout the south-west.

The Kennaway family was responsible for revitalizing the school

after a difficult period in the 1880s.

Following requests from Sir John Kennaway the school was re-

opened in 1895 in The Priory, opposite the Church in Ottery St

Mary. Sir John Kennaway was governor of the new school. When

the school eventually moved to its present site, Sir John

Kennaway was Chairman of the Governors and laid the

foundation stone on 21st April 1911. He continued to serve as

Chairman until his death in 1919. The younger Sir John (the

former’s son) was Vice-Chair from 1919 to 1948.

KENNAWAY

PATTESON A famous pupil was John Coleridge Patteson who entered the school in 1835 at the age of 8. “Coley” as he was called by his

friends was the son of Sir John Patteson of Feniton Court. He

passed on to Eton and Balliol College, Oxford. Before he was

twenty-five he mastered Hebrew and Arabic as well as Greek,

Latin, French, German and Italian.

In 1854 Coley was made a deacon and took up his role as curate

at Alfington. In 1855 he became a missionary and left England to

work among the Maoris. He was consecrated as the first Bishop of

Melanesia in 1861.

RALEIGH Although there is nothing inherently improbable in the suggestion that Sir Walter Raleigh attended the school, there is no proof that

he did so. However, the fame of this son of East Devon, born in

East Budleigh, and his possession of a house in Ottery near the

mill, were presumably thought worthy enough grounds to name

one of the school houses after him.

THE HOUSE SYSTEM

10

∗ Art: Specialist art areas for painting, sketching, 3D work and photography.

∗ Careers: Specialist careers library.

∗ Distance Learning Room: Video Conferencing room.

∗ English and Mathematics: Ten class-room teaching block completed at the beginning

of 2004.

∗ Information Communication Technology (ICT): A network of PC’s serving four dedicated

teaching rooms and smaller groups of PC’s and laptops in other areas. Internet facilities

are available across the whole school.

∗ Library: The library/resources centre comprises two large, inter-connecting rooms,

together with a smaller room (M38) which houses the Careers Library and work stations

for Post-16 use. The library has a stock of excellent books, both fiction and non-fiction,

together with audio books, journals and newspapers. The library has a computerised

catalogue system and also provides ten work stations for student use.

∗ Modern Foreign Languages Laboratory: Specialist teaching facility for 30 students.

∗ Performing Arts: There are 4 specialist rooms. A Drama studio, Dance Studio, Music room

with separate practice rooms and a Media room with a newly refurbished video editing

suite.

∗ Physical Education: Sports hall, Astro-turf all weather floodlit playing surface, tennis

courts and playing fields. A three court multi-use games area (MUGA) and all weather

cricket wickets were completed in 2009.

∗ Post 16: A brand new teaching block primarily for Geography and Sixth Form work/

social was completed in spring 2009.

∗ Science: Eight Science laboratories, including specialist rooms for advanced Chemistry,

Physics and Biology.

∗ Technology: One Food Technology area, one Textiles room, rooms for Resistant

Materials, Graphic Design and Electronic Products.

ACCOMMODATION AND SPECIALIST

TEACHING FACILITIES

11

Since The King’s School is a maintained school the criteria for admissions to Year 7 are

controlled by Devon Local Authority. A leaflet “The Next Step” which explains the transfer

arrangements to Secondary School is published in accordance with Section 8(5) of The

Education Act 1980. It is available online and in paper format from The Admissions Team,

County Hall, Topsham Road, EXETER, EX4 2QG.

Tel: 01392 382000.

Policies and leaflets are available online from http://www.devon.gov.uk/index/

learningschools/schools/admissions.htm.

School Admissions Online: You can apply from home 24 hours a day, seven days a week -

it’s quick and easy to use and there is no risk that your application will be lost in the post. You

can now apply for a Secondary School place in Devon by clicking on www.devon.gov.uk/

admissions.

The school’s standard number for admission is 180 but the number of applications usually far

exceeds this level. There are no selection tests and students of all talents and abilities are

welcome, providing we can accommodate their needs.

We arrange for students transferring from local Primary Schools to spend a week with us in

the July prior to their September start. This provides a wonderful opportunity for making new

friends, experiencing a secondary school timetable and becoming acquainted with the

layout of a new school.

A number of our students join the school after the age of eleven as a result of transferring

schools or moving into the area. Parents of such students are asked to make an

appointment in advance to visit the school. As far as possible, students will be transferred

onto appropriate courses. The greatest difficulties arise when students transfer during their

GCSE course. We do provide a list of the school’s examination syllabuses at GCSE and it is

always helpful to consider these in advance.

A large number of students transfer to our Sixth Form to study A/S, A2, Vocational and

Occupational courses. We provide subject information for all subjects, parent information

evenings as well as student support and guidance to facilitate a smooth transfer.

The designated area or catchment area map can be found by following: http://

gis.devon.gov.uk/basedata/viewer.asp?DCCService=schools

ADMISSION PROCEDURE

12

The curriculum of The King’s School is designed to reflect the schools’ philosophy of :

“ … creating a learning community where all members are encouraged to develop their

full potential in a caring environment where opinions are valued and achievement is

celebrated. ...”

The curriculum of the school is broadly divided into two main sections :

Pre-14:- encompassing the National Curriculum Key Stage 3.

14 to 19:- encompassing the National Curriculum Key Stage 4 and Post-16 Education.

*CITIZENSHIP is an integral part of these

curriculum areas as well as being delivered

through the curriculum as a whole.

CAREERS EDUCATION is incorporated within the

PSHEE delivery over the Key Stage.

THIS IS AN ILLUSTRATION OF OUR PRESENT CURRICULUM

Curriculum Area Hours per week

Years 7/8 Year 9

English 3 3

Mathematics 3 3

Science 3 3

Art 1 1

Drama 0 1

Geography 2 2

History 2 2

ICT 1 1

MFL 2 2.5

Music 1 1

PSHEE* 1 0.5

Physical Education 2 2

Religious Education* 2 2

Technology 2 2

KEY STAGE 3

Curriculum Area Hours per week

Core Provision Year 10 Year 11

English 3 3

Mathematics 3 3

Science 2.5 2.5

Physical Education 2 2

PSHEE (Citizenship) 1 1

Religious Education 1 1

Options

5 x Options 2.5 2.5

KEY STAGE 4

THE SCHOOL’S CURRICULUM

The Key Stage 3 curriculum at King’s is substantially condensed into Year 7 and 8. Our

students enter the school with higher than average attainment compared to national data

so we want to challenge and motivate every student to excel starting in Year 7. We

understand that the outcomes of the courses students study to age 16 whether GCSE’s or

Vocational programmes are the critical outcome and we will provide their ‘currency’ for

future employment, education on training. The better students achieve at this stage the

much better then life chances so we have decided that Year 9 will be a foundation year for

the 14-19 pathways. Although still rooted in subject areas there will be far more emphasis on

cross subject collaboration and a real drive to develop to the higher level thinking and

learning skills essential for future examination success such as research, problem solving,

presentation, time management and data analysis. The aim of our curriculum is that by the

time students embark on their 14-19 programmes in Year 10 they have the learning tools to

really fulfil their potential.

13

Whilst option choices in Key Stage 4 may vary, it is likely that they will be from:

∗ Art

∗ Business Studies

∗ Dance

∗ Drama

∗ French

∗ Geography

∗ History

∗ ICT

∗ Music

∗ PE Studies

∗ RPE (Full and Short Course)

∗ Science (Additional)

∗ Science (Applied)

∗ Science: - Biology, Chemistry and Physics

∗ Spanish

∗ Technology: - Electronic Products

∗ Technology: - Food

∗ Technology: - Graphics

∗ Technology: - Resistant Materials

∗ Technology: - Textiles

VOCATIONAL SUBJECTS

∗ Animal Care

∗ Child Care

∗ Construction

∗ Engineering

∗ Hair & Beauty

∗ Public Services

The Sixth Form is open to all students who have a positive attitude towards learning, a

willingness to work hard and the determination to succeed. Students can study from a wide

range of combinations of courses.

They include:

The School believes that the GCE A/S, A2 Level and Level 1or 2 Vocational routes through

the Sixth Form are equal in status. For example, students can gain places at University

following the successful completion of A-Level and Vocational courses. They have also

been equally successful at gaining appropriate employment.

Provision for courses is enriched by video-conferencing facilities which enable us to provide

distance learning courses in minority A-Level subjects such as Law.

It is anticipated that some Sixth Form provision will be provided by cross-institution

collaboration at a variety of levels.

During Year 11 of KS4, students will be given further details regarding the above courses and

their mode of provision. Whilst some students, through negotiation, will follow four AS courses,

the majority will follow three. All students will have the option of taking additional courses in

General Studies/Critical Thinking/Extended Project/CSLA/Duke of Edinburgh Award.

Post 16 students are encouraged to play an active part in the school and local community,

to undertake work experience and to participate in a wide range of sports and Post 16

extra-curricular events.

14

A Range of NVQ and BTEC courses at Level 1 & 2

such as Travel & Tourism, Business and Sport

Art Law

Art Textiles Mathematics

Biology Media Studies

Business Studies Music

Chemistry Physics

Dance Philosophy & Ethics

English Physical Education

French Politics

Geography Psychology

German Sociology

History Spanish

ICT Technology

Level 3 Courses

Drama Photography

THE SIXTH FORM (KEY STAGE 5)

15

Parents/Carers will be expected to pay for:

∗ entry where the school has not been involved in preparing the student for an

examination

∗ the cost of re-scrutiny of examination papers where this is not requested by the school

∗ the recovery of fees when, without good cause, the student has failed to complete the

examination requirements

Post-16 examination re-sits will be allowed under the following conditions :

∗ only one module re-sit per subject (in January season)

∗ Students to pay the entry fee for the re-sit.

Students should be aware that the new A* grade at A-Level cannot be achieved if re-sits

have been taken.

It is the school policy that students will be entered for public examinations where the school

is satisfied that the student has fulfilled all the requirements of the subject specification, (eg:

coursework), and has a reasonable chance of obtaining a grade above unclassified.

If students are to become actively involved in their own learning, they need to learn how to

learn. Independent learning skills allow students to review, record and reflect on their

learning, set targets for improvement and make and use action plans.

Independent learning does not mean passing all responsibility to students or expecting them

to work independently all the time. Nor does it mean lowering expectations. Teachers still

have to set and clarify learning objectives, expectations and boundaries, and share these

with students. They still have to help students acquire knowledge, skills and understanding,

and give them structured opportunities in which to demonstrate, practise and apply these

skills. Independent learners still need help to reflect and build on their learning.

Part of this independent study will take place outside of the normal timetabled lessons,

where tasks and activities are set by subject staff to be completed over a defined time span

(formerly known as homework).

CURRICULUM ASPECTS

PUBLIC EXAMINATIONS

INDEPENDENT LEARNING POLICY

16

Types of Independent Learning:

Tasks set should be commensurate with the ability of the student; they should show

differentiation and be varied. They can include:

∗ revision in preparation for a test (not always written) ∗ reinforcement of work covered in class to be sure all students are able to complete such work independently

∗ completion of an exercise started in class i.e. writing up notes on videos or an aspect of vocabulary, planning, writing/re-drafting a piece of written work or enforcing/applying

skills taught in class

∗ carrying out project/investigation work ∗ carrying out preparatory work for a forthcoming task or lesson activity e.g. acquiring information from a library, watching a television programme, recording observations of

something in the locality, preparing for a group talk, reading a class text or private reader

∗ helping in assessment and planning of future targets ∗ supporting the development of independent learning using a variety of tasks and techniques outlined in the scheme of work

The frequency of setting tasks will vary according to each year group. Staff should set tasks

which last an appropriate amount of time – this will vary between Key Stages. Clear time

scales and deadlines within which to complete a set task will be given. Tasks set, to be

completed in more than one week, should have their progress monitored by staff.

How can parents/carers help with Independent Learning outside of the classroom?

∗ by checking the tasks/activities set in the student planner ∗ by helping the student organise his or her time so that tasks/activities are not left to the last minute or forgotten

∗ by ensuring that where a task/activity is undertaken at home that there are suitable working conditions available

∗ by taking a positive and active interest in the task/activity set rather than just checking that it is done

∗ by communicating with the school if difficulties in completing the task/activity have occurred.

When students enter the school in Year 7 we are in receipt of their National Curriculum KS2

Levels. Very early in the Autumn term all students sit Cognitive Ability Tests (CATs) and tests

to determine Reading and Spelling ages. Additionally, many curriculum areas will set their

own baseline tests. These results give an indication of future potential. Students’

performance can therefore be seen against some objective information and some

conclusions on progress can be made.

As students move through the school more data on performance is gathered which enables

a refinement in the forecasting of future potential. All students are assessed in all subject

areas by their teachers.

PROGRESS

Within each year parents will be updated on their child’s progress towards their end of year

target grade/level on three occasions. In Key Stage 4 parents will receive more detailed

information at key points in the course.

The levels achieved in the Teacher Assessments (TA’s) will be reported to parents at the end

of the Key stage.

There are a number of other meetings that occur throughout the year that are of interest to

particular year groups. For example:

∗ Year 7 Reassurance Evening ∗ Year 9 Options Evening ∗ Year 11 GCSE and Beyond Evening

Towards the end of Year 11 a summative report is collated reflecting the courses that

students have followed. Receipt of this forms part of the Year 11 Celebration Day. Within this

document students are able to reflect the experiences gained beyond the classroom.

17

All students follow a structured programme of work covering their five and possible seven

years within the school. The content of such a course includes a wide variety of issues in-

cluding friendships, aspects of health education including comprehensive drug education

modules, decision making and careers guidance, work related learning, enterprise learning,

personal finance, social behaviour and expectations, citizenship issues, study skills and time

management, work experience and interview techniques to name but some.

A variety of teaching strategies are to be found in these lessons, with high emphasis placed

on voicing personal opinion and group participation. The PSHEE team work with many out-

side agencies and members of the community to enhance provision.

All students have lessons in Religion, Philosophy and Ethics (RPE) which is taught in

accordance with the new agreed syllabus, “Every Child Matters in RPE”, adopted by Devon

in 2007 under the provision with the Education Act and in consultation with representatives

of various faiths.

RPE is taught as a discrete subject throughout Years 7 – 11.

In accordance with the terms of the Education Acts, parents may ask to withdraw their

children from religious education and, where they do so, students will normally be expected

to occupy these lessons with private study. Any such request should be made to the

Headteacher in writing from the parent or guardian.

PERSONAL, SOCIAL, HEALTH & ECONOMIC EDUCATION

RELIGION, PHILOSOPHY & ETHICS

18

The Policy on Sex and Relationship Education is renewed regularly to take into account the

legal requirements of the DFE. A great proportion of this area of the curriculum takes place

in Years 9 and 10 PSHEE lessons, but extends from Year 7 to Year 12. As part of the Year 9

programme some lessons are led by Year 12 students under teacher supervision. These Year

12 students undergo a rigorous training programme and lead the students in assertiveness

skills and deal particularly with the issue of resisting pressure.

Parents have the right to withdraw their child from Sex and Relationship Education lessons

that do not form part of the National Curriculum. Any request to withdraw students must be

made in writing to the Headteacher. Details of current policy are available on request from

the school and are available on our website.

Citizenship is an area of study that is actively engaged in by all students across the

curriculum. In Years 7— 9 citizenship topics can be found in many subjects, but most is

taught in PSHEE, Geography and RPE. In Years 10 and 11 students cover many aspects of

citizenship in the core curriculum, but most is covered as part of the PSHEE programme.

Students are encouraged to participate in debates, role-plays and group work in lessons. In

addition there are many opportunities to take part in both school and community activities.

Assemblies offer opportunities for students to reflect upon experience, to explain their

feelings and to develop their imagination. They also provide opportunities for us to restate

our values and our focus on learning, caring and achieving. Assemblies are important

occasions that foster a community feeling and a collegiate approach to our daily lives.

All students follow a structured programme of study in Music for their first three years in the

school. This is part of their normal Key Stage 3 Curriculum. Each year covers strands which

show progression throughout the three years including a variety of styles and genres such as

world music, music and media and a study of a particular composer. The work is practically

based and includes development of keyboard skills. At Key Stage 4 & 5; GCSE, Arts Award

and AS/A2 Level are available. We are also keen to encourage students to learn to play a

variety of instruments and individual tuition (for which there is a termly charge) is available

to students throughout the school. We actively encourage the development of ensemble

skills through attendance at Banned, Choir, Youth Presents Music, school productions etc.

We have a number of students who regularly participate in East Devon and County

Ensembles.

SEX AND RELATIONSHIP EDUCATION

CITIZENSHIP

ASSEMBLIES

MUSIC

19

The Careers and Education Guidance (CEG) Programme is designed to meet the needs of

all students at The Kings School. It is differentiated to ensure progression through activities

that are appropriate to students’ stages of career learning, planning and development. All

students are entitled to careers education and guidance that is impartial and, where

appropriate, confidential. It is integrated into their experience of the whole curriculum,

based on a partnership with students and their parents or carers. The programme promotes

equality of opportunity and inclusion.

The careers programme includes careers education lessons, careers guidance activities

(drop in facility and individual interviews), information and research activities (in the Careers

Library), work-related learning (including work experience), action planning and recording

achievement. Careers lessons are part of the school’s PSHE programme. Other focused

events include:

∗ A bi-annual Careers Fayre

∗ Mock interviews for Year 11

∗ Work Experience for Years 10 and 12

∗ Higher Education Fayre for Year 12

The Key Learning Outcomes for the CEG Programme at Key Stage 3 are:

Year 7

∗ undertake a realistic self-assessment of their achievements, qualities, aptitudes and

abilities and present this in an appropriate format.

∗ use the outcomes of self-assessment to identify areas for development, build self-

confidence and develop a positive self image.

∗ recognise that work is more than paid employment and that there is considerable

variation in the value individuals and society attach to different kinds of work.

∗ identify and use a variety of sources of careers information, including ICT.

∗ use information handling and research skills to locate, select, analyse, integrate, present

and evaluate careers information relevant to their needs.

∗ use goal setting, review, reflection and action planning to support progress and

achievement, and to set short and medium term goals.

∗ organise and present personal information in an appropriate format.

Year 8

∗ recognise stereotyped and misrepresented images of people, careers and work and

how their own views of these issues affect their decision making.

∗ recognise and respond to the main influences on their attitudes and values in relation to

learning, work and equality of opportunity.

∗ describe how the world of work is changing and the skills that promote employability

∗ use appropriate vocabulary and organise information about work into standard and

personally devised groupings.

∗ identify and use a variety of sources of careers information, including ICT.

∗ use information handling and research skills to locate, select, analyse, integrate, present

and evaluate careers information relevant to their needs.

∗ use goal setting, review, reflection and action planning to support progress and

achievement, and to set short and medium term goals.

CAREERS EDUCATION AND GUIDANCE

20

The school has excellent relationships with many local business partners and meets with

them at our termly Business Forum meetings. Work related learning and enterprise learning

are embedded in many subject areas and students will come into contact with members of

the local business community through visits out of school, meeting visitors within school or

through special events that are arranged. These enrichment special events may include

being off-timetable for a morning or day.

Enterprise activities change from year to year, to reflect the changing nature of the labour

market both locally and nationally. There is an emphasis on employability skills and on

challenging students to engage in ideas and situations that emulate the world of work and

enable them to develop enterprise skills.

Recent activities have included:

∗ ‘Day of Difference’ for Year 7

∗ Food Miles Challenge for Year 7

∗ Modern Foreign Languages ‘Food For Fun Day’ for Year 8

∗ ‘Get Set For 2012 Day’ for Year 9

∗ Mini Enterprise for Year 10

Each of these activities has offered unique opportunities for students to work with members

of the business community, on realistic projects that typically extend through the whole day.

This enables students the potential to reflect, review and improve on their work, achieving

an end product of which they can be proud. Each day is linked closely with one or more

curriculum areas, giving students a clear insight into how each subject is embedded in the

business world.

Year 9

∗ use goal setting, review, reflection and action planning to support progress and

achievement, and to set short and medium term goals.

∗ identify and use a variety of sources of careers information, including ICT.

∗ use information handling and research skills to locate, select, analyse, integrate, present

and evaluate careers information relevant to their needs.

∗ demonstrate knowledge and understanding of the options open to them including

opportunities provided through vocational options.

∗ use a straightforward decision making technique.

∗ identify, access and use the help and advice they need from a variety of sources

including: parents or carers, teachers, Connexions PAs and other learning providers.

∗ manage change and transition giving consideration to the longer term implications and

the potential progression opportunities.

∗ make realistic and informed choices of options available post-14.

∗ consider alternatives and make changes in response to their successes and failures.

WORK RELATED AND ENTERPRISE LEARNING

21

All students will follow a similar curriculum in Year 7 aimed at developing skills gained in

primary school. Activities will be varied an include team games, individual, aesthetic and

athletic activities.

Towards the end of KS3 students will receive guidance to enable them to follow areas of

activity in which they have particular interest and will be encouraged to achieve personal

excellence within these area.

In Years 10 and 11 all students will have the opportunity to gain qualifications within sport

and leisure by taking governing body awards or the equivalent. All students follow a chosen

course of interest with the aim of developing a positive approach to fitness for life.

At present students have the opportunity of following GCSE Physical Education and BTEC

Sport and at Post-16 the school offers AS/A2 Level Physical Education and BTEC Sport.

Dance is taught at GCSE Level and at AS/A2 Level . Other vocational PE courses have been

introduced in Post-14, including the Junior Sports Leaders Award and Community Sports

Leader Award. The new Diploma in Sport and Active Leisure was offered to students as a

pathway in 2010.

The King’s School is a designated Specialist Sports College. This is having a huge impact on,

not only the Physical Education curriculum, but also school and community sport.

SPORT AND EXTENSION ACTIVITIES

PHYSICAL EDUCATION

School sport thrives at The King’s School. Each year there are hundreds of fixtures and

tournaments in many sports and pupils are regularly chosen for representative sides, such as

East Devon, Devon and the Southwest.

Lunchtime activities and clubs also thrive and are all run by experienced

members of the PE staff.

As a Sports College we also employ coaching staff to enable students to

both experience new activities, - e.g. Volleyball and Trampolining, and

also have the opportunity through specialist coaching to achieve

excellence.

SPORT

22

The success of students at The King’s School depends not only on providing an excellent

academic education but also on the wide range of extension activities we offer. These

activities provide rich opportunities for students to discover new skills and talents and, most

importantly, develop greater self confidence. They also increase enjoyment which is a

powerful motivating factor for achievement. The list below will give you an idea of the sorts

of activities on offer. This list is not exhaustive and varies each year:

∗ Sport: 49 sporting teams representing twelve sports

∗ Music: Band, choirs and individual performances

∗ Industry links and Work Experience

∗ Project Week (a week of extension activities organised in the Summer Term)

∗ 6th Form Variety Showcase (An annual event of dance, drama, music, magic and many other

entertainments)

∗ Foreign Adventure Trips to other countries such as Italy, France, Spain, Germany, Poland, Hungary, Ethiopia,

the USA and South Africa

∗ Local Community Links

∗ Environment Schemes – conservation, re-cycling schemes and the school ‘Green Team’

∗ Clubs and Societies (eg Chess, Computers, Art, The Simpson's Club and Gardening Club)

∗ Visits to Higher Education Institutions

∗ School Productions involving 100+ students in front of and behind the stage, e.g. We Will Rock You, Annie Get

Your Gun, Our Day Out and the spectacular 2009 version of ‘Annie’

∗ Young Enterprise in the Sixth Form

∗ Mini-enterprise in Year 10 and Enterprise Days

∗ Outdoor Activities including the annual Ten Tors event on Dartmoor where the school regularly enters two

teams

∗ Duke of Edinburgh Scheme

∗ Special Events e.g. problem-solving exercises, competitions, charity fund-raising days

∗ Educational trips and visits with various departments, e.g. Geography, Biology, Art and Religious Education

which all benefit from locally organised visits, both in and out of school time

∗ House Activities. (e.g. Drama, Music, Dance productions, Public Speaking, Master chef, Mathematics, ‘Top of

the Form’, sport and swimming competitions)

∗ Moldova Project - KINgSHIP

∗ Biannual Fashion Show - over 100 students involved

∗ Annual Art and Music Festival

∗ Dance events and productions with a high level of participation

∗ Celebration of Sporting Achievement Awards and Activities

∗ Dreams + Teams linking the School with Woliso in Ethiopia

∗ Young Ambassadors and Youth Leadership opportunities in sport, MFL, mathematics and literacy

∗ School and House Councils

EXTENSION ACTIVITIES

The school aims to meet the needs of every student individually, including students who may

need specialist support with their learning. The overall aim of the Learning Support Depart-

ment is to help all students to be fully included in the life of the school. The school supports

the 2001 Special Educational Needs and complies with the 2007 Disability & Equality Act.

There is considerable liaison with all partner primary school and with the Area Special Educa-

tional Needs (SEN) Advisory Service before students join the school. Subject teachers may

refer students to the Learning Support Department at any time. In line with the new SEN

Code of Practice – students who need support above that which is generally available in

the classroom will be placed on the school’s SEN Register.

There are regular Learning Support link meetings to co-ordinate support across all curriculum

areas and to monitor and review progress of students on the SEN Register.

Provision for students with special needs may take the form of extraction work in small

groups or support by specialist staff within normal lessons. We have a dedicated team of

Teaching Assistants and two SEN teachers, one of whom is the SENCO.

The department maintains close ties with the Educational Psychological services and other

outside agencies. We believe our relationship with parents has a crucial bearing on stu-

dents’ educational progress and we therefore seek to work in partnership with parents and

other professionals to achieve the most effective provision for your child.

23

LEARNING SUPPORT

24

The Form Tutor is a key person in the school pastoral system. Their role includes monitoring

your child’s welfare by taking an interest in their social and academic well-being, being the

first point of referral if any problems arise. The Form Tutor is also responsible for mentoring

students and encouraging high standards of dress, positive behaviour and punctuality.

Leading each team of tutors is a Head of House who has responsibility for ALL students within

one house group. Their role is an extension to that of the Form Tutor, who may refer

problems to them or who may sound warning bells, resulting in some preventative

procedures being implemented. The Heads of House have a responsibility to promote and

encourage a House ethos as well as caring for the individual.

In addition to the general welfare of students, important responsibilities include checking

standards like dress and attendance, ensuring that students are working to their full potential

and leading assemblies.

The Heads of House are aided by Pastoral Support Co-ordinators who are involved in day to

day pastoral procedures and in establishing good practice to benefit all students and a link

member of the Senior Leadership Team.

All staff are concerned with the pastoral welfare of the students and by that definition have

a dual role to perform. They have to be carer and disciplinarian, a difficult but not

impossible task. To help make that task easier and thereby more effective, may we stress

that two way communication is ESSENTIAL if we are to give the students every opportunity of

fulfilling their potential. If you have any query or concern that you feel that we should

know about then please inform us immediately. You have our assurance that we will

contact you!

When necessary we call on the services of other agencies that work with students to support

young people, for example, the Educational Welfare Officer, the School Health Service and

Connexions (now incorporating the Careers Service). The school has a Connexions Link

Tutor who will work closely with small groups of identified students.

Students are in vertical House Tutor Groups of mixed Year 7 and 8 students. These students

then progress to the Upper School where they are in House Tutor Groups of Years 9 to 11. The

Sixth Form likewise have mixed Years 12 and 13 groups.

FORM TUTOR

HEAD OF HOUSE

OTHER SUPPORT

STUDENT WELFARE AND SUPPORT

Any student feeling ill should immediately report to either a teacher, Head of House or

Pastoral Support Worker so that necessary help can be given. When students are unwell

and unable to work in class, parents/guardians are asked to come and take them home.

THERE ARE NO FACILITIES FOR STUDENTS TO BE SUPERVISED IF THEY ARE UNWELL AND

THEREFORE THEY SHOULD NOT BE SENT TO SCHOOL IF THEY ARE FEELING ILL. If a student needs

to take medication during the school day, the law requires the parent/guardian to

complete an information form before the medication is administered.

The school has a School Nurse who performs a dual role by carrying out various health

checks on students e.g. vision, hearing, immunisation programmes as well as providing a

'drop-in' facility for students who may wish to discuss a 'personal health' concern.

It is essential that parents inform the school of any illness/complaints that students may have

so that may take safe and appropriate action when necessary.

When absence is desired for any special reason, permission must be obtained before hand

from the Headteacher. A holiday request form, obtainable from our website or Student

Support Centre, is available when leave of absence is required for an annual holiday. We

only ever grant authorised absence for holidays in exceptional circumstances outlined in the

Devon County Council application for absence form. In addition we never authorise

absence for students with an attendance record of below 94% (our minimum target for

attendance) or during an examination course. The change is assessment as GCSE means

that students will undertake controlled assessments throughout the duration of the GCSE

programme with subjects starting these as early as October of Year 10. These controlled

assessments form part of the final GCSE grade, are carried out under examination conditions

and cannot be rescheduled therefore we cannot authorise absences during Years 10 or 11.

Absence due to illness during the assessment will require medical consideration applications

to the examination board in the same manner as for illness during the final examinations.

Similarly at AS and A2 students will take module examinations throughout the course so any

disruption to their study will inevitably impact negatively on their preparation and therefore

examination outcome. We are very sorry we cannot be more accommodating and we

know this can be difficult for parents but the new examination specifications no longer

afford us the flexibility to catch up as the course continues.

Unforeseen and unavoidable absences must be notified to the school office on the first day.

If no message is received the school

will endeavour to contact parents.

A note should still be provided on

return to school (an entry in the

student’s Planner will be sufficient).

25

ILLNESS IN SCHOOL

ABSENCE FROM SCHOOL

Absences -

Authorised and Unauthorised

Authorised absences 4.0%

Unauthorised absences 0.4% Attendance/

Absence

Figures 2009-2010

26

The other side of being supported is helping to develop a sense of responsibility in our

students so that they can become self-disciplined, self-motivated and have a real concern

for other people and the environment. Many opportunities are created for students to

develop this sense of responsibility, eg School Council (who have written the school Code of

Conduct), House Councils, House Leaders, Language Leaders, Maths Leaders and Sports

Leaders (including team captains).

The use of rewards to encourage and motivate students is balanced by a clear system of

sanctions if they let themselves down.

Our rewards system is based on six core values. These are:

1. Outstanding effort

2. Good progress

3. Achievements (in relation to ability)

4. Leadership

5. Respect

6. Taking part

Head Teacher’s Commendation certificates are awarded for outstanding achievements.

When minor misdemeanours occur, the subject teacher or the form tutor will deal with the

student by either dialogue, completion of work or a short detention within the school day.

More serious problems will be referred to and dealt with by either the Head of Department,

the Head of House or a member of the Senior Leadership Team. Parents may be contacted

at this point. Students may be placed 'On Report' by their Head of House for attendance,

punctuality, behaviour or under-achievement. Parents are asked to sign this form daily.

More serious disciplinary matters can result in students being internally excluded or externally

excluded when extremely serious for fixed term periods up to 45 days in a year or a

permanent exclusion. External exclusions only occur very rarely at the King’s School and In

all cases the parents, governors and the LA are kept fully informed.

The Student Support team welcomes working with parents to enable our students to take

every opportunity that The King's School can offer.

SCHOOL BEHAVIOUR POLICY

Aims:

To achieve the best possible level of health for all children of school age in order that they

may meet their full educational potential.

Objectives:

∗ To decrease preventable causes of ill health, e.g. accidents, infections, smoking, alcohol and drug abuse etc

∗ To ensure that children are encouraged and enabled to take responsibility for their own health and well being

Every school has a fully trained , “named” Youth Health Nurse. Our Youth Health Nurse is

Michelle Perryman. The Student Support Centre staff know when she will be attending

school.

The Youth Health Nurse is responsible for the health needs of all the children and for

implementing, facilitating and co-ordinating care. She will maintain contact with students,

parents and teachers and will liaise with, and refer to, other professionals as appropriate.

The Youth Health Nurse will be happy to be involved in the planning and delivery of a co-

ordinated health programme, for example relationship programmes, bullying workshops,

27

Upon entry into The King’s School a health interview can be offered if required.

A weekly lunchtime session is run where any student may come and seek advice on any

topics relating to their physical, emotional or mental health.

It is a recommendation that all children should receive a Low Dose Diphtheria, Tetanus &

Polio immunisation at 14 to 15 years. This is routinely given by your GP and not the School

Health Service. It is also advisable to administer an MMR immunisation at this stage if it has

not been given before. The cervical cancer vaccination is offered to appropriate students.

Your surgery will keep records of previous immunisations.

For further advice, including retests of hearing, the student will be referred to the

appropriate service.

If you wish to contact the Youth Health Nurse direct to discuss health related issues she will

be happy to talk to you. Telephone her on 01404 816020.

SCHOOL/YOUTH HEALTH SERVICE

SCHOOL HEALTH PROGRAMME

28

1 Students are expected to behave in a responsible and considerate way and follow the

Code of Behaviour.

2 With the exception of Years 12 and 13 and those who go home to lunch, no student

may leave the school premises during the school day unless a note is brought to the

Head of House. Students who need to leave school premises during the day for

medical appointments etc. must sign out at the Student Support Centre and sign in on

their return.

3 Every article brought into school SHOULD BE CLEARLY MARKED WITH THE OWNER'S

NAME. All money and valuables are to be retained on the owner's person, or handed

to a member of the Staff for safe keeping. NO RESPONSIBILITY CAN BE ACCEPTED FOR

ITEMS LEFT UNSUPERVISED IN ANY PART OF THE SCHOOL PREMISES.

4 The direct authority of a member of the teaching staff is needed before any member of

the school may enter a science laboratory or workshop.

5 Smoking injures health and is a danger. It is forbidden on the school premises or when

travelling to and from the school. Disregard for this rule results in progressive sanctions

being implemented.

6 Parking capacity for motorised vehicles and cycles are limited. Permission to cycle to

school is given after the appropriate application form has been completed. All cycles

are to be locked. The school cannot accept responsibility for them. No cycle may be

lent or borrowed. Cycling in the playgrounds or on the drives or paths is forbidden for

safety reasons.

Only a few Year 12 and 13 students may have permission to bring cars, motor-cycles or

mopeds. All Year 12 and 13 students wishing to come to school by such means must

gain permission from the Head of Sixth Form. All moped and motorcycle riders must

wear a safety helmet, hold a full or provisional licence and have undertaken the road

safety preparation course. Parking permits will be issued where space is available in

line with the Security Policy.

OTHER USEFUL INFORMATION

29

All students in Years 7 - 11 are required to wear school uniform. The uniform has been

agreed by the Governing Body. Uniform can be purchased from Thomas Moore in Exeter or

Honiton Sports Shop.

All School Uniform is expected to be worn in a sensible, appropriate and tidy manner. All

items should be named.

The student is responsible for ensuring that he or she is in correct school uniform.

Trousers: Black school trousers of plain design. Trousers are not to be made of denim, cord or

similar material. Jeans of any colour, leggings, cropped trousers and shorts are not permitted

Skirts: Black skirt of appropriate length for school. School is not the place for short skirts. No

denim, cord or similar material. Black, natural or grey tights may be worn.

Polo Shirt: A royal blue school polo shirt, with school logo. No visible T shirt should be worn

underneath.

Sweatshirt: Black V-neck Sweatshirt or cardigan with school crest. These are the only items

that can be worn in a classroom.

Shoes: Sensible black shoes. Shoes are to be plain black with no markings, visible coloured

soles or coloured laces.

Jewellery: No jewellery except a watch and one pair of small studs or sleepers for the ears.

Spacers, plugs and facial jewellery may not be worn in school. Extra jewellery that is worn will

be confiscated and kept until the end of the school day.

Socks: Black, grey or white. Plain design.

Belts: A narrow, plain black belt may be worn.

Hairstyles: Long hair must be tied back in practical lessons. Extremes of hairstyle or colour are

not permitted.

Make-up: Make-up should be discreet. Brightly coloured eye make up and nail varnish is not

permitted.

Coat: Students may wear an outer coat or jumper to school but this is not to replace the

school sweatshirt. Coats must be removed before entering the classroom and are not

allowed to be worn in lessons.

If, on any occasion, a student comes to school in incorrect school uniform, they should

report to the Head of House Room before school starts. Clear uniform protocols are in place

and schools now have the right in law to ask any student who does not conform to the

school’s uniform code to go home and not return to school until they are in uniform. If

parents are in any doubt about the suitability of an item of uniform, they should check with

the school before buying it.

Shin pads and gum shields are also compulsory for some modules.

Girls/Boys Optional: Hockey Stick, Tennis Racket, Tracksuit comprising black joggers/tracksuit

bottom and navy hooded sweatshirt with school crest.

BOYS PE KIT

Sky-blue polo shirt with logo

Black games shirt with reversible band

inside with house colour & white collar

Black rugby shorts with tie waist

Black shadow stripe shorts with tie waist

Black games socks

Short white socks (indoor work)

Football boots

Trainers with non-marking sole

(for PE use only)

GIRLS PE KIT

Sky-blue polo shirt with logo

Black shadow stripe shorts

with tie waist

Black pleated skirt

Black games socks

Short white socks (indoor work)

Trainers with non-marking sole

(for PE use only)

UNIFORM AND PE KIT

30

Free School Meals:

These are provided for children of parents in receipt of income support, income based job

seekers allowance, child tax credit or support under part VI of the Immigration and Asylum

Act 1999. An official application form (BR35) must be completed, copies of which are

obtainable from the school or the Area Education Office. We remind parents who are

eligible that this is their right and we urge them to take advantage of this right.

The school has a purpose built canteen/dining hall. The canteen provides an excellent

range of hot and cold lunches, all cooked on the premises. A wide variety of freshly made

sandwiches, paninnis, jacket potatoes, pasta pots, salads and fresh fruit are also available.

All food complies with the latest Government Legislation. No preservatives are used in their

preparation. At present we are not knowingly using any GM foods. Vegetarians are also

catered for. The canteen is also open before school and at morning break. A cafeteria

system is in operation and students pay at the cash desk for items they have chosen.

The Authority has a policy on the provision of school transport. It provides, for example, for

free school transport where a student of compulsory school age lives beyond the statutory

distance designated by the Authority to serve the home address. The statutory distance is

defined as three miles for those aged eight and over. To qualify, the statutory distance is

measured by the shortest available route between the home and the school that serves the

home address.

Transport will also be provided to students registered at a school that is nearest to their home

where this is not the designated school and if beyond the walking distance and suited to the

age, ability and aptitude of the child. Some students may be given free transport even

when they live within the distance for special reasons, e.g. medical grounds. It is a parental

responsibility to arrange for children to travel in safety between the home and the picking-

up and setting-down points.

Post-16 students entitled to assisted transport are currently charged £378 per year (£30

discount if paid in full) or £134 : £134 : £110 payable each term or 10 monthly payments of

£37.80; but those entitled to such transport who are on low income and/or benefits can

apply for free transport. Application forms are available from the school. Prices will be

reviewed annually.

When the Authority is not obliged to provide transport - including where parents choose a

school other than that which serves their home address - it is the parents' responsibility to make

arrangements for and meet the cost of travel between home and school.

GRANTS

SCHOOL MEALS

SCHOOL TRANSPORT

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Where spare seats on the County Council's school transport vehicles or contractors' vehicles

are available, these may be occupied by children not entitled to free school travel on the

purchase of a concessionary ticket. (The rate will be issued by the LA each year).

Adequate warning will be given to parents should the concession need to be withdrawn.

If parents are unhappy about the way in which the policy has been applied, they should

contact the school transport section at County Hall on 01392 383359.

The aim of The King’s School is to provide, where possible, educational experiences free of

charge. However, there are occasions where voluntary contributions are vital if the

experience is able to take place. Charges will not be incurred for any compulsory aspect of

the curriculum.

The school has therefore determined the following policy bearing this in mind :

∗ Voluntary contributions may be sought in order to support the wide range of school activities available whether during or outside school hours.

∗ If it is not possible to fund such activities without voluntary contributions then this will be made clear in any written communication requesting contributions.

∗ Upon notification the school may remit voluntary charges where cases of hardship exist.

In addition we will be seeking voluntary contributions for the following:

1. To cover the cost of materials provided by the school where an “artefact” or “product” is

to be retained by the student.

2. To subsidise the costs arising from school fixtures (transport) and extra-curricular clubs and

activities.

The circumstances of any change will be clearly stated in writing to parents. Please

approach your child’s Head of House if you find it difficult to meet a financial request as we

do operate a small support fund or of course the Foundation and Jubilee Trust.

CHARGING AND REMISSIONS POLICY

The school has always considered the security of the site, the students and their belongings

to be of paramount importance and procedures are in place.

The Governors, in co-operation with the Leadership Team at the school, constantly review

areas where security could be a problem. CCTV has been upgraded and covers key points

around the school site. We have an out of hours ‘key pad’ system on the main entrance to

the school and all staff should wear a personalised identity badge. We follow County

guidelines in spending Government monies appropriately on security measures around the

school site. Copies of this full Report on School Security are available for viewing at the

school.

SCHOOL SECURITY

Parents may approach the school in order to gain access to up to date copies of a variety

of documents, most are available on the school website.

They include:

∗ All LA and DFES Circulars ∗ The LA complaints procedure ∗ The Authority's agreed syllabus for Religious Education ∗ All syllabuses whether for public examination or otherwise ∗ Equal Opportunities ∗ Positive Behaviour Policy ∗ Accessibility Plan ∗ Gender Equality Scheme ∗ Disability Equality Scheme

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In accordance with Section 23 of the Education Reform Act the Local Authority has

established a procedure for dealing with complaints about the school curriculum and

related matters. This is an involved process which cannot be easily summarised but the key

feature is that any complaint relating to the curricular responsibility of the Local Authority or

the Governing Body should be addressed initially to the Headteacher, who will attempt to

resolve the issue formally. All such complainants will receive a copy of the complaints

arrangement.

The LA has asked all schools to ensure that parents are made aware of the following

statement on insurance.

"The Authority is insured against its legal liability for any injury, loss or damage caused to

students as a result of negligence on its part or that of its employees, servants or agents.

Students attending the Authority's schools and colleges are not insured for personal

accident benefits while on education premises or taking part in recognised activities outside

the school/college.

The Council expects all employees and students to accept full responsibility for their

personal possession, including money and to consider taking out insurance themselves to

cover any risk."

We ask that expensive items of clothing or personal possessions are not bought to school as

our insurance policy does not cover these items.

COMPLAINTS PROCEDURE

ACCESS TO DOCUMENTS

INSURANCE

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The King’s School PTFA plays an important role within the school community. It exists to

enhance the education and well-being of the students and endeavours to represent the

views of parents to the School. This is achieved through fund-raising and social activities that

develop relationships and communication between parents, staff and the school. The

Association comprises all parents with children attending The King’s School and all members

of staff.

The Association holds regular events such as the Christmas Fayre and Grand Prize Draw, Quiz

Evenings, Dinner Dance, PTFA vs. Staff Cricket Match (and Barbecue) and provides a range

of refreshments at a wide variety of functions throughout the year. These include: Open

Evening; Art and Music Evening; School Production and the Year 11 Prom.

Events which bring us closer to the local and wider communities include our very successful

BurgerKING’s stands at Tar Barrels; marshalling duties at the Ottery St Mary 10K run; the

Fashion Show and beyond. When funds dictate, the PTFA invites staff to make bids for their

departments and we have recently funded the two covered areas and more picnic

benches,

The PTFA has its’ own private lottery - The King’s School 200 Club. Annual membership is £12

and draws are held quarterly. 36 lucky members share over £500 in prize money and almost

£700 is raised for PTFA funds.

Parents are kept informed of activities via “The King’s” the weekly student bulletin and letters

sent home with students. In addition the school’s Virtual Learning Environment (VLE) will soon

be available to all students and parents so they can see exactly what their children are

studying.

The Annual General Meeting of the Association is held in September. A committee is

elected comprising parents from each year group and staff. Committee meetings are

usually held twice a term to plan social activities and fund raising events. These meetings are

constructive, lively and light hearted, lasting often no more than an hour. Parents with new

ideas and views are always welcome to attend meetings at any time.

The PTFA endeavours to represent the views of parents to the School and parents who wish

to put forward ideas for discussion, to raise any concerns, or who wish to take an active role

in the work of the PTFA or join the Committee are asked to contact any committee member

of the PTFA. The future success of the PTFA and its positive involvement in The King’s School is

dependent on new parents coming forward to support the PTFA. Please contact the school

for a list of committee members and their contact details.

PARENTS, TEACHERS AND FRIENDS

ASSOCIATION

The information contained in this

document is correct at the time it was

compiled. It should not be assumed

that there will be no variation before

the start of, or during, the particular

school year, or subsequently. It is not

intended to create a contractual

relationship and may be varied in the

light of changing circumstances.

This charitable trust was set up about 40 years ago by a far sighted Headteacher, the late

Sydney Andrew and his Chairman of Governors, Ivor Gerwyns Tucker, to support past and

present students of the King’s School. The Trust provides financial assistance for individual

students seeking to broaden their educational experience. Support has been given to

students to help with the costs involved in taking part in activities beyond the normal school

routine or to develop a new skill and expertise. In addition to assisting individual students

the trust has assisted students across the school by contributing to the all weather sports

pitch, stage lighting and the covered seating area in the playground.

The Trust Committee meets once per term to discuss fund-raising and expenditure; parents,

students, ex-students, staff and governors are all represented on the committee in

accordance with it’s constitution. The Trust invites donations or covenants (necessary to

maintain funds), from parents and friends to help with future projects for the benefit of the

school and it’s students. Further information regarding covenants can be obtained from the

Trust Secretary at the School.

Some examples of help given to students:

∗ Placement in Kajang, Malaysia – teaching under privileged children

∗ To support the Handicapped Children’s Pilgrimage Trust to Lourdes

∗ Music Tour to Canada – Devon Youth Music Place

∗ Research trip to Uganda/Tanzania – Bio-diversity investigation

∗ Transportation of horses for the school show-jumping team

∗ Travel expenses for a Scout Jamboree in Thailand

∗ Support for equipment purchases for Ten Tors

∗ Funding for a gap year world trip to include voluntary work in a Nepalese Leprosy

Hospital

September 2010

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THE KING’S SCHOOL STUDENT TRUST FUND

(FOUNDATION AND JUBILEE TRUST)

35

NOTES