prospectus 2016-17 - chingford foundation school › _site › data › files › ... · prospectus...

Prospectus 2016-17

2 A FIRM FOUNDATION FOR LIFE

A FIRM FOUNDATION FOR LIFE 3

Dear Prospective Parents/Carers and Students

A warm welcome to Chingford Foundation School.

I would like to welcome your son/daughter to Chingford Foundation School where we will provide him/her with an excellent secondary education. The school challenges and extends students of all abilities and will prepare them to contribute positively to the communities in which they live. Our commitment to quality, achievement and the ‘comprehensive ethos’ makes us the natural first choice of students, parents and staff who are keen to contribute to the successful development of tomorrow’s young citizens.

Chingford Foundation School has many distinctive characteristics:

■ It is a large 11 – 18 mixed school with an impressive heritage, which we exploit and celebrate. ■ We have a style and approach which ensures details in academic and pastoral matters are not

overlooked and are given an equally high priority in a safe and harmonious environment. ■ Our ‘personalised’ structures and systems enable us to learn each student’s strengths and areas

for development to a degree that makes us an example of ‘good practice’ for other schools. ■ Our knowledge of each student’s individuality is the key to promoting good learning

habits (e.g. Lifelong Learning) and the development of strong personal qualities needed in an increasingly complex society.

■ Our strong approach to ‘Rewards and Sanctions’ means we ensure distractions are kept to a minimum.

■ We understand that boys learn differently from girls and this informs the way we organise learning for our students. Our ‘Code of Expectations’ means that learning includes shorter, more tightly defined lessons, clear objectives, regular opportunities for feedback on a student’s progress, a brisk business-like pace to lessons and more opportunities for the students themselves to take responsibility.

■ Our combined specialisms in Arts, Humanities and Sports subjects mean that innovative, high quality provision is available to enable students to develop their specific aptitudes and skills.

■ We have an extraordinary range of extra-curricular activities in our Extension Programme and Saturday College which provide many opportunities for students to invest in their learning and progress and in the life of the school.

■ Our Beyond Horizons programme is now in its fifth year. The programme includes a culture of success by celebrating the high achievement of students through targeted programmes. We also offer ‘Exploring Horizons’ for pupils in Lower School to introduce them to new challenges and approaches and to broaden their outlook and experience.

■ We invest in an excellent Summer School programme offering every Year 6 pupil the opportunity to participate in exciting activities, building literacy, numeracy and interpersonal skills.

■ The school benefits from an attractive, historical location in which to provide a modern education for students. Its excellent facilities occupy spacious grounds and buildings which also provide a centre for community activity.

■ Chingford Foundation School, as a recently converted high performing Academy was invited by the Department for Education and the Borough at Waltham Forest to ‘sponsor’ improvements at Rushcroft Foundation School (formerly known as Rushcroft Sports College). Rushcroft Foundation School has also become an Academy as part of the ‘Chingford Academies Trust’

All these features reflect our belief that a high quality education for the future should be based on a fusion between the best of traditional methods and the very latest thinking and technology. In November 2014, OFSTED judged the school to be ‘good’ with outstanding features. The Sixth Form was given an ‘outstanding’ rating. The report strongly validated the successful impact of our approach. There is a particular emphasis on countering under-achievement and instilling in our students an understanding that learning is a life long process, which enables them to succeed in the modern world. When these ‘foundations’ are secured in our students, ‘Chingford Foundation School’ moves from rhetoric to reality.

Mark Morrall, Executive Principal

A welcome from the Executive Principal

Photography credits:

Van Cols Colchester (01206 271521)

What makes us different?

History and Formation of Chingford Foundation School

Chingford Foundation School has a long and proud history dating back to 1938. We are fortunate to have a very active Old Chingfordians Association who kindly published ‘Chingford School – The First 60 Years 1938 - 1998’ which charts, in full, the history of the school up to becoming grant maintained. With so many schools in the locality being replaced, we know that the lessons from the past have helped make the success of the school today.

Formation

Chingford Foundation School has seen significant changes over the years from a Senior High School, to an 11- 16 school, to an 11 – 18 school. For the benefit of local pupils and families we have moved towards greater autonomy through Grant Maintained, Foundation and Academy status (gained in 2012).

In June 2008 the school was designated a ‘Full Core Offer Extended School’ and also was given ‘Change’ school status in recognition of its work with Creative Partnerships and the Arts.

In September 2008, the school became a Specialist College in Arts and Humanities and in September 2012, PE and Sports were added to our specialisms. In July 2009, the school was designated a “Welcome Centre” for Arts Award and in July 2012, we became an Arts Award “Supporter Centre” in recognition of our Arts Award offer to our local and wider community. In May 2013 the school achieved Artsmark Gold status for our outstanding arts provision and in 2014 we became one of the first 14 schools nationally to become an “Artsmark Good Practice Centre”. We are now also an Artsmark Ambassador school.

Chingford Foundation School received letters of commendation from the Department for Education and national data providers in 2016. The first letter came from Nick Gibb (Minister of State for Schools):

“I am writing to convey my warmest congratulations to you, your staff and your pupils for your school’s excellent improvement in GCSE and equivalent results between 2013 and 2015. Your school is one of the top 100 non-selective state-funded schools in England showing the greatest sustained improvement in the percentage of pupils achieving five or more A*-C grades including English and Mathematics.”

The second letter came from Sam Gyimah (Parliamentary Under Secretary of State for Childcare and Education):

“It gives me great pleasure to write to you and congratulate your school on winning a local award in the Key Stage 4 category of the Pupil Premium Awards 2016. The reason you have been selected is that you are one of the most improved schools in the country in terms of the attainment and value added progress of your disadvantaged pupils since 2012. Also, an above average percentage of your disadvantaged pupils achieved the EBacc in 2015”.

The third letter came from Toby Ahern (Deputy Chief Executive for ALPS (Advanced Level Performance Systems) which stated that CFS’s “3 year score indicates that your ‘A’ level results match the top 25% nationally.”

The main features which make Chingford Foundation School different from other schools are:

■ Provision of an academic and aspirational curriculum that enables students to have pathways to the country’s finest universities

■ A genuine community approach based on a long history of service to Chingford families

■ In September 2012, Chingford Foundation School (CFS) became the lead school in the formation of a Multi-Academy Trust (MAT) with the Department of Education requesting CFS to offer significant support to improve a local secondary school, which has subsequently gone on to have a very successful OFSTED inspection in 2016.

■ Our Humanities specialism (with a range of high achieving departments)

■ Quality (Mark) in Study Support (QISS) gaining ‘established’ status.

■ Excellent involvement from our Arts partners (including the Arts Council) and Arts Award through Trinity Guildhall

■ Our sports specialism including leadership provision

■ A dedicated Arts Centre with rehearsal and performance space opened in 2011

■ Our ‘Full-Core Offer Extended School Status’ with the popular Saturday College, an Extension Programme of over 100 activities that take place after school, at weekends and during the holidays

■ Our PE and Sports specialist approaches which excel in a variety of team sports/sports leadership

■ A Speech and Language and Communication Needs Special resource centre, with our own Speech Therapist

■ An Autism Special Resource Centre

■ The Schools expertise has been recognised and it offers school improvement support to other schools – both secondary and primary

■ An extraordinary variety of educational trips both in this country and abroad

■ Our ‘outstanding’ support for vulnerable students

■ Our robust systems for managing student behaviour, attitude and response

■ Our outstanding Sixth Form with 30 different courses on offer (highest average points score in the area)

■ A developing Duke of Edinburgh Award Scheme


Quality Statement

Chingford Foundation School is made up of a broad range of individuals and groups from an increasingly wide variety of backgrounds, experiences, lifestyles, languages and cultures. We are proud of this diversity which enriches all our lives and our educational processes and informs our ‘comprehensive’ and ‘inclusive’ approaches. It is part of the school’s role to promote the benefits of such pluralism and to challenge all prejudicial and discriminatory practices. The school is therefore committed to a policy of inclusion, eliminating any practices which contribute to inequality on the grounds of race, gender, religion, sexual orientation, ability and disability.

It is the duty of all members of the school community, teaching and support staff, parents/carers, students and governors, to uphold this policy and to see it put into practice.

Quality Statement

We want Chingford Foundation School to be the best school it can possibly be, with all of us working towards ensuring that:

Students

Achieve at a level above expectation from Years 7 - 13, are happy, healthy, safe and well motivated and take increasing responsibility while at the school. They thrive in a culture where they respect others, adults and students alike. Students are resilient and endeavour to have positive and creative attitudes towards achievement. They engage actively in lessons and in a broad range of extracurricular activities, present themselves effectively and respect and relate well to one another, to staff and to the local community. They possess high standards of self-discipline, leadership , independence, appearance and actively participate in shaping their own futures. Students see attendance and punctuality as important to their education. They will leave the school with secure foundations to be happy and successful in their chosen pathways.

Staff

Are working within their specialist areas, are highly qualified, determined, creative, able to make an impact and display a high degree of professional competence and presentational skills. They are committed to the extra-curricular life of the school, the Extension Programme and the notion of community and life-long learning. They have positive relationships with, and high expectations of, students and each other. They feel valued, fulfilled, accountable and committed to the school and are aware of the long term objectives of the school and take an active part in the decision- making process. They take responsibility for their own continuing professional development and contribute willingly to the development of others. They have the courage and capacity to keep all aspects of the school’s work under review for its improvement. They have the resources and materials to do their job well within good quality learning environments.

The Community

Has a positive view of the work of the school, sees community cohesion as part of an approach to life-long learning and supports its principles strongly. Parents and carers take an active part in the education of children and participate in the decision making process for all parts of school life. Directors and Governors play a key role in determining the direction of the school, policy formulation and monitoring the work of the school. Parents and Governors are welcome as partners in education and feel valued members of the school community. Community is viewed as a powerful resource for supporting learning. There is a ‘live dynamic’ between the school, directors, governors and community and with other schools.

Learning and Teaching

Is an active, creative process involving students, teachers, support staff and parent/carers working in partnership to achieve agreed goals and targets, in an atmosphere based on mutual respect and trust where students take an increasing responsibility for their learning. It is exciting, challenging and enjoyable, encouraging risk-taking and creative approaches, and recognises achievement at every opportunity. It is fashioned in a distinctive style (our Code of Expectations) which enables students to achieve at their highest level. It is set within a notion of community education and life-long learning. There is a shared understanding of what is meant by a high quality lesson and evidence of the delivery of a high proportion of such lessons in all curriculum areas.

Curriculum

Is wide ranging and provides every student with ‘pathways’ of opportunity to pursue his/her specialist interests and aptitudes, while maintaining a creative, broad and balanced experience of all areas of education. It challenges all abilities and makes good use of every available resource, both in and out of teaching areas to fire imagination, creativity and bring education alive. Target setting, tracking, monitoring and evaluation of achievement are used in all areas of the curriculum to ensure progress of all students. The formal curriculum is enhanced by a range of extra-curricular opportunities (the Extension Programme), Saturday College including offsite activities locally and abroad. Spiritual, Moral , Social and Cultural Education (SMSC) is a key part of the curriculum/Extension Programme offer.

Resources

Are well maintained and the school has appropriate high quality, flexible accommodation which provides a clean, safe and stimulating environment for learning. The distinctive ambience provided by the setting of the school is capitalised upon to be conducive to achievement. First class facilities for all areas of the school’s work are provided, together with social areas for staff and for students. Students have appropriate resources in each learning area, enabling them to fully exploit every learning opportunity. Funding is supplemented from external sources and used to provide training, equipment and facilities to extend learning opportunities.

Quality Statement (Incorporating Equalities Act 2010)

This mission statement captures the ‘future intended state’ of Chingford Foundation School as agreed by the governing body.There follows a series of ‘descriptive pictures’ encapsulating how this school will appear in the future. We are committed to ensure this Quality Statement is realised in practice.


Extension Programme/Saturday College

There are many other aspects of school life to be experienced and enjoyed. Art, Music, Drama, Dance, Media, trips, visits and countless other things are vital to a good education. Our aim is to provide a range of interesting and stimulating activities and visits in which our pupils can participate. Theatre and performance visits and trips of all kinds are regularly organised. The school undertakes major trips abroad.

Netball teams have been on international visits. Educational visits have been made to Spain, France and Germany. In 2016 we have had Ski trips to Austria and cultural trips to Paris, Berlin, Krakow, Sorrento and Iceland. The school supports the Holocaust Education Trust with representative students from the Sixth Form take part in learning opportunities in Auschwitz and each year students from Year 9 visit the French and Belgian Battlefields.

We firmly believe that visits support students’ Social, Moral, Spiritual and Cultural (SMSC) education and contribute to a genuinely broad and balanced education.

Our Extension Programme also includes Saturday College. Here a range of activities augmenting students’ curricular experience is also offered. We strongly encourage the involvement of all our local feeder primary schools and neighbouring secondary school in our Saturday College.

Sporting Aims and Provision

Students take part in a wide variety of activities during their Physical Education lessons and are encouraged to further

develop their skills and enjoyment of sport by attending some of the many extra-curricular sporting activities offered as part of our Extension Programme.

The aims of the Physical Education Programme are to ensure students:

■ Receive a sound education in a broad range of sporting activities.

■ Know how to achieve and maintain physical fitness and why this is important.

■ Develop an enjoyment of exercise which motivates them to continue an active life-style and enables them to take part in healthy leisure pursuits.

Students are taught the fundamentals of the activity and are also expected to take some responsibility for planning and evaluation, developing an understanding of safety, health and fitness issues and an appreciation of good sporting behaviour. The school is proud of the part this programme has played in producing both student and senior internationals in a number of sporting disciplines.

All students are required to wear prescribed kit appropriate to the particular activity and we take a great deal of pride in the way our students look and present themselves. The school currently holds the Football Association’s Charter Mark and the DFE’s Sportsmark.

In the 6th Form the Games Programme builds on physical skills and team working.



The school was heavily involved in the London 2012 Olympics including choreographing the mascot dance learnt by pupils around the country and taking a lead in the Value Games and London Borough of Waltham Forest Schools torch rally. Several Year 13 pupils were Games Makers, building on the commitment to serving others which they have developed as members of CFS.

More Able/Most Able Students

We have a comprehensive programme supporting students who demonstrate academic gifts or highly developed skills. The programme includes Masterclasses, Extension Materials, early entry for public examinations, visits to other institutions and providers that have project expertise in high-achieving young people and leadership training. Each student is provided with an individualised programme tailored to their particular aptitudes. This is known as our Exploring Horizons programme in Lower School and our Beyond Horizons programme in Middle School.

Information and Communication Technology

We have worked hard over the years to develop a high quality ICT infrastructure. This includes suites of computers, interactive whiteboards, high specification media equipment, laptops and ICT access in every Faculty area and study centre. Much of this is available at lunchtimes and after school should students wish to work independently and the Lower School offers supervised homework clubs in an ICT rooms every lunchtime. Upper School also now offers supervised homework with ICT.

Homework and the Student Planner

All students who enter Chingford Foundation School are given a Student Planner annually. One of the planner’s main functions is to record homework. A homework timetable is set and we expect homework to be done. The importance of homework is obvious, but the amount set, and its difficulty, will depend on a student’s level of progress. Homework will be set regularly according to needs. The intention is to supplement and reinforce the work done in the classroom.

The Student Planner also acts as a quick and easy contact point between the student’s Form Tutor and teachers and parents. There are plans to develop this yet further with electronic homework setting which all students and parents will have access to.

Pastoral Organisation

The 240+ students who join Chingford Foundation School each year will progress through Years 7, 8, 9 and 10 completing their GCSEs at the end of Year 11. Thereafter they will continue in education or training until age 18. Our outstanding Sixth Form caters for up to 400 students who wish to follow an academic pathway and who meet the standard entry requirement. One of the Leadership Group is Director of the Sixth Form and leads a strong and experienced team.

Both the Lower School (Years 7 and 8) and the Middle School (Years 9, 10 and 11) are managed by a Head of School who is


responsible for their respective Year Groups. They lead a team comprising Student Progress Leaders and Tutors. Depending on circumstances, Form Tutors stay with their form for the full five years.

New students are placed in mixed ability tutor groups and a close identity with both form, year and school is actively encouraged through a well structured academic, social, artistic and sporting system of awards. Both the Form Tutor and pastoral management staff are important points of contact for students and parents. Regular consultation is encouraged and welcomed.

The school takes its responsibilities with regard to Child Protection extremely seriously. It has nine trained designated teachers and a Governor who maintains oversight. The Child Protection Policy is regularly reviewed and the school works within the demands of the All London Child Protection Procedures and Keeping Children Safe in Education 2014 (2015 amendments).

Academic Organisation

So as to ensure maximum progress, for teaching purposes, the pupils in Lower School are grouped in the following ways:

(i) They are taught in small mixed ability groups for Design Technology, Food Technology and Art.

(ii) Music, P.E. and R.E. are taught in mixed ability tutor groups.

(iii) They are setted for Mathematics, English, Science, History, Geography and Modern Languages. The sets are initially determined by information received from the Primary Schools and tests that we set. These are the nationally recognised NFER Cognitive Abilities Tests (see below).

The system described above is designed to take account of pupil abilities and achievement in a way that allows teaching staff to set appropriate levels of classwork and homework. From the 8 forms of entry, 9 teaching groups are formed so that class sizes are reduced. Pupils who need more support will be in a smaller class. There is scope for pupils to move between sets but all changes are based on the professional judgement of teachers and not at the request of parents.

Anti-Bullying Policy

Bullying will not be tolerated in any form at Chingford Foundation School. Bullying may be verbal, physical, psychological or cyber bullying. Bullying is repeated behaviour which makes other people feel uncomfortable or threatened, whether it is intended or not.

The aim of the anti-bullying policy is to clarify for students and staff that bullying is always unacceptable. We aim to encourage an environment where independence is valued and individuals can flourish without fear. Every student has the right to be safe and happy in school and to be protected when feeling vulnerable.

Not telling protects the bully or the bullies and gives the message that they can continue. We ask students that if they are a victim of bullying, or if they observe bullying, not to hesitate to tell a

member of staff. We ask them to always tell their parents. The general rule is ‘keep on telling’ until the problem is resolved. Bullies may face fixed term or even permanent exclusion from the school.

Our detailed Anti-Bullying Policy is available for parents to see and a summary appears in every ‘Student Planner’.

The Chingford School Parents’ Association (CSPA)

Chingford Foundation School is fortunate to have a well established School Parents’ Association, the main aim of which is to help support school in providing the best possible education and social opportunities for the students. The CSPA also links directly with the Directors and Governing Body to provide parental feedback on policy matters.

Regular fund-raising and social events are planned so that additional money can be spent by the parents for the benefit of everyone working in the school.

Home/School Communications

Parents are welcome to contact the school at any time. Appointments should be made whenever possible for meetings to ensure that the appropriate member of staff is available.

Parent Teacher Consultation Evenings are arranged for all years to discuss the progress each of our students. A range of Information Evenings including for year 7, commencement of GCSEs, about the Sixth Form offer etc., face to face opportunities for parents to receive answers to their queries. Additionally, parents are invited to meet with Form Tutors to help them gain an overall picture of the students in their care and to be better able to deal with any problems that might arise. Parents of Year 7 pupils meet Form Tutors after half a term to review how pupils have settled.

The school has a ‘Parents Forum’ which meets periodically on Saturdays and tackles school improvement issues.

Similarly, we will contact parents when necessary. Parents receive regular newsletters from the school, the Old Chingfordians and information from the Chingford School Parents Association. ‘Parentmail’ (information sent via email) is also available. Parents will be notified by letter of Positive Referrals when their child is achieving well and of ‘Negative Referrals’ if the child is giving cause for concern. The school aims to work effectively with all parents to uphold the strong ethos supporting success within the school.

Parents are welcome to the many productions, arts events, presentations etc. held during the year and as part of our Saturday College.

British Values

The school is proud to provide a values-based education taught through assemblies, form period, working practices in lessons and role modelling etc. Our values are the British Values championed by government and you will see them in evidence when you visited the school.


English and Media Studies

The English Department at Chingford is a highly successful and dedicated department, which offers all students the opportunity to develop to their full potential. It provides a rigorous curriculum and supports students across the ability range to become independent and enthusiastic learners.

All staff believe English is central to a pupil’s success at school, and ensure that students have the literacy skills necessary to progress across the curriculum, as well as in English. To this end the department uses the Lit Programme - a specific curriculum designed to secure level 4 - with students in Year 7 who need to secure their literacy skills. As part of our wider curriculum the department also supports more able students in preparation for their GCSEs offering Stretch and Challenge lessons in Year 9.

Reading is central to the curriculum, and so the students study a range of texts at Key Stage 3, including at least two novels in Year 7 - 9, alongside plays and poetry from both the Literary Heritage and the modern day. They are also given a Reading Passport at KS3 which allows the department to reward the students for their wider reading.

All students across the Key Stages make excellent progress and enjoy studying the subject, which remains popular at A Level. Consequently, English has over 100 students studying the subject in the Sixth Form.

Results are consistently excellent, and significantly above national average. In 2015, 82% of students achieved A* - C.

All staff in the English Department believe every student is capable of success and offer them the opportunity to enjoy success in a positive and encouraging environment.

GCSE Media Studies gives students the chance to develop a critical understanding of the role of the media in daily life. It encourages an understanding of how to use key media concepts to analyse media products and gives the opportunity for hands-on practical work. All students cover issues in media areas such as advertising, publishing, broadcasting and e-media and have the opportunity to choose their own products for study. By the end of the course all pupils are proficient in the use of Photoshop, a skill which will serve them in the wider world beyond their school days. With a dedicated media room there is 1:1 computer to pupil ratio allowing for a more professional media environment. Media Studies also combines aspects of Politics, Sociology, History and Economics making it truly unique. In a world so saturated by media products, Media Studies is a vitally important course for today’s learners.


Mathematics

As a vital skill for modern life Mathematics is studied by all students in Years 7 to 11. To allow for a focused learning experience the pupils are taught in sets according to ability from the start of Year 7. Students follow a five year Programme of Study which prepares them for their GCSE to be sat at the end of Year 11; the GCSE course is formally studied from Year 9. AS Level Maths is a popular subject with Year 12 and the majority of students continue onto A2 Level. There is also an opportunity of studying an A Level in Further Mathematics for the most able mathematicians which leads to a double A Level. In 2015, over 60% of students continued through into Year 13 to study the full A Level.

In 2015, 72% of students achieved a grade A*-C and 21% grade A/A* in their Mathematics GCSE; 92% achieved a grade A*-C

and 26% A/A* in GCSE Statistics; 100% of students in Year 13 achieved a grade A*-E at A Level and 100% of those studying Further Maths achieved either a grade A* or A at A Level.

The department is situated in its own block, with 8 classrooms all of which are equipped with Interactive Whiteboards. The department has a wealth of resources including many electronic internet-based resources which are accessible from anywhere there is an internet connection and each student is issued with the appropriate resources which they use for homework. The more gifted mathematicians take part in the UK Maths Trust Challenges each year. Support and intervention is put into place at every level when necessary.


Science

The Science Faculty comprises a strong, enthusiastic team of classroom practitioners who teach all Sciences at Key Stage 3 before specialising in Biology, Chemistry and Physics at Key Stages 4 & 5 respectively. All staff have high expectations of all our pupils and use a variety of teaching methods and practical work to not only excite pupils, but ensure meaningful and deep learning takes place.

All of our students study Science at Key Stages 3 and 4. At Key Stage 3 the school follows the Activate Science course and at Key Stage 4, a variety of OCR pathways are followed. The majority of pupils will follow the Combined Science pathway obtaining two GCSEs, while some more able pupils will undertake the Separate Sciences pathway where they will complete three GCSEs in Biology, Chemistry and Physics.

Pupils who achieve an ‘A’ grade or equivalent in the new numbered system at GCSE will have the option to study Biology, Chemistry and Physics at AS and A2 level in our thriving Sixth Form department. Pupils accepted for study at Key Stage 5 will be expected to complete a transition booklet before starting further studies to aide understanding and prepare them for the courses.

The Science Faculty boasts excellent facilities and equipment to support this exciting journey of discovery with most lessons taking place in laboratories in a bid to prepare students for further study and enhance the learning experience of all pupils.


Physical Education

The Physical Education Department’s vision is to provide opportunities for all students, regardless of ability, to achieve, develop and excel in a range of different activities varying from football, netball, hockey, basketball, handball, badminton, table tennis, volleyball, fitness, dance, trampolining and gymnastics. In the summer months students can partake in athletics, cricket, rounders, softball and tennis.

Chingford Foundation School boasts excellent sports facilities, with two fully equipped sports halls that accommodate six badminton courts, a full size basketball, netball and volleyball court. Sports facilities include a rowing and fitness room. There are well maintained playing fields for football, rugby, rounders and athletics. We have a brand new multi-use games area as well as hard courts that offer two netball, one basketball and three tennis courts.

The PE department is exceptionally proud of student performance and achievement in sports. In 2016, the Year 11

boys football team reached the quarter final of the National football cup out of 440 schools. In addition, the school is the Year 7 – 10 girls football borough champions and the netball borough league champions in Year 7, 8, 10 and 11.

Extra-curricular activities are open to all pupils and sports teams train weekly. The school is well supported by specialist coaches and through the School Games Organiser, pupils have access to inter and intra school competition in over twenty sports. The school is also an accredited centre of sports leadership and pupils are often seen working within primary schools or assisting in organising youth games and competitions across London. At the age of 14 pupils have access to GCSE PE, leadership, coaching and officiating awards and the vast majority of pupils use these qualifications to assist in the delivery of school games and in preparation for A-Levels.


Humanities

Religious Studies is a core subject for all pupils. Pupils have one lesson a week of R.S and begin studying for a full course GCSE in year 9. The GCSE requires pupils to sit two exams. R.S at Chingford is taught by committed teachers, each with different areas of specialism. The R.S teachers are passionate about the subject and strongly believe that it offers pupils the opportunity to engage with, and reflect on, many spiritual, philosophical and ethical questions. Through gaining a better understanding of different faiths and cultures, pupils are encouraged to reflect on their own values and respond to others in a respectful manner.

History is one of the school’s most popular subjects and is part of the school’s Specialist School status. History is taught to all pupils in Years 7 - 9, and is a very popular option at GCSE and ‘A’ Level. At Key Stage 3, pupils study a broad and diverse range of periods and are encouraged to think critically and independently about the past. In Year 7, pupils will complete a local history of Chingford project. At GCSE and A-Level, pupils study Ancient, Medieval, and Modern topics to advance their knowledge and skills. Extra-curricular activities include day trips to the Old Operating Theatre for GCSE students, as well as longer trips to Auschwitz in Poland, Berlin, Sicily, Sorrento and battlefields in France and Belgium. We have had a range of visitors to the school to speak to students on history topics, including a Holocaust Survivor. All history classrooms are well equipped with ICT facilities.

Geography is taught to all pupils in Year 7 – 9, where lesson content covers a wide range of both the physical and human aspects of the subject. By the end of Year 9, students will have taken part in at least two trips, one of these involving surveys of the local area.

All students have the opportunity to study Geography through to GCSE, at which point it can form part of the English Baccalaureate The subject is becoming increasingly

popular at GCSE level, with extra-curricular learning (such as field-trips within the UK and a newly-formed Geography Club) also enhancing students’ progress.

Geography is also popular at A-Level, with a greater emphasis being placed on independent study. Field-trips are also incorporated for Sixth-Form geographers, recent visits being to Dorset and Snowdonia.

Geography is a very well-resourced department, all classrooms having ICT facilities.

Sociology is the study of human society. It explores how our behaviour is influenced by other people. Nearly everything we do is ‘social,’ in the presence of others. At AS, students study two main topics. ‘Culture and Identity’ investigates how you might be a different ‘version’ of you if you were brought up in another culture. Also, how are ‘identities’ formed, our sense of who we are? In the Education part of the course, students examine the role of education in society. What positive function does education play in society? Or do schools simply ‘label’ certain children? In the second year of ‘A’ level, ‘Beliefs in Society’ focuses on whether religion plays a positive function in society; or is it simply a means of keeping people in their place and stopping them from questioning things? The final Unit ‘Crime and Deviance’ explores the facts about crime and deviant behaviour and an understanding of its causes. How do we define what is a crime and what is not? How and why does society categorize certain types of behaviour as ‘deviant’? Sociology is a popular and successful ‘A’ Level subject.

Politics is offered at ‘A’ Level and focuses on the study of democracy and political processes in the UK, as well as political issues in the USA. Politics students have the opportunity to visit the Houses of Parliament and participate in the school’s debating society.


Design and Technology, D&T, is an inspiring, rigorous and practical subject which uses creativity and imagination to design and make products based around a variety of contexts. It is taught in a range of specialist rooms that include practical workshops, electronics and graphics/ICT rooms. Students are given access to a wide range of materials, equipment and software to realise their designs including the use of CAD/CAM to manufacture.

In KS3 students have 2 hours of D&T a week designing and making a range of different products. They develop creative, technical and practical expertise whilst drawing upon other subjects such as science, maths and computing to enable them to become confident, resourceful, creative, innovative, enterprising and capable citizens.

Beyond KS3 students can continue their studies with popular courses at GCSE and ‘A’ level in a variety of different materials dependent upon their interests.

Learning to cook is a life skill which pupils should find both useful and enjoyable.

Boys and girls are taught to cook in mixed ability groups of twenty. Parents are asked to supply ingredients every fortnight and pupils take home the food that they have cooked.

In Year 7 pupils learn safety and hygiene, how to use equipment and the cooker safely, healthy eating and nutrition. In Year 8 pupils learn about the different food commodities, e.g. fruit, vegetables, milk and cereals. In Year 9 pupils develop their practical skills, e.g. bread-making, pastry and cake-making. Topics covered include food provenance, nutrition and the science of cooking food which prepares them for the new GCSE: Food Preparation and Nutrition.

Design and Food Technology


Business Studies

The combination of academic challenge and practical focus makes the prospect of studying business highly appealing for those attracted to the competitive yet collaborative learning environment.

We cover material ranging from why businesses are successful, why some fail, how businesses can market themselves effectively and how businesses give customers what they want.

Students apply their business acumen to different situations, demanding innovation and creativity that can also be applied to other subjects.

Business GCSE is a popular option in Key Stage 4.

Within the Upper School (Years 12 and 13) we also offer Business A-level and Business BTEC Level 3 Diploma and Extended Diploma.


Economics

To further enhance the academic status of the Sixth Form, Economics was introduced in 2012.

Every household has its own finances to manage (money coming in and money going out), therefore every household has some experience of what it is to run an ‘economy’. Economics is a study of inflow and outflows (of which money is one), starting with micro-economics (individual businesses or industries) and developing that understanding with the study of macro-economics (a nation’s economy and the global economy).

An understanding of how the economy is run, and how it impacts on the general public, can only be considered beneficial to anyone living in the country. It helps us to understand the constraints that are placed on industries and the Government, as well as gain a clearer understanding of the intentions of the Chancellor of the Exchequer’s proposals when the Budget is presented twice a year.

GCE Economics provides students with an insight into the theories of such a complex subject and how they can be applied practically.


Art

In CFS’s Art Department, we believe all students should experience a broad and balanced curriculum including developing and exploring their creativity. Beginning in the lower school, students of all abilities are taught the basics of drawing, painting and other practical art skills and are encouraged to engage with the world around them.

Schemes of work are designed so that students develop their range of skills as they progress throughout the school. They have the opportunity to work in a variety of media including clay, painting, printmaking, sculpture, textiles and ICT.

The department is staffed with experienced teaching and support staff and is housed in multi-purpose art rooms with specialist equipment. The art rooms provide a bright and stimulating environment where the display and exhibition of work is encouraged. The art department foyer is also used as a gallery and information space, where students can access information about current exhibitions as well as exhibit their own work.

Participation in extra-curricular activities is encouraged and department staff are always on hand to provide extra assistance. Art clubs are offered at both lunchtime and after school. During these times students can work independently, receive extra support or explore new techniques. The department promotes competitions and achievement and students from CFS have entered a number of nationwide competitions such as the Saatchi Art Prize for Schools.

Students are introduced to creativity in culture via the investigation and critical studies of artists. Trips and visits, as well as visiting speakers, help students appreciate the role of creative subjects in society and nurture an understanding of creative careers and industries. A number of transferrable skills are also taught within the curriculum that help prepare students for the world of work, such as: critical thinking, presentation, questioning skills, adaptability, time management and independent learning.

Every student is personally supported in a nurturing environment to ensure that he/she achieves their personal best. The department promotes and develops skills for each student to enhance their spiritual, moral, social and cultural understanding and encourages them to participate and add value to the world around them.


Music

If you were to sit in a music lesson at Chingford Foundation School, you would enjoy a practical lesson in which pupils are challenged to work with their peers to produce high quality work, as independently as possible.

Our Music Department has two full time teachers. Tutors from Waltham Forest Music Service who provide individual lessons (piano, guitar, drum kit, voice, woodwind, brass, strings).

Both classrooms have recently been redecorated and are well resourced, one with a suite of 15 Apple Macs, the other with 15 keyboards. We also have 3 drum kits, many guitars and amps, 32 chromatic glockenspiels, African djembes, Brazilian samba instruments, plus an extensive selection of other percussion. Both classrooms and 4 practice rooms have good quality pianos and can be booked at breaktimes, lunchtimes and after school.

All students learn keyboard skills and how to read musical notation. The curriculum is designed to prepare students for the performance and compositional skills required at GCSE music.

Year 7 topics include: writing a scary piece about a haunted house, disco and club dance, world music such as Chinese and Gamelan, descriptive music such as Carnival of the Animals and The Planets.

Year 8 topics include: composing a musical or opera, 12 bar blues, world music such as African Indian and Bhangra, instruments of the orchestra and western classical music history.

Year 9 topics include: creating a radio show project, jazz history, Latin music styles, film TV and computer game music.

Music technology is utilised in all schemes of work, and students can use it during lunchtimes and after school. They can also book time in our four practice rooms.

Extra curricular activities include: choir, orchestra, junior and senior guitar ensembles, drumming ensemble. They perform in our winter and summer concerts in the main hall and at a Christmas Carol concert at St Peter & St Paul Chingford Parish Church. Our GCSE and A Level students also perform at the newly refurbished Arts Centre, where we often collaborate with the drama department.

Students maintain relationships with the local community, performing to primary school children and nursing homes, and there are exciting trips to concerts workshops and master classes in central London.


Drama

At KS3 the Drama Department offers a broad curriculum, linking its areas of study to the Citizenship curriculum. As well as developing drama skills, there is an emphasis on developing self-knowledge and a broader understanding of the world - pupils explore topics including human rights, prejudice, discrimination, the law and personal wellbeing and are encouraged to develop as active global citizens. In Years 7 and 8 pupils learn cooperation, team building, drama and oracy skills through games, storytelling and discussion. Trestle masks are used to develop physical character work and confidence and an understanding of theatre conventions is discovered through a practical study of the theatre history. A variety of issue-based stimuli and scripts enable pupils to discuss and develop dramatic responses to themes and ideas. In Year 9, pupils continue to build on skills in structuring devised drama and develop an awareness of genre and acting styles such as naturalism and physical theatre. Theatre practitioners

are introduced in preparation for GCSE as is the study of play extracts in relation to theme, character and staging. At the end of Year 9, the genre of Theatre-in-Education is explored in order to create an original performance. At GCSE and A level, pupils study set tests in relation to practitioners and their original performance conditions. They perform extracts from plays for assessment and must also devise their own responses to stimuli, producing a portfolio of the process.

Across the Key Stages pupils must learn to respond to live performance and there are frequent trips to the West End and fringe venues to support this. We have links with local primary schools to share work and pupils are given frequent opportunities to work in partnership with other Arts organisations such as the Shakespeare Schools’ Festival, National Theatre Shell


ICT and Computer Science

In an increasingly digital world ICT skills and knowledge are vital. In every aspect of life the ability to use software efficiently and accurately brings access to greater productivity and more effective analysis and presentation of information. In the creative sphere CAD, animation and imaging software makes really exciting innovations possible. For all these reasons ICT is increasingly a part of all areas of the curriculum.

In Years 10 and 11 pupils can choose to follow GCSE courses in ICT and Computer Science. The choice of which course is most appropriate will depend on a learner’s particular aptitudes and the future direction he/she wants to take.

The importance of ICT is seen in the considerable investment put in place to keep the hardware and software up to date with both dedicated suites and wireless provision to enable access to digital information in all areas of the school.


Modern Foreign Languages

From Year 7 to Year 9 pupils either study French or Spanish. Virtually all pupils then continue studying their language as one of their GCSE subjects.

The department gets good results and is very proud of this achievement and it is mainly because languages are taught in a fun and engaging manner by teachers who have excellent subject knowledge. Progress is rapid and sustained as the curriculum is inclusive and supportive with much opportunity to work independently at home to reinforce language skills.

During the language journey at Chingford, pupils can share many new experiences such as Salsa and Flamenco dancing and watching a play entirely in French. The department tries to have as much directed fun as possible in a practically textbook free environment. During lessons it is not unusual to watch cartoons and sing – all in French and Spanish of course!


Special Educational Needs and Inclusive Education

Learning with enjoyment - Making a Difference For Pupils with Special Needs With Special Provision for Speech, Language and Communication Needs (SLCN) and Asperger’s Syndrome

The Faculty aims for all pupils to feel happy and safe in School.

High quality teaching and care is matched to pupils’ individual needs so that all pupils make progress.

Specialist Teaching

School staff are experienced in meeting a wide range of SEN. Teaching Assistants are trained and experienced in working with pupils with complex needs and supporting pupils’ literacy and numeracy.

Teaching Assistants run special groups for pupils requiring support with their social skills, learning - numeracy and literacy, Life skills – food technology and sewing

Our Educational Psychologist (EP) and Speech Therapists (SALT) provide specialist assessments and interventions.

Strategies include:

■ Individual and small group work

■ Smaller NC level classes for years 7, 8 & 9

■ Focus on learning targets

■ Specialist teaching resources for use across the curriculum

■ Specialist ICT

■ Augumented communication where appropriate e.g. makaton

■ Regular communication with families

■ Bespoke Year 10/Year 11 curriculum

There is information about types of needs and conditions (a reference library) for staff and further links as necessary to the NHS for example.

The Faculty has a positive and inclusive school ethos; qualified staff; trained safeguarding staff; a firm policy on bullying; predictable routines, rooms and staff; purpose built areas that are part of the school, with quality resources; small group teaching and therapy; quiet work areas, work stations and distraction free rooms that are noise and stress free.

Life skills areas and facilities include a ‘positive support’ area; visual prompts around school; specialist play and leisure facilities; a ‘safe haven’ for break time and lunchtime provision; a safe outside area (supervised); toilets and changing rooms with disabled access.


Sixth Form

Sixth Form

The Sixth Form at Chingford is an academic and disciplined environment where pupils study a range of A-Levels. Currently 25 different subjects are offered. Typically most of our students progress on to Higher Education, with a number gaining places at the top ‘Russell Group’ universities.

The Sixth Form currently offers the BTEC (Level 3) Diploma in Business, to provide a more vocational route for some students.

Besides studying their A-Level subjects, students benefit from a range of activities which broaden their education. Topical guest speakers are a regular feature of the Sixth Form diet, with PSHE, Sport and General Studies complementing the academic programme. A-Level results are strong with the Average Point Score per student well above national and local averages.

In November 2014 OFSTED judged the Sixth Form to be ‘outstanding’. They said ‘the academic curriculum meets the needs of students exceptionally well. The combination of this curriculum with very good teaching, and the resulting high levels of achievement, is at the heart of why the Sixth Form is outstanding’.


Information for Parents



School Leadership Group

Executive Principal Mr M Morrall MA

Senior Vice Principals Mr H Mahir MA Ms C Smith MA

Senior Assistant Principal Mr N Taylor BA (Hons), FCoUT

Assistant Principals Mr M Leadon BHum (Hons)

Ms A Davis MA

Mr C Millan, BA (Hons)

Facilities Manager Mr C Howes CGLI

Business Manager Mrs Y Allijohn MSc

Times School Day

08.35 Bell to move to Registration/Assembly

08.40 - 9.00 am Registration/Assembly

09.00 - 10.00 am Period 1

10.00 - 11.00 am Period 2

11.00 - 11.20 am Break

11.20 - 12.20 pm Period 3

12.20 - 1.20 pm Period 4

1.20 - 2.10 pm Lunch

2.10 - 2.15 pm* Registration

2.15 - 3.15 pm Period 5

3.15 onwards Extension Programme

* A bell will ring at 2.05 pm to tell you to move to your tutor room for the afternoon registration.



How the school’s equality duty is addressed

The school is committed to promoting equality of education and opportunity for all members of its community and for those with whom it works regardless of gender, disability, race, religion, age or sexual orientation.

As an inclusive community, the school community celebrates the successes of its members and respects each of its members and those who visit the school. Reaching out into the local community in many ways is important to the school. The school is committed to self evaluation, learning and improving its practice, which is defined within its suite of equality and related policies, which are:

Disability Equality DutyRace Equality DutyGender Equality DutyCurriculum Policy

Recruitment PolicyPay PolicyPositive Behaviour Policy (Including Anti-Bullying Policy)

All of these policies were amended and re-ratified by Governors when the Equality Act 2010 came into force in April 2011 and have been revisited in 2015.

Presentation of awards

Each year award ceremonies take place for students in Years 7 – 10. Books and trophies are awarded for Attainment and Effort, along with Form prizes. A well-established system of rewards and commendations as students of the month etc. result in many certificates being awarded for both achievement and effort regularly. GCSE certificates are awarded each year at a formal ceremony for the previous year’s Year 11.

It is the school’s intention is to celebrate achievement and to encourage our students to succeed.

Rewards & sanctions

Chingford Foundation School sets and expects high standards of discipline. Without discipline little of educational value will take place. Students are taught from Year 7, in assemblies and in tutor groups, to respect each other and all members of staff. The school encourages students to regard honesty, courtesy and politeness as important values which should be promoted.

Like all schools, CFS has referral procedures and sanctions. When all else fails senior staff will not shrink from excluding those students whose behaviour adversely affects the progress of other students.

Positive referrals are given for consistently good work, consistent effort or for a particular contribution to the school, local community or the wider community through a school activity. Parents are informed and prizes are awarded as positive referrals accrue.

The school has an anti-bullying policy and all students are made aware of it. A clear procedure is laid down when bullying occurs and parents will be informed of actions taken to alleviate the problem. This may lead to exclusion.

Examinations and reporting

If students are to perform well at GCSE level, they must be well prepared for examination situations. Chingford Foundation School

provides a regular system of testing and examining that prepares students for public examinations. Each year students sit examinations.

Within eight weeks of joining the school, parents of students in Year 7 are invited in to meet Form Tutors.

A Parent/Teacher Consultation Evening is held for all year groups each academic year. Pupils in all years receive a progress card, five times a year and one full report each year.

The Sixth Form has a rigorous tracking procedure which keeps parents aware of progress. In short, a regular system of monitoring, examining and reporting is in place that supports the work done in all subjects.

The Assessment Policy outlines the ways in which assessments are made and is available on request.

Careers education and guidance

Independent Careers advice is provided throughout Years 9 – 11. All Year 11 students have an opportunity to meet with a Careers Adviser in order to formulate individual Careers Action Plans.

Unauthorised absence

The figure for unauthorised absence for 2015/16 was 1.62% and for authorised absence was 3.49%.

The overall attendance rate was 94.89% which is above the national average.

School roll

The number of students of compulsory school age on roll for at least one session as at 21st May 2016 was 1,474.

Applications

You should, by now, have received notification of how to apply to your chosen secondary schools (you will be asked to list your preferences from 1 to 6). Parents are asked to apply online at www.eadmissions.org.uk. Paper copies of the form can be requested from the Admissions Service at Sycamore House, Town Hall Complex, Forest Road, London E17 4JE (Telephone 0845 200 1551). Paper copies of the Application Form should be returned to the Admissions Service, Harvey House, 1A Harvey Road, London E11 3DB (Telephone 0845 200 1551). Please note both paper and online applications must be made by 23:59 hours on 31st October 2016. This procedure has been introduced by the Government to prevent applicants holding places in more than one school. We will be sent an electronic list of applicants who have named Chingford Foundation School as one of their choices. We will then apply the criteria and send a list of successful applicants to the Borough who will then send out a letter, on the 1st March 2017 offering a place at this school to successful applicants.

In recent years the number of applications has been as follows:

2011 762 2015 9292012 841 2016 8802013 8482014 822

For September 2016/17 intake 4 appeals were heard (0 were successful).



Home-School Contract

Please find below the Home-School Agreement. Chingford Foundation School has a contract between home and Chingford Foundation School. Parents of students joining the school will be sent a single sheet, which details the commitment that the school makes, that the students should make and that the parents should make. The intention is to form a stronger bond between home and school so that students, in particular, understand that, where the home and school work together, their interests are better served.

Chingford Foundation School

Executive Principal : Mr M Morrall MA, MEd

Home-School Agreement

Name of Student

(Please Print)

As a student, I agree

• to attend school regularly and on time (Attendance target 95% minimum)

• to arrive at lessons on time with all the equipment expected of me

• to wear the Chingford Foundation School uniform well and to be clean, tidy and well presented

• to do my class work and homework to the best of my ability

• to obey the Classroom Code of Conduct and School Expectations as shown in the Student Planner and behave in a caring, disciplined and safe manner that does not disrupt the learning of others

• to keep all books and school equipment in good condition and to return them when asked

Signed: [Student] Date:

As a Parent /Legal Guardian, I agree

• to support the school in ensuring my child wears the full school uniform

• to ensure my child attends regularly and punctually (attendance target 95% minimum), and not to take holidays in term time

• to ensure that my child is properly equipped for all lessons

• to inform the school of any concerns or problems that might affect my child’s behaviour or learning

• to support the circle of Conduct and School Expectations as shown in the school’s rewards and sanction policy

• to ensure homework is completed and handed in on time

• to check and sign the Student Planner weekly

• to attend parents’ consultation evenings and meetings about my child

Signed: [Parent] Date:

Chingford School agrees

• to provide a safe and caring environment

• to encourage your child to reach his/her full potential (according to data on entry)

• to provide a broad and balanced curriculum within the legal framework

• to keep you informed of your child’s progress through reports, data capture, packs on progress, parents’ consultation evenings and about school events through letters or the school newsletter

• to inform parents of any concerns or problems that affect their child’s work or behaviour

• to issue and promote good use of the Student Planner

• to set, mark and monitor homework and provide facilities for students to do homework in school at lunchtime and at the end of the afternoon session.

• to give you and your child opportunities to become involved in the life of the school

• to monitor all aspects of the home-school agreement and advise parents of any lapses

Signed: Executive Principal Date: September 2015



Admission to Year 7 from September 2017

The admission of pupils is controlled and administered by the Chingford Academies Trust. Pupils will be admitted normally at age 11 and without reference to ability. The published admission number will be 240.

The admissions arrangements provide that when applications for admission exceed the number of places available, places will be offered in accordance with the following criteria:

(a) Looked after children and all previously looked after children. Previously looked after children are children who were looked after, but ceased to be so because they were adopted (or became subject to a child arrangements order or special guardianship order).*

(b) Children who have a sibling on roll at Chingford Foundation School at the time of application. **

(c) Children who have medical grounds for special consideration (supported by documentary evidence from a Specialist Doctor, not a G.P.), places will be allocated on medical grounds if, in the opinion of the Admissions Panel, exceptional circumstances prevail which make it essential that the child attends Chingford Foundation School.

(d) Children of staff in either or both of the following circumstances:

1) where the member of staff has been employed at the school for two or more years at the time at which the application for admission to the school is made, and/or

2) the member of staff is recruited to fill a vacant post for which there is a demonstrable skill shortage.

(e) Other children within the catchment area, in order of distance from the school, defined as a straight line from the measurement point of the child’s home address (as defined by the Ordnance Survey) to the main pedestrian gate, using the Local Authority’s computerised measurement system, with priority being given to the nearest child/children***. The catchment area is defined as follows:

To the north – The boundary line of the London Borough of Waltham Forest

To the west – The boundary line of the London Borough of Waltham Forest

To the south – Hall Lane up to and including The Old Hall Tavern and Nos. 161 and 198 Russell Road from No. 75a to 97 and No. 48 to 58. New Road up to the Chingford/Highams Park Railway Line.

To the east – The Chingford/Highams Park Railway Line from New Road up to and including Bury Road.

(f) Other children in order of distance from the school, defined as a straight line from the measurement point of the child’s home address (as defined by the Ordnance Survey) to the main pedestrian gate, using the Local Authority’s computerised measurement system, priority being given to the nearest child / children. ***

The criteria will be taken in order of the list above

Waiting lists

Applicants who are unsuccessful will be given the option of going onto a waiting list. In the event of a place becoming available, the over-subscription criteria will be applied, as at the time the place becomes available, to those on the waiting list.

Late Applications

Applications received after the closing date from families who have relocated to the area will be considered providing the application is received before decisions have been made on offers by Governors. Other late applications will be placed on the considered after the National Offer Day in March in accordance with the over-subscription criteria and waiting list process.

Fair Access Panel – In-Year Admissions

The Waltham Forest Fair Access Panel may require the academy to admit a child in order to protect the interests of vulnerable children and those with challenging behaviour.

Charging policy

The school makes no charge for admission to the school.

Charges are made where trips, visits and excursions take place predominately outside normal school hours. Parents are

Notes

*A ‘looked after child’ is a child who is (a) in the care of a local authority, or (b) being provided with accommodation by a local authority in the exercise of their social services functions (see the definition in Section 22(1) of the Children Act 1989) at the time of making an application to a school. Also included in this over-subscription criterion are: children who were adopted under the Adoption Act 1976 (see section 12 adoption orders) and children who were adopted under the Adoption and Children’s Act 2002 (see section 46 adoption orders).

Child arrangements orders are defined in s.8 of the Children Act 1989, as amended by s.12 of the Children and Families Act 2014. Child arrangements orders replace residence orders and any residence order in force prior to 22 April 2014 is deemed to be a child arrangements order. Section 14A of the Children Act 1989 which defines a ‘special guardianship order’ as an order appointing one or more individuals to be a child’s special guardian (or special guardians).

** ‘Sibling’ refers to brother or sister, half brother or sister, adopted brother or sister, step brother or sister, or the child of the parent/carer’s partner where the child for whom the school place is sought is living in the same family unit at the same address as that sibling and has a sibling attending Chingford Foundation School at the time of application.

*** This criterion relates to the student’s recognised permanent home address and place of residence at the time of the closing date for applications to the Local Authority. Documentation should be included to verify this address. The offer of a place will be revoked if the address given is found not to be the permanent address. Where a child lives with parents with shared responsibility, each for part of a week, the child’s home address will be taken to be the address of the main parent/carer eligible to receive Child Benefit and Child Tax Credit.



normally asked to contribute towards or provide ingredients and materials in practical subjects where students own the end product. Parents whose children have instrumental lessons are also asked to contribute to the cost of those lessons.

Governors’ policy on sex education

The Governors of Chingford Foundation School believe that sex education is an important aspect of the school curriculum. A knowledge and understanding of physical and emotional development and an awareness of one’s own and others’ behaviour and relationships is essential to the education of the whole person. Recent research indicates that the majority of parents want schools to take responsibility for sex education and we believe that this school should also accept that responsibility.

The aims of our sex education programme are to present facts in an objective and balanced manner so as to enable students to comprehend the range of sexual attitudes and behavior in present-day society; to know what is and is not legal; to consider their own attitudes and to make informed, reasoned and responsible decisions about the attitudes they will adopt, both while they are at school and in adulthood.

Chingford Foundation School has a growing multi-ethnic community. The teaching of sex education is a sensitive area and can generate strong feelings. Students, parents, teachers and governors will hold a variety of different beliefs and attitudes. Therefore, it is important that, as with any area of the school curriculum, there is maximum communication between parents and teachers about the content of the curriculum and teaching methods used.

At Chingford Foundation School sex education is taught primarily in Science. Parents are welcome to discuss the content of sex education lessons and to view the resources which will be used.

We hope that all parents will have confidence in the school’s ability to be sensitive to the different needs of students when teaching sex education and would expect all students to take part.

Sex education at Chingford Foundation School is presented within the context of caring and responsible relationships and students are encouraged to be aware of the range of moral, ethical and social issues that surround it.

Religious education at Chingford Foundation School

The main aim of Religious Education at Chingford Foundation School is perceived as enabling students to understand, reflect upon and respond to the religious and spiritual beliefs, practices, insights and experiences that are expressed in humanity’s search for meaning in life. Also, it aims to provide opportunities for students to explore their personal understanding of their own beliefs.

The main objective of the Religious Education at Chingford Foundation School is divided into experiences that the students have, concepts to be understood, skills to be mastered and attitudes to be explored and developed.

Religious Education is taught as a distinct subject in Years 7, 8, 9.

10 & 11 in line with the National Curriculum requirement.

Religious Education at Chingford Foundation School, in line with the Education Act, will reflect the fact that religious traditions in Great Britain are, in the main, Christian whilst taking account of the teaching and practices of the other principal religions represented in Great Britain. As, in the past, parents can request the withdrawal of students from these lessons. However, the Governors wish strongly that all students should participate and that parents with particular concerns should discuss these with the school.

Disability Discrimination Act 1995

The school’s ethos is based on full access and integration of all students. There is no system of selection and admission arrangements for those with disabilities are exactly the same for all students. Where a student has been identified as having a disability, the SENCO undertakes a full review of the particular circumstances of the student in order that suitable arrangements can be made.

The school has specially adapted toilets for student/staff with a disability. It also has ramps, rails and two lifts, one in the Science Block and one in the main building. Under the requirements of the Disability Discrimination Act 1995, the school has an accessibility plan and there is a commitment to ensure that all future building incorporates accessibility and an audit of needs for those with disabilities. This Policy is monitored by the Governing Body’s Health and Safety Committee.

Assemblies at Chingford Foundation School

The pattern of assembly at Chingford Foundation School is that each year group meets at least twice each week. It is the school’s intention that on the majority of these occasions the character of the materials presented to the students will be ‘value-based’ in character.

It is our opinion that within the broad traditions of Christian belief there is an abundance of material that is wholly acceptable to members of other faith groups, e.g. love of one’s neighbour, respect for property, responsibility for other aspects of creation, honesty, justice, truth etc.

It is our firmly held view that the prime purpose of the morning assembly is to celebrate, explore and reinforce our sense of community as a school and that, while material may be presented which is stimulating and thought-provoking, at no time should it cause a division within the school community on the grounds of religion. Therefore, the governors wish very strongly that all students should attend assemblies. We welcome the diversity of religious belief within the school as we welcome those students with no religious belief or practice.

For several years, no parents have removed their children from assemblies.



Girls’ Uniform Boys’ Uniform

Black blazer Black blazer

School badge School badge

Maroon V-necked sweater with school emblem**

Maroon V-necked sweater with school emblem**

White shirt which buttons to neck

White shirt which buttons to neck

Official mid-grey knee length School skirt or mid-grey approved style* trousers

Mid-grey trousers

Plain maroon tie with a crest Plain maroon tie with a crest

Black, white or grey plain knee length socks***

Black or dark grey socks

Black or grey plain opaque tights –

Flat plain matt black approved footwear (laces and soles must be black)

Flat plain matt black approved footwear (laces and soles must be black)

A plain black outdoor coat, quilted or duffle, may be worn with a plain scarf, gloves and pull on hat in the colder months.

Headwear for religious observance should be in school colours of black or white or maroon or grey.

All items can be purchased at: Forest Casuals & Schoolwear, 144 High Road, Loughton, Essex IG10 4BEwww.forestcasualwear.co.uk/acatalog/essex_school-uniform.htmlPMG Schoolwear (online supplier)www.pmgschoolwear.co.uk Victoria 2, 246 Hoe Street, London E17 3AX Telephone 020 8520 2176

* The Banner style permitted is available at school outfitters only** The purchase and wearing of the jumper is optional but no other jumper or

sweatshirt is permitted*** Over the knee socks and socks with ribbons or other adornments are not allowed

The school will charge for the cost of replacing school equipment where the damage has been caused by student behaviour.

Entry for examinations will be free of charge for students who have followed the examination requirements of the school. Failure to complete the examination requirements will result in parents being asked to meet the full cost of the examination.

Governance at Chingford Foundation School

Chingford Foundation School is now part of Chingford Academies Trust and is led by the Board of Directors with a local Governing Body to oversee those issues which impact on the day-to-day running of the school.

Attendance

The proper place for pupils to be on a school day is at school. If a pupil is not in school then there must be a good reason. If a child is unable to attend because of illness, parents should telephone the school office on the first day of absence. If a child is marked absent and we have not had a phone call, Mrs Clarke (Attendance Officer) will telephone home. Upon return to school the pupil must bring with him/her a note from the parent/carer explaining the absence.

IT IS ABSOLUTELY ESSENTIAL THAT ALL ABSENCE FROM SCHOOL IS RECORDED ACCURATELY AND THE REASON FOR THE ABSENCE LOGGED.

The school does not allow holidays in term time.

If possible, dental/hospital appointments should be made outside school hours. Where it is not possible an appointment card or letter must be produced in advance. If a child has to go home during the school day for a dental/hospital appointment, he/she must sign out at Reception, showing evidence of the appointment. If a child is ill, he/she must report to the Welfare Officer. If a child leaves without permission, it will be regarded as truancy and punished accordingly.

School Uniform Years 7 - 11

Chingford Foundation School expects a high standard of personal appearance from all its students. The presentation of self to the highest standard is a key professional skill that employers demand. Anyone arriving at school not wearing uniform may expect to be sent to the Head of School, or Vice Principal, who may then decide to send them home in order to get changed. They may also be placed in the Inclusion Centre. Variations on the uniform are not allowed. The uniform has been designed to be fair and reasonable.

■ Shirt top button must be done up, with the tie covering the top button.

■ Shirts must be tucked in to trousers/skirts.

■ Skirts must not be rolled up.

■ Blazers should be worn at all times.



Mr. Morrall reserves the right to exclude anyone persistently ignoring uniform rules.

■ Please note that mid-grey trousers are required. Black trousers are not acceptable.

■ Please note that flat-collar open neck shirts are not acceptable for girls as they do not have a top button to allow a tie to be worn properly

■ Training shoes are not allowed with classroom uniform.

■ The only boots allowed are the Kicker ankle boots (soles and laces must be black) on the approved list. No other boots of any kind are allowed

■ Velcro ‘sports style’ shoes are not allowed

■ Backless, sling-backs or cut out toe shoes are not allowed

■ Neither boys nor girls may wear canvas shoes for school

■ “Fashion” clothing is not allowed. Checked scarves and baseball caps are not allowed.

■ Hoodies, whether zipped or pull-on are not allowed. They are not considered to be outdoor coats.

■ Body warmers are not allowed, they are not outdoor coats

■ Mobile phones, ipods, mp3 players, electronic games will be confiscated on sight and parents expected to call to collect them from reception. They will not be returned before 24 hours has elapsed.

NB . If parents wish their child to carry a mobile phone, then the mobile phone should be handed in at Pupil Reception before the start of the school day and collected at the end of the day.

School P.E. Kit

For all students in Years 7 - 11

Girls Boys

Maroon and gold crested polo shirt

Maroon and gold crested polo shirt

Maroon and gold crested skortMaroon and gold reversible rugby shirt

Maroon and gold crested tracksuit trousers for trampolining

Maroon and gold crested shorts

Maroon and gold crested fleece Maroon football socks

Maroon socks Football/rugby boots

Outside trainers Outside trainers

Indoor trainers with non-marking soles

Indoor trainers with non-marking soles

Shin pads Gum shield

Shin pads

Our vendors will machine embroider a pupil’s name below the crest and we recommend this.

Jewellery

The wearing of jewellery is not allowed apart from wristwatches, or plain, small stud earring in each ear lobe for pierced ears. It is advised that on the days that you have PE you do not wear any jewellery to school.

■ Facial and body piercings are dangerous in a school. They are not allowed

■ Make-up is not allowed in school.

■ Nail varnish / false nails are not allowed in school.

■ Unnaturally coloured, dyed hair is not allowed in school.

Mr Morrall reserves the right to send pupils home to change if they flout the uniform rules. Time would be made up on Saturday morning.



Chingford Foundation School Provisional Examination Results 2016

Provisional GCSE Results

Subject (% A*- C) 2014 % 2015 % 2016 %

English Language 75 82 79

English Literature 87 84 84

Maths 74 72 72

Science achieving 2+ A* - C 69 72 61

Science - Biology 87 92 94

Science - Chemistry 91 90 94

Science - Physics 87 93 91

Art 61 45 76

Business Studies - GCSE 69 90 91

Business Studies - BTec 100 100 100

Catering 83 78 70

Computing – – 76

Health & Social Care 77 55 43

Hospitality & Catering 64 69 60

Design Electronics 73 94 67

Design Graphics 72 68 65

Design Resistant Materials 73 70 73

Drama 61 77 67

French 87 66 91

Geography 71 76 63

History 76 85 73

Information Technology 75 77 56

Media Studies 71 79 78

Music 83 38 60

Physical Education 91 76 86

R.S. 64 87 84

Spanish 82 78 85

Statistics 76 92 88

The school is pleased to report another excellent set of GCSE and ‘A’ Level examinations results in 2016. The school is committed to further improvement and has academic achievement as its most important priority.

2014 % 2015 % 2016 %

Percentage Achieving 5 A* - C (including Maths and English) 66 70 65

Percentage Achieving 5 A* - C 78 79 71

Percentage Achieving 5 A* - G 99 98 96



Year 11 - Provisional Summary of GCSE Results 2016

% Boys Girls All Pupils

Entered for 5+ GCSE 98 98 98

Achieving 5+ A* - C GCSE 64 78 71

Achieving 5+ A* - G GCSE 98 97 96

Achieving 5+ A* - C (including English & Mathematics) 56 70 65

Achieving 3 levels of progress (LoP) in English 68 89 78

Achieving 3 levels of progress (LoP) in Maths 63 82 71

Pupils achieving given number of passes at A* - C grades at GCSE

12 A*- C

11 A*- C

10 A*- C

9 A*- C

8 A*- C

7 A*- C

6 A*- C

5* A*- C

4 A*- C

3 A*- C

2 A*- C

1 A*- C

0 A*- C

7 75 38 16 11 16 5 16 9 8 4 10 20

Sixth Form ‘A’-Level Examinations

The A-Level results were very strong – students achieved an average point score of 879, with an average of 230 points per entry 57% of grades were A*-B, with 87% of grades A*-C. The pass rate was 100%.

Key Stage 3 SAT’s Results

Subject 2014 % 2015 % 2016 %

English 97 97 95

Maths 90 94 N/A*

Science 85 92 92

The above figures represent the percentage number gaining Level 5 and above based on teacher assessment. * Following GCSE course


www.chingfordfoundation.worg A Firm Foundation for Life

Chingford Foundation SchoolNevin Drive, Chingford, London E4 7LT

T: 020 8529 1853F: 020 8506 3875

prospectus 2016-17 - chingford foundation school › _site › data › files › ... · prospectus...

Documents