HONLEY HIGH SCHOOL
A
Science and Mathematics
College
HONLEY
HIGH Specialist
SCHOOL
A PARENTAL GUIDE
FOR NEW STUDENTS
2012-2013
A PARENTAL
GUIDE
FOR NEW STUDENTS
2015-2016
CONTENTS
Welcome from Headteacher
5
Our students
6
Our staff
6
Our governors
6
Kirklees secondary provision for students on the autistic spectrum
6
Our school environment
6
Joining our school community
7
Keeping in touch with school
7
School times and attendance
7
Our timetable
7
Assemblies
7
Our curriculum
8
At Key Stage 3
9
At Key Stage 4
9
Qualifications available
9
Home learning
10
Engaging parents and carers
10
Friends of Honley High School (FoHHS)
10
School activities
11
Ready to learn
12
Uniform
13
Pastoral care
14
Student behaviour and achievement
14
Bullying
15
Your school nursing service
15
School meals
15
Draft school calendar 2013-14
16
Taking term time holidays
16
School closure
16
GCSE results summary
17
2014 leavers
19
Summary of absence
19
Appendices
Appendix 1
Kirklees Admissions Policy
20
Appendix 2
Special Needs Policy
20
Appendix 3
Looking After Children
22
Appendix 4
Sex Education Policy
22
Appendix 5
Complaints
22
HONLEY HIGH SCHOOL
3
www.honleyhigh.co.uk
4
HONLEY HIGH SCHOOL
September 2014
Dear Parents, Carers and Prospective Students
I would like to offer a very warm welcome to Honley High School. As a parent myself, I know how important your
choice of secondary school is and hope that you will find the information in this booklet informative and helpful in
determining that choice.
The things that attracted me to the headship of Honley High are, I hope, the same things that will attract you
as prospective parents and students – a long standing tradition of academic excellence and high achievement,
partnered with an inclusive approach to the needs of young people, a desire to put students first, a committed and
talented staff, and a friendly and purposeful student community.
We hope that we shall be welcoming your children to Honley High School next September – we are proud of the high
quality of the education we offer here. Last summer’s examination results were once again amongst the best in the
region. 76% of our Year 11 students achieved at least five higher (A* - C) grades and as importantly 79% achieved
those grades in both English and mathematics and therefore have the greatest opportunity for further academic and
career progression in the future.
We are also well known for our extraordinary range of extra-curricular opportunities, nationally recognised for our
sporting achievements and for our partnership with the Royal Shakespeare Company, and have a proud and enviable
record in music, technology, drama and the arts.
But these crucial years of adolescence are more than just about passing examinations. The world is changing more
rapidly than any one of us can predict, and if our children are to thrive in the world, they will need to develop a set
of personal skills and qualities in tandem with their academic qualifications. They will need a questioning mind,
perseverance and resilience. They will need to be able to adapt, be flexible and not be too set in their ways. They will
need imagination and creativity, self-discipline and independence, compassion and a sense of their responsibilities
towards other people. These things are hard to measure but equally important, and we see it as our duty to ensure
our students develop these skills in tandem with their academic progress.
Written information and statistics can, of course, only provide part of the picture, and I know that your choice of
school cannot be made simply by reading a prospectus. Our staff are always willing to make arrangements to
discuss aspects of the school’s work and we would be happy to welcome you for a visit. In many respects, if you
are still undecided about your choice of secondary school, visiting the school when it is working is the best option.
We are an excellent school, but at Honley High School we are always aiming to develop. As our school motto stated
when our doors opened over 80 years ago – ‘we strive for the highest’. We place the interests of the child at the
centre of everything we do and we will continue to improve and expand the opportunities that we offer our young
people.
I look forward very much to meeting you on what I hope will be many more occasions to come over the next five
years.
Nitimur in excelsis.
Paul Greenough
Headteacher
HONLEY HIGH SCHOOL
5
www.honleyhigh.co.uk
Our students
our 12 governors have had their children educated at Honley
High School. This obviously informs the way in which the
We have 1214 students aged 11 to 16 at Honley High School.
governing body works. The full governing body meets each
Approximately two thirds of the 243 11 year olds who joined
term, though much of the work is undertaken by committees.
us this year came from Brockholes, Helme, Honley and
Meltham, but we continue to welcome students from further
afield.
Kirklees secondary provision for
students on the autistic spectrum
In September 2014, we became a Co-operative
Learning Trust School and we receive valued support from
Set up in September 2002, the Resourced Provision provides
Kirklees Local Authority.
support for students with autistic spectrum disorders.
Our students are lively, intelligent and well-disciplined and
Students are taught with their mainstream peers and are
we are proud of their many and varied achievements. We
fully included in all aspects of school life. Some students
make no apologies for our expectations being high. Our
are supported across the timetable.
students typically rise to this challenge.
For others, small
group sessions are also provided, focusing specifically on
Our staff
communication, social interaction and life skills.
As a school we are committed to ensuring that all students
Our teachers are very well qualified and skilled practitioners.
receive an inclusive education and encourage all students to
They are all experts in their own area and possess the
develop skills that will prepare them for life.
means to enthuse and motivate young people. All subjects
are taught by specialists and we are fully staffed. With 86
Our school environment
teachers and a full complement of associate staff, we are well
The school occupies a beautiful site looking up the Holme
placed to meet the needs of all of our students.
Valley, about four miles south of Huddersfield. To the main
Our governors
building, completed in 1932, have been added our ICT base
and major extensions which include a sports hall and music
In line with national guidance, Honley High has a governing
and drama suites. We benefit from extremely good facilities
body of 12. Four parent governors are elected to represent
for sport which includes a gym, tennis courts, a fitness suite
parents on the governing body. There are also three
and a redgra all-purpose pitch. The school library has recently
community governors, one local authority governor and two
had a complete refit, converting a traditional space into a
staff governors. In addition, as a result of our conversion
learning environment fit for the 21st century and beyond.
to a Co-operative Learning Trust School from September
2014, there are two trust governors whose role is to ensure
the values and vision of the school are maintained. Many of
6
Joining our school community
School times and attendance
We place great emphasis on the transition from our many
Students should be in school each day by 8.35am. If your
feeder primary schools to our Year 7. This process is overseen
child is absent from school please ring 222347 stating clearly
by our Head of Year 7 who works closely with the Assistant
your child’s name, form and reason for absence. As part
Head of Year and form tutors. A planned programme of
of our safeguarding procedures, the school operates an
liaison with primary school teachers is in place to ensure that
automated first day call up system. This means that if we are
the transition works smoothly. Links with primary schools
not notified that your child will be absent from school, you will
include technology and maths sessions for Year 6 students
be contacted by telephone or text until we have confirmation
as well as visits from prospective students to familiarise
of the absence. In addition, your child’s school planner has
themselves with their new surroundings before the start of
absence slips which you can complete and send in with your
the new school year.
child when he/she returns to school.
On joining Year 7, each student is placed in a mixed ability
tutor group. We aim to provide continuity by ensuring that
the form tutor remains with the same students throughout
Our timetable
their time at school. The form tutor is therefore the first point
At Honley we have five one-hour lessons in a day plus tutor
of contact if you would like to discuss your child’s education.
time. The timetable is run over two weeks to provide all
Early in the school year, we invite parents/carers of Year
subjects with the appropriate amount of time for learning and
7 students to an individual meeting with the form tutor to
teaching.
discuss their child’s early progress.
The work of form tutors is coordinated by a Head of Year,
supported by an Assistant Head of Year. Collectively, they
Assemblies
plan the learning activities for tutor time and monitor the
In addition to tutor time, each year group of students has
personal, social and academic development of their students.
a formal assembly on one day per week. Assemblies are
usually led by senior staff or Heads of Year. Assembly is an
occasion for positive messages, celebration of achievement
Keeping in touch with school
and reinforcing our values and collective identity. Parents
The partnership with parents is essential to our work and key
who wish to withdraw their child from assembly are asked to
to our success. Collectively we seek to work to improve the
write to the Headteacher.
learning of students and we will keep you regularly informed
about your child’s progress. If you have any concerns about
any aspect of school life, please do not hesitate to get in
touch with us by telephone or email [email protected]
We will do our best to respond punctually and reach an
agreed solution.
We organise formal opportunities for
communication through parents’ evenings, information
evenings and monitoring reports. We recognise that for many
issues, a quick telephone call to the form tutor or Head of
Year can ease concerns. We have an open door policy and
parents are encouraged to visit to see our school in action. A
telephone call to the school to arrange a convenient time is
all that is necessary.
HONLEY HIGH SCHOOL
7
www.honleyhigh.co.uk
Our curriculum
Students with additional needs
The governors have adopted the Local Authority’s Curriculum
Support is available for students with additional needs
Statement. This sees the aims of education as being firstly
either through withdrawal from particular classes or through
to enlarge children’s knowledge, experience and imaginative
supported teaching within their normal groups. A copy of the
understanding and thus their awareness of moral values and
school’s Special Needs Policy is shown as Appendix 2.
capacity for enjoyment. Secondly, it enables them to enter
the world after formal education is over as active participants
Sex Education
in society and responsible contributors to it, capable of
Sex Education is included within the Personal and Social
achieving as much independence as possible.
Education (PSE) programme of the school. The school’s
policy on Sex Education is shown as Appendix 4.
We strongly believe that all students should be offered a
at Honley. We also feel that the education we offer ensures
Careers, Education, Information, Advice and
Guidance
progression to sixth form colleges and into higher education
A young person’s career is their pathway through learning
and employment.
and work.
broad and balanced curriculum throughout their education
Careers, Education, Information, Advice and
Guidance (CEIAG) is an essential part of the curriculum. The
Three years ago we were awarded a learning partnership
school works closely with Calderdale and Kirklees Careers
with the Royal Shakespeare Company.
This is providing
Service, employers, parents and other support agencies,
enhanced opportunities for students and staff from both
and recognises the significant role these play in providing an
Honley High School and our link primaries.
effective programme of CEIAG.
Staff with responsibility for coordinating the curriculum
Our aim is to prepare students for adult and working life and
include:
to contribute to the development of the whole person to
EnglishMiss C Davenport-Jones
enable them to prepare for responsible citizenship. We aim to
MathsMr G Clarke
to make informed choices and decisions and to manage their
Technology
Mrs S Pinder
transition as learners and workers.
Modern Foreign Languages
Ms S Davis
Humanities
Mrs G Darwin
Our programme of CEIAG in Years 7 – 11 covers: self-
ScienceMr A Maniyar
awareness; assessment and development; opportunity
Creative and Expressive Arts
Mr M Haigh
awareness; decision-making skills; transition skills; personal
ICT and Business Studies
Mr Y Patel
and social responsibility; knowledge of the world of work and
equip students with the knowledge and skills to enable them
equal opportunities.
Mrs Heather Rogers, Deputy Head, has responsibility for
curriculum management and development.
Religious Education (RE)
RE is provided for all pupils in accordance with a syllabus
agreed by Kirklees Council. Parents wishing to withdraw
their children from RE, or collective worship, are asked to
inform the Headteacher in writing. If pupils are withdrawn
on grounds of conscience, provision will be made for them
to undertake quiet study. When pupils are withdrawn on
the grounds of religious belief, parents are asked to provide
work for private study which is sympathetic to their faith. The
school has no religious affiliation.
8
At Key Stage 3 (Years 7, 8 and 9)
Qualifications available
All students study the National Curriculum subjects which
Students attending the school may, according to their
are art and design, citizenship, design and technology,
abilities, be able to take courses leading to the following
English, geography, history, information and communication
qualifications:
technology, maths, modern foreign languages, music,
physical education, religious education and science. Our
GCSEExamination Board
students also have the valuable opportunity to study drama.
Additional Science
OCR
Art and DesignAQA
BiologyAQA
At Key Stage 4 (Years 10 and 11)
Business StudiesEdexcel
It is our expectation that the majority of students will study
ChemistryAQA
a range of GCSE and other accredited courses. All students
Child Development
Welsh
follow a common curriculum which includes English, maths,
Computing
OCR
science, religious education, physical education and personal
DanceAQA
and social education. Students can also follow a course in a
Drama Edexcel
humanities subject and a modern foreign language, leading
English LanguageAQA
to the English Baccalaureate accreditation, with a full range
English Literature
AQA
of other options available in the technologies and creative
Food and Nutrition Welsh
arts subjects. The structure of the Key Stage 4 is reviewed
FrenchAQA
annually; however, we strongly recommend a broad and
GeographyAQA
balanced choice is the best way forward for all students.
Graphics
AQA
HistoryOCR
ICT
AQA
LatinWelsh
MathematicsOCR
Media StudiesAQA
MusicAQA
PEEdexcel
PhysicsAQA
RE AQA Resistant Materials
AQA
Core ScienceAQA
SpanishAQA
StatisticsAQA
Systems and Control
AQA
Textiles Technology
AQA
HONLEY HIGH SCHOOL
9
www.honleyhigh.co.uk
Home learning
Engaging parents and carers
Home learning today is much more than just homework set
One of our main aims is to ensure that parents and carers
by a teacher. At Honley High School, we encourage and
are fully informed about and involved in life at Honley High
value all activities outside the classroom which add to a
School. Parents and carers are a vital part of the Honley High
young person’s skills for life. These may be sporting activities
School partnership. Encouraging and enabling our students’
teaching young people about team work, cadet volunteering
families to be more equal partners in their child’s learning
which encourages determination and discipline, or the Duke
means you can have a far more significant influence on your
of Edinburgh’s award which encourages social contribution
child’s achievement. You can supply the one-to-one attention
and consideration. There is of course no limit on what may
we cannot always provide in the classroom. And with the
be classed as home learning, providing the skills it teaches
right support from us, you can help your child become an
young people are those that will help them both at school
enquiring, discriminating, compassionate, confident, capable
and later in life.
and creative student.
It is our intention that students will receive a greater amount
a Year 7 and 8 student should spend around 9½ hours on
Friends of Honley High School
(FoHHS)
homework per fortnight; a Year 9 student 12½ hours; and
FoHHS is a fund-raising association made up of parents,
students sitting their GCSEs, around 20 hours. We set
staff and friends of Honley High School. It is the intention of
homework as we feel that learning to work outside the
the association to provide resources to enrich the learning
classroom both extends skills and also embeds preparation
and teaching of all students in our school. FoHHS is currently
for later years when revision will be needed. We believe
raising funds to purchase a new school minibus along with
that homework may be preparatory for lessons which are
other smaller items for each teaching area.
planned, or it may reinforce learning from lessons which have
New members are always welcome. FoHHS meet for an hour
already taken place. We also believe that the completion of
every term and parents/carers are most welcome to attend.
homework to deadlines is a skill that should be recognised,
Please check the school website for further information
and this is built into our rewards system.
regarding meeting dates and times.
of homework as they move through the school. On average,
Naturally, parents /carers have a role to play in this too. We
hope that students will be encouraged by parents/carers to
broaden their perspectives and consider activities outside
their comfort zone. Equally, parents/carers can help to
ensure that work can be completed at home by providing
the right environment in which to work; a place which avoids
distractions and provides the right physical requirements.
The more interest parents/carers show in the work that
students do, the more likely it is that the young person will be
encouraged to do it.
10
School activities
Examples of additional residential visits include:
Languages trip to Paris and Barcelona
At Honley we have a very wide range of curricular activities
Ski-ing in the French alps, Italy and USA
and extra-curricular work. Many students are involved in
Theatre trips to London, Stratford-upon-Avon and the
activities at lunchtime, after school, at weekends and in the
Lawrence Batley theatre
holidays. In addition there are a wide range of day visits
Art trips to Yorkshire Sculpture Park and Barcelona
which support our curriculum.
Humanities trips to Belgium and Poland
Teams represent the school in many sports including rugby,
A range of musical activities including:
football, hockey, netball, basketball, tennis, cross-country,
Choir, pop choir, steel band, guitar, mariarchi, orchestra,
cricket and athletics, some with a national reputation.
band, musical productions and drum workshops
Musical opportunities abound with choirs, orchestras and
bands.
Plays and musicals are performed regularly and
Dance and Drama:
various societies meet throughout the year. There are regular
Dance club, drama club, Royal Shakespeare productions of
visits to other European countries including language and
A Midsummer Night’s Dream, King Lear and Macbeth.
history visits. Our musical groups regularly perform in the
local community and recent events have included, Marsden
Sports examples include:
Jazz Festival, Holmfirth Folk Festival and the Jubilee Beacon
Netball, basketball, gymnastics, badminton, orienteering,
lighting.
tennis, football, hockey, cricket, rugby, cross-country
running.
Since 1998, every student in Year 8 has been given the
opportunity to attend a six day residential visit. During the
Other examples of activities include:
week students experience a range of outdoor activities and
Chess club, science club, journalism club, wildlife club,
encourages them to develop independence, teamwork,
art club and STEM (Science Technology Engineering and
planning, communication and social skills. It is run by one of
Mathematics) club.
the country’s leading multi-activity centres. We also run the
Duke of Edinburgh’s Award scheme and bronze level within
The above list gives a flavour of the range of extra-curricular
the PE department.
activities which take place at Honley.
HONLEY HIGH SCHOOL
11
www.honleyhigh.co.uk
Ready to learn
It is very important that students arrive at school ready to
learn. This can only take place if students arrive on time, in
the correct uniform and with all the equipment they need for
the day.
Attendance and punctuality
Full attendance should be a realistic aim for all children.
We are proud of our school and expect all students to wear
Periods of absence from school can be highly disruptive to
the Honley uniform as it:
education and have a negative impact on learning. Attendance
• Instils pride in our identity
is recorded for all lessons. Punctuality is recorded for all
• Supports positive behaviour, good discipline and lessons including how many minutes a student is late.
etiquette
• Encourages identity with, and support for, our school Equipment for school
values
Suitable size bag
• Ensures students from all cultures and backgrounds feel School planner (provided by school)
welcome
Pens, pencils, ruler, calculator, protractor
• Protects students from social pressures to dress in a Books for that day’s lessons
particular way
Specialist equipment for that day’s lessons eg PE kit
• Nurtures cohesion and promotes good relations between different groups of students
• Supports effective teaching, learning and safeguarding
12
Uniform
PE Kit
• Red polo top with school badge
• Red socks
• Black shorts
• Training shoes
• Knee length plain black traditional tailored
• Plain black traditional tailored school style trousers school logo.
• Plain black shoes, which can be polished. No Boys outdoor PE kit:
the option of a black polo top with the school logo.
• Black V-neck jumper or cardigan with the
with a plain black belt.
• White polo top with the school logo. Year 11 have
school skirt.
branded footwear.
• Black or white socks, or black or flesh
coloured tights
• Reversible red/black games shirt with school badge
• Black football shorts
• Red football socks
• Football boots
• Towel
• Black tracksuit bottoms (bad weather only)
If students require an additional top then it should be a coat
Optional – black hoodie with school PE badge (no names on
or jacket.
the back)
We expect all jewellery to be removable, as this will be
Girls outdoor PE kit:
necessary in lessons where there is a particular health and
• Red polo top with school badge
safety issue.
All permitted jewellery must be plain and
• Knee length red socks for hockey and football
discreet. Students can wear: one nose stud, one ear stud
• Black hoodie with school PE badge
(per ear) in the lobe only, one finger ring per hand. As with
(no names on the back)
jewellery, all hair accessories and make-up should be plain
• Black shorts
and discreet. Hair must only be dyed using natural hair
• Towel
colours.
• Black tracksuit bottoms (bad weather only)
If your child is unable to wear the correct uniform for a
Honley High School reserves the right to determine what
particular day, you are asked to send a note to their form
constitutes appropriate uniform.
tutor on the same day, explaining the reason why and when
you expect the correct uniform to be worn.
In all areas of school life, we are a successful school because
we insist on the highest standards. This applies very much to
appearance and we are pleased with the strong support that
parents give us on this issue.
HONLEY HIGH SCHOOL
13
www.honleyhigh.co.uk
Pastoral care
Occasionally it is necessary for us to use sanctions and at all
times we aim to be fair and consistent. We use detentions
The welfare of all our students is coordainted by Assistant
during social time and after school. If a student fails to attend
Headteachers, Mr Paul Sharrock and Mrs Liz Tandy, along
a detention without good reason it is regarded extremely
with a dedicated team of Heads of Year and Assistant Heads
seriously and may lead to the student working in the Honley
of Year:
Internal Exclusion Room (HIER).
Assistant Headteacher
Head of
Year 7
Head of
Year 8
Head of
Year 9
Head of
Year 10
Head of
Year 11
Assitant
Head of
Year 7
Assitant
Head of
Year 8
Assitant
Head of
Year 9
Assitant
Head of
Year 10
Assitant
Head of
Year 11
For poor effort, unacceptable standards of work and truancy,
we use a system of reports which involve parents and
teachers checking daily on the progress and attendance of
students.
Parents can expect to receive a telephone call or letter if an
issue arises which we judge to be serious. By working in
partnership with each other, the vast majority of problems can
Form Tutors
be sorted out quickly. Please note that we stress consistently
to students that violence and aggression or intimidation is
Each Head of Year liaises with a team of form tutors for their
totally unacceptable and is without any justification.
year group. Please do not hesitate to contact your child’s
form tutor, Assistant Head of Year or Head of Year if you have
than solves, problems.
a concern or query.
Student behaviour and achievement
We reserve the right to exclude students for acts of violence
and may require guarantees regarding future behaviour prior
We believe that the happiness and security of all children is
to re-admittance.
best served by a firm and flexible disciplinary framework. The
best form of discipline is self-discipline and we encourage
Overall we find the the range of sanctions is sufficient to deal
the development of positive attitudes through praise, reward
effectively with the vast majority of situations in school. Our
and good example.
students are extremely well behaved and this reflects well on
both parents and school. Very rarely, and only for the most
For effective teaching and learning to take place, all students
serious and persistent case, the Headteacher may exclude a
are expected to follow the learner’s code.
student from school, either for a fixed term or permanently.
A good learner will:
• arrive at class ready to learn
• not talk when the teacher is talking to the class
• follow directions
• treat others and their belongings with respect
We rarely suffer acts of serious vandalism or damage to
property and this reflects well on the whole community.
If this does occur however, the school’s policy is as follows:
• In the case of unintentional, but avoidable damage, which is the result of careless or inappropriate behaviour and All student behaviour is recorded on the school network using
activity, we will ask for a contribution towards the repair a software system called PARS. All positive achievements
are recorded and result in students receiving merits.
We
teach all students that fighting is wrong as it causes, rather
costs.
All
• Acts of deliberate, wilful vandalism and damage will be negative behaviour results in students receiving demerits. On
charged to parents at full repair costs regardless of other a regular basis students are informed of their total number of
proceedings that may be initiated.
merits. When they have received a certain number of merits,
they receive a certificate.
All families are issued with a password to access our parental
portal called Insight. This link is found on the school website
and allows parents/carers to see their child’s behaviour and
attendance log.
14
Bullying
School meals
Bullying, in some form, features in all schools and we need
The majority of children eat school dinners which are cooked
to work collectively to eliminate it for the benefit of everyone.
in our own kitchens and served in the dining hall. There is a
Bullying is not just a physical threat, it can take many different
good choice of food.
forms including name calling, isolation from friendship
groups and menacing looks. Though cyber-bullying is a
A cashless system is used for the payment of school meals
newer phenomenon, it can be the most pervasive due to
where no cash is taken at the point of sale. Each student
the ‘24/7’ nature of the online world. Cyber-bullying is where
is allocated an account much like a bank account. This
one person or a group of people aim to threaten, tease or
information is held on a secure server and stores details of
embarrass someone else by using a mobile phone, the
individual balances, cash spent and cash received, where
internet or other technologies. If you need some advice on
money has been spent, on what and at what time.
dealing with cyber-bullying, please use the CEOP link on the
school website. In tutor time, assemblies and lessons, your
To operate the system the vast majority of students have
child will be encouraged to report bullying to a trusted adult,
their thumb scanned. Once the scan has been taken, it is
prefect or peer mentor in school or to you at home. This is an
automatically converted to numeric form.
important first step. Your child must be assured that it is right
fingerprints is kept and it is impossible to reconstitute a
to tell and that they will be supported. Bullying is always a
fingerprint from the numeric reference. For individuals not
serious issue for the person involved and this is why parents
wishing to use the biometric aspect of the system, a PIN
and school must take it seriously and deal with it effectively.
number is allocated.
No register of
The school will take action which may include counselling,
parental interviews and a combination of sanctions including
Money can be paid into individual accounts by paying cash
detentions and possibly exclusions.
into the revaluation units in school, by cheque or through the
internet website www.parentpay.com.
Your school nursing service
The School Nursing Service within Honley High School
has been established for a number of years and has built
strong links over time with school staff, pupils, parents and
carers.
The school nurse provides a confidential drop-in
advice service on a weekly basis where young people can
access advice and support for numerous issues including
health issues, emotional support, bullying, friendship and
relationship difficulties, drug and alcohol awareness and
sexual health advice. The school nurse is also able to refer
to specialist services and agencies.
Safeguarding and promoting the welfare of children and
young people is also an integral part of the school nurse’s
role within school.
HONLEY HIGH SCHOOL
15
www.honleyhigh.co.uk
Draft school calendar for
academic year 2015-16
SCHOOL OPENS
SCHOOL CLOSES
Autumn Term
Tuesday 1 September 2015
Friday 23 October 2015
Monday 2 November 2015
Friday 18 December 2015
Spring Term
Monday 4 January 2016
Friday 12 February 2016
Monday 22 February 2016
Thursday 24 March 2016
Summer Term
Monday 11 April 2016
Friday 27 May 2016
Monday 6 June 2016
Wednesday 20 July 2016
Please note school will be closed on Monday 2 May 2016 (Bank Holiday)
Taking term time holidays
School closure
At Honley High School we believe that every lesson counts
Very rarely and mainly due to inclement winter weather, the
and we are passionate about every one of our students
school has closed during term time. Any decision to close the
achieving their academic potential. Good attendance and
school before the start of the day will be announced on the
punctuality are crucial to a child or young person’s future
school and Kirklees Council websites, by local radio stations
prospects, and reducing absence from school continues
and by our text messaging service. Should a decision be
to be a priority both locally and nationally.
made to close school during the day, the following action is
It is a legal
requirement for all students to attend school every day it is
taken:
open, other than for emergency absence such as illness, and
• Parents are informed by text message
the law does not give parents the right to take children out of
• Information will be posted on both the school and local school to take holidays. The Governing Body has agreed an
authority websites
attendance policy for all schools in the Honley Partnership
• Bus companies are informed and arrangements are made which incorporates explicit guidance and procedures for
for early buses
parents regarding requests for holidays during term time.
• Students are informed of school closure. At this point The relevant appendix of the policy and application form for
they are asked whether they are able to get home requesting leave of absence for a student can be downloaded
unassisted or get to a friend’s or relative’s house where from our website, and are available in hard copy from the
they can be collected from later. It is the friend/relative’s school. Please note that no term time holiday absence will be
responsibility to inform you of this
authorised unless there are truly exceptional circumstances.
• Students not able to get home should report to the If children are taken from school for holidays without notice
Student Services Office where an attempt to contact or authorisation, this is recorded as unauthorised and may
parents directly will be made
involve the Education Welfare Service.
It would be very helpful if you could discuss the arrangements
you want your child to follow, before the need arises. This
will prevent an influx of calls to the switchboard.
16
GCSE results summary
The school follows a maximum entry policy for all students and all subjects. No student is debarred entry for reason
of ability. Only students who have failed to meet the minimum requirements for grading by the exam boards are not
entered for a particular subject.
257
students were aged 15 in January 2014
76%
achieved 5 or more GCSE subjects at grades A*-C
98%
achieved 5 or more GCSE subjects at grades A*-G
98%
achieved 1 or more GCSE subjects at grades A*-G
73%
of students in Year 11 achieved 5 or more GCSE subjects at grades A*-C including English
and maths
The following information is provided as comparison
2009
2010
2011
2012
2013
15 year olds achieving 5 or more GCSEs at grades A*-C
70%
80%
82%
82%
84%
15 year olds achieving 5 or more GCSEs at grades A*-G
95%
95%
96%
98%
98%
15 year olds achieving 1 or more GCSEs at grades A*-G
98%
98%
100%
100%
100%
HONLEY HIGH SCHOOL
17
www.honleyhigh.co.uk
GCSE results summary
A*/A
A*- C
A*- G
Subject
2012
2013
2014
2012
2013
2014
2012
2013
2014
Art
8
12
8
73
76
77
100
100
100
Biology
69
32
29
100
91
88
100
100
100
Business Studies
33
16
22
100
79
63
100
100
97
Chemistry
65
32
19
96
91
74
100
100
100
Child Development
26
42
25
74
71
73
100
100
100
Computing
N/A
N/A
35
N/A
N/A
77
N/A
N/A
100
Dance
50
43
33
100
71
67
100
86
100
Drama
20
12
8
90
85
86
100
100
100
English Language
23
25
21
85
89
88
100
99
98
English Literature
18
32
26
79
88
81
100
100
100
French
7
26
22
49
65
80
98
100
100
Geography
25
28
23
86
59
67
100
98
97
Graphics
6
18
22
41
76
83
100
94
100
History
28
43
30
75
88
76
97
100
99
Home Economics
13
22
21
70
81
67
100
100
100
ICT
N/A
N/A
34
N/A
N/A
85
N/A
N/A
100
Maths
24
20
25
84
83
82
100
99
98
Media Studies
50
33
29
94
86
78
100
100
98
Music
17
23
32
83
88
68
100
100
100
Physical Education
11
10
16
56
64
76
100
100
100
Physics
48
28
21
96
85
73
100
100
100
Religious Studies
20
13
30
49
53
88
96
97
100
Resistant Materials
10
19
14
76
78
75
100
100
100
Science Additional
13
7
3
69
63
51
100
97
98
Science Core
9
11
9
65
64
57
100
99
98
Statistics
34
6
46
100
50
76
100
97
100
Systems
34
6
11
79
81
46
100
100
100
Textiles
N/A
26
22
N/A
79
66
N/A
100
100
18
2014 leavers
2014 Leavers
Further Education
233
Apprenticeship
20
Unavailable
2
NEET (Not in Employment, Education or Training)
0
TOTAL
255
Summary of absence
Number of students of compulsory age
% half-days missed due to
Authorised absence
Unauthorised absence
2009-10
1248
5.9%
0.8%
2010-11
1263
4.3%
0.8%
2011-12
1248
2.9%
0.9%
2012-13
1212
3.2%
1.5%
2013-14
1222
2.7%
1.4%
HONLEY HIGH SCHOOL
19
www.honleyhigh.co.uk
applications close or, if a significant house move is involved,
the latest reasonable date before the final allocation of places.
Appendix 1
Kirklees Admissions Policy
f) For children transferring from first or middle schools, we
will give preference in priorities 2-5 in section 2 above (up to
the PAN) to children attending a first or middle school in the
middle or secondary school PAA.
Kirklees Admission Arrangements for Community and
Controlled Schools for 2015/16
1 Admission Criteria
g) A PAA means a geographical area determined by Kirklees
in consultation with the governing body of the school. It
is called this because children living there normally have
priority for admission over children who live elsewhere. It is
also referred to as the catchment area.
If there are fewer applicants than there are places available,
everyone who applies will be offered a place. When there are
more applicants than there are places available there has
to be a way of deciding which children are offered places.
This is done by having admission criteria, also known as
oversubscription criteria, which are considered in order. The
approved Kirklees admission criteria for community and
voluntary controlled schools are:
h) Children with Statements of Special Educational Needs are
admitted to mainstream schools, special units and special
schools separately from the general admission policies.
1. children in public care (looked after children) or a child who
was previously looked after;
The information in this policy is believed to be correct at the
time of publication.
2. children who live in the school’s Priority Admission Area
(PAA) who have a brother or sister attending from the same
address at the date of admission (the sibling rule);
The full document can be found using the following link:
http://kirklees.gov.uk/community/education-learning/
admissions/pdf/admissionpolicy2015.pdf
3. children who live in the school’s PAA;
Appendix 2
4. children who live outside the school’s PAA who have a
brother or sister attending from the same address at the date
of admission (the sibling rule);
SEND - Summary Document*
Students with Special Educational Needs and Disabilities
SENDCO:
Mrs Karen Adams - [email protected]
5. children who live outside the school’s PAA.
Community and controlled schools will admit a child with a
Statement of Special Educational needs where the school is
named on the statement.
Teacher in charge of the Resourced Provision for students
with ASD:
Mrs Lindsey Delooze - [email protected]
2 Notes
In line with the SEND Code of Practice 2014, our SENDCO
and Teacher in Charge of the Resourced Provision are
suitably accredited, qualified teachers.
a) The definition of a ‘looked after child’ is a person under
the age of 18 who is provided with accommodation by a
local authority, acting in its social services capacity, for a
continuous period of more than 24 hours, by agreement with
the parents or in accordance with section 22 of the Childrens
Act 1989. Previously Looked After refers to those children
who immediately after being looked after became subject
to an adoption order, (under section 46 of the Adoption and
Children Act 2002), residence order (under Section 8 of the
Children Act 1989), or specialist guardianship order (under
Section 14A of the Children Act 1989). Children looked after
under an agreed series of short term placements (respite
care) are excluded
Aims
At Honley High School we aim to provide all students with an
education that enables them to:
• achieve their best;
• become confident individuals living fulfilling lives; and
• make a successful transition into adulthood, whether into employment, further or higher education or training.
We make every effort to narrow gaps in attainment between
all groups of learners. It is our responsibility to ensure that
students with special educational needs have the maximum
opportunity to attain and achieve in line with their peers,
including an equal opportunity to participate in student voice
and extra-curricular activities, visits, productions and other
school events.
b) Children in priority 1 above may be admitted above the
PAN.
c) If we cannot agree to requests for admission in priorities 2
to 5 above without exceeding the PAN, we will give priority
up to the PAN to children living nearest the school.
Objectives
• To personalise the curriculum offer to best enable all learners to make outstanding progress and ensure appropriate progression to post-16 pathways;
• To fully engage and involve students, parent and carers in discussions, planning and reviews around their needs and provision;
• To carefully map provision for students with SEN to ensure that staffing deployment, resource allocation and choice of intervention is leading to the best possible learning outcomes;
• To ensure a high level of staff expertise to meet pupil need, through well targeted continuing professional development;
• To work in cooperative and productive partnership with the Local Authority and other outside agencies, to
d) Distance is measured in a straight line from a child’s home
address to the school. Measurements are calculated using sixfigure National Grid Co-ordinates from the National Land and
Property Gazetteer. This grid reference relates to a point that
falls within the permanent building structure corresponding
to the address. The boundary of the building structure for the
address is from Ordnance Survey’s MasterMap. For smaller,
residential properties the grid reference marks a point near
the centre of the building. For larger properties like schools
with, for example, multiple buildings and large grounds, the
grid reference relates to a point inside the main addressable
building structure. The distance calculated is accurate to
within 1 metre.
e) ‘Live’ means the child’s permanent home at the date when
20
Partnership with Parents/Carers and Pupils
The school aims to work in partnership with parents and
carers. We have an inclusive approach to school life. All
parents and carers are an important part of the school
community and are welcomed to take an active part in the
life of the school. We recognise that all pupils have the right
to be involved in making decisions and exercising choice.
We are hoping to continue to build upon our already positive
relationship and welcome communication and feedback at
all levels.
ensure there is a multi-professional approach to meeting
the needs of all students with SEN.
Areas of special educational need
Special educational needs and provision can be considered
as falling under four broad areas:
1. Communication and interaction
2. Cognition and learning
External Agencies
The school works closely with a wide variety of external
services including Attendance and Pupil Support Officers,
the Educational Psychologist, Child and Adolescent Mental
Health Services, Key Stage 3 and Key Stage 4 Pupil Referral
Services, C & K Careers, Specialist Resourced Provisions,
the Sensory Impairment Service, the medical professions; as
well as Children’s Social Care where necessary.
3. Social, mental and emotional health
4. Sensory and/or physical
Students at Honley High School may have difficulties that
fit clearly into one or more of these categories, including
those with ASD who are allocated places within the school’s
Resourced Provision for Autistic Spectrum Disorders. For
others, the precise nature of their need may not be clear.
It is therefore important to have procedures in place for
identification, assessment and provision and to ensure that
all staff are familiar with these procedures.
Admission Arrangements
No child will be refused admission to the mainstream school
on the basis of his or her special educational need, ethnicity
or language need. In line with the Equalities Act 2010, we will
not discriminate against disabled children and we will take all
reasonable steps to provide effective educational provision
(see Admission policy for the school, as agreed with the
Local Authority).
Identification and Assessment
Students’ needs should be identified and met as early as
possible through:
• the analysis of data including entry profiles, Foundation Stage Profile scores, reading ages, CAT scores and any other relevant whole-school pupil progress data
• classroom based assessment and monitoring arrangements (cycle of ‘assess, plan, do review’)
• following up parental concerns
• tracking individual students’ progress over time
• liaising with partner primaries on transition
• information from previous schools
• information from other services
• maintaining a provision map for all vulnerable learners but which clearly identifies pupils receiving additional SEN support from the school’s devolved budget or in receipt of High Needs funding
• undertaking, when necessary, a more in depth individual assessment
• involving external agencies where it is suspected that a special educational need is significant
Applications for a place within the Resourced Provision must
be done through the Local Authority (SENACT). It is they who
make the decision as to whether to admit, based on need
and number of places available.
Complaints
If there are any complaints relating to the provision for
children with SEN these will normally be dealt with in the
first instance by the Head of Year, the SENDCO or Teacher in
Charge of Resourced Provision or the Senior Line Manager for
Student Experience, then, if unresolved, by the headteacher.
The governor with specific responsibility for Special and
Additional Neds may be involved if necessary. In the case of
an unresolved complaint the issue should be taken through
the general Governors complaints procedure, available from
the school.
Curriculum Access and Provision
Where students are identified as having special educational
needs, the school provides for these in a variety of ways and
might use a combination of approaches to address targets
identified for individuals. This may include a range of support
strategies within the classroom, small group work, oneto-one teaching or outreach work, support moving around
school and support from specialist external agencies.
Our arrangements to facilitate access for students with
disabilities and our accessibility plan are available from
school on request.
When specialist equipment or a high level of staffing support
is required to support a pupil with special educational needs,
our school will fund this as additional SEN support up to
£6000 per annum for each individual pupil. Thereafter if the
cost is higher and the provision of these facilities is likely to
be prolonged, the school will apply to the Local Authority for
High Needs Block Funding as part of the Statement / EHCP
process. Our school will, wherever possible, join with other
schools in joint purchasing/hire of equipment, in accordance
with the local offer.
The Local Offer
The Kirklees Local Offer can be found at
www.kirkleeslocaloffer.org.uk
This is a work in progress. Kirklees Council and partners are
working hard to create a Local Offer that includes links to all
relevant information that Kirklees residents would find useful.
The local offer for the Honley Partnership of schools has
been produced by Honley Partnership SENCOs and will be
refined in consultation with parents and pupils. The latest
school offers for mainstream and the Resourced Provision
are attached to this policy (Appendices 6 & 7) and can be
found on the school website: http://www.honleyhigh.co.uk/
home/information/sen-local_offer/
*The school’s full Special Educational Needs policy can be
accessed via the school website (Information section) or
copies can be obtained from the school office. Translations
can be made available upon request.
HONLEY HIGH SCHOOL
21
www.honleyhigh.co.uk
Appendix 3
Appendix 4
Looked After Children - Summary
School Policy on Sex Education
Designated Teacher for Looked After Children:
Liz Tandy - [email protected]
1. Sex Education is included within the Personal and Social
Education (PSE) programme of the school, and human
reproduction is a recognised part of the Science National
Curriculum.
The school aims to maximise opportunity for every pupil to
succeed. Children and young people who are looked after by
local authorities are one of the groups most likely to underachieve nationally. This school is committed to supporting
looked after pupils to achieve their potential alongside other
pupils, and to experience success in school. We understand
the powerful role we can play in significantly improving the
quality of life and the educational experiences of looked after
children. Closing the attainment and progress gap between
looked after children and their peers and creating a culture of
high aspirations for them is a top priority for us.
2. Sex Education is taught with due regard to Section 46 of
the 1986 Education Act.
“In such a manner as to encourage ..... pupils to have due
regard to moral considerations and the value of family life”.
It is also in accordance with the general principles set out in
the Kirklees Education Authority Health Education Handbook
for Teachers.
AIMS
• to work together with the Virtual School, the Education Support Team and Children’s Social Care in an effective partnership to ensure that the children’s needs are met
• to contribute to the provision of a successful and integrated service for children who are looked after by the Local Authority
• to ensure that children who are looked after have equality of opportunity in school, enabling them to access, experience and benefit from education fully alongside their peers, and respecting their wishes
for anonymity, so that they are not identified as being different if this is their wish
• to comply with the national and LA guidelines on the education of looked after children and young people
3. Within the PSE programme, Sex Education aims:
• To present facts in an objective and balanced manner with due regard for age set within a clear moral framework.
• To help pupils know what is and is not legal.
• To help pupils consider their own attitudes and to make informed, reasoned and responsible decisions about the attitudes they will adopt while they are of school age and in adulthood.
4. The content areas cover the physical and emotional
changes at puberty, responsible relationships, contraception,
sexually transmitted diseases including Aids, abuse and
exploitation and the need for health check ups.
5. Teachers are encouraged to take part in regular in-service
training and to use expertise available eg Health Visitor,
School Nurse.
OBJECTIVES
To achieve our aims, the school will:
• Identify a Designated Teacher to co-ordinate the education of looked after children and act as a link to other agencies
• Ensure that staff are aware of any looked after children in school, know who the carer is, and whether parents have parental rights so they know who should receive copies of newsletters, reports etc
• Liaise effectively with other agencies involved with the child and attend review meetings
• Work in partnership with carers, parents and others with parental responsibility to ensure that looked after children receive their entitlement
• Ensure that records and plans are kept and maintained appropriately
• Provide information to the governing body and LA about the progress and outcomes of looked after pupils on the school roll
• Contribute fully to the creation of Personal Education Plans for looked after pupils in the school
• Communicate PEP targets to staff and monitor the pupils’ progress against these, ensuring that all relevant staff have the chance to feed into the review process
• Make appropriate use of the Pupil Premium Grant to improve the attainment of looked after pupils
• Secure training for the designated teacher or others as appropriate to ensure that the school can meet the needs of looked after pupils
6. Parents have the right to withdraw their child from part or
all of sex education provision. Any such request should be
made in writing to the Headteacher.
Appendix 5
Complaints
If you are unhappy about any aspect of the school’s
arrangements, complaints should be made to the Head
teacher in the first instance. Full details of the school’s
complaints policy are available on the website or by
contacting school.
22
HONLEY HIGH SCHOOL
Station Road, Honley, Holmfirth HD9 6QJ
Tel: 01484 222347 Fax: 01484 222314
Email: [email protected]
www.honleyhigh.co.uk
Headteacher: Chair of Governors: Mr P Greenough
Mrs J Wallis
RTNE
PA
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HIPPR
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The information in this booklet is published in compliance with
Education Law.
The details given are correct as at 01 September 2014.
Changes may take place at any time during the school year.
We are proud to be a Royal Shakespeare Company Learning and Performance Network School
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