Radyr Comprehensive School Ysgol Gyfun Radur · Sport and the Arts feature prominently, with...

Radyr Comprehensive School

Ysgol Gyfun Radur

“Respect, Commitment and Success”

School Prospectus 2017/2018

December 2016

Dear Parent

Welcome to our 2017/2018 School Prospectus. I hope you will find it of real interest. The Prospectus is divided into

two main sections with the earlier part aiming to give you a general understanding of the nature of the school and the

second part designed more as a reference section.

We are an English medium Community Comprehensive School. You will see that our students achieve extremely good

examination results at both 16+ and 18+. However, I hope you will also sense that we are committed to the highest

possible standards in other areas as well. Sport and the Arts feature prominently, with participation rates and levels

of achievement very high indeed. Perhaps just as important is our aim to be a caring school dedicated to providing

the sort of supportive environment in which all youngsters, whatever their abilities, talents and problems, can thrive,

develop to the full, and enjoy their time here. We are on the path towards becoming a ‘restorative school’ and

therefore put an emphasis on building and sustaining relationships with all those involved with our school.

The move to a new school is an important step in any young person's life and one not to be taken lightly. If, when you

have read the following pages, there are still issues about which you are uncertain and would like to know more, please

do not hesitate to contact me.

For those transferring into Year 7 from local primary schools there are opportunities for both parents and their children

to visit the school during the term before entry. Details regarding admission can be found within this prospectus.

Although we hold Open Evenings for Year 6 and Year 11, I am always happy for parents to arrange visits at other times

if they think this would be useful. Indeed, for those transferring from further afield or at a different stage of their

secondary schooling, I believe such a visit is a must.

I look forward to meeting you and working with you during the coming years.

Yours sincerely

Mr A D Williams Dr D Silver

Headteacher Chair of Governors

Heol Isaf, Radyr, Cardiff, CF15 8XG

Telephone: 029 20845100

Fax: 029 20845101

Headteacher: Mr A.D. Williams B.Sc. M.Ed.

Email: [email protected]

Website: http://www.radyr.cardiff.sch.uk

Contents

Aim, Vision and Values 4

Senior leadership and pastoral Teams 5

Admissions 6

Caring for students 7

Wellbeing team 7

Grouping of students 8

Meeting individual needs 8

Extra-curricular activities 9

Sports at Radyr Comprehensive School 10

Working in partnership with parents 11

The school day 12

Term dates 13

Behaviour and relationships 14

Attendance 15

Curriculum structure 16

Examinations 20

Curriculum: core elements 21

Examination Results 2016 – National Curriculum Assessment Year 9 24

Summary of School Performance 26

Examination Results 2016 – GCSE 30

Examination Results 2016 – GCE A Level Examination Results 2015 – GCE

31

Examination Results 2016 – GCE AS Level

32

Targets 33

Appendix 1 Home school agreement 34

Appendix 2 Complaints Procedure Complaints Procedure

35

Appendix 3 Charging for School Activities Charging for School Activities

36

Appendix 4 Equality and Looked After Children 37

Appendix 5 School Rules 38

Appendix 6 School Code of Behaviour 40

Appendix 7 Relationships Policy 41

Appendix 8 Anti-Bullying Statement 43

Appendix 9 School Uniform-general 45

Appendix 10 School Uniform-Physical Education

46

Appendix 11 Health and Safety 47

Appendix 12 Destination of School Leavers 2016 48

Radyr Comprehensive School Respect – Commitment – Success

Aim, Vision and Values

Our Aim

To be a caring and inclusive school that promotes the highest standards of respect, commitment and success. Our Vision

To achieve excellence in everything we do; High quality, inspirational and innovative teaching and learning; Inspirational and accountable leadership at all levels; Consistently high academic standards and expectations for every individual; Creative, exciting and memorable experiences inside and outside the classroom; A safe, secure and caring environment in which to work and learn; All achieved through collaboration and teamwork leading to empowerment.

We value pupils and their need to:

Develop the attitudes, characteristics and self-belief to tackle any challenges in future life; Enjoy their time at school; Be recognised as individuals; Develop good relationships and lasting friendships; Recognise and celebrate diversity; Develop and apply moral values; Acquire the skills, commitment and resilience to become successful, independent life-long learners; Take responsibility for leading themselves and others; Receive recognition and praise for their efforts and achievements in all areas of school life; Be active members who contribute to the school and wider community including academically, socially, culturally

and in sporting pursuits; Accept hard work and discipline as requirements for success.

We value staff and their need to:

Receive innovative, developmental and effective training; Be supported, cared for, challenged and valued; Feel trusted and empowered to take risks in the classroom; Have opportunities to develop and fulfil their potential in leading the school and their own professional

development; Participate in, contribute to and benefit from, partnerships beyond the school; Be a cohesive group with time and opportunities to develop partnerships and relationships with others within

school; Enjoy their work and find it fulfilling.

We value parents/guardians and their need to:

Demonstrate commitment to supporting their child and Radyr Comprehensive School; Receive regular quality information, advice and guidance in order to fulfil their roles as key partners in their child’s

learning; Have opportunities and be encouraged to provide feedback and contribute to the creation and maintenance of

an exceptional school.

We value Governors and their need to: Be ambitious and aspirant in setting the strategic direction for the school; Inform themselves of educational developments beyond the school; Embrace partnership working where this is of benefit to the school, students, staff and governors; Develop new and alternative models of governance which respond to the changing needs of the school; Exercise rigour in monitoring and evaluating the school’s progress and the extent to which the school experience

is exceptional for all. Our Commitments In striving to move towards our vision, we recognise that we must commit ourselves to:

Helping our students grow into adults who will make a positive contribution as citizens in an increasingly global society that is changing rapidly socially, economically and technologically;

Taking a broad view of education incorporating an emphasis on developing emotional and spiritual wellbeing, creativity, social skills, problem solving skills and flexibility of approach as well as the knowledge, understanding and skills embedded within academic and vocational areas of the curriculum;

Maintaining clear parameters of acceptable behaviour and high standards of conduct based on mutual respect and support;

Excellence in all aspects of our provision.

Senior Leadership Team* Headteacher Mr A D Williams Deputy Headteacher - School Improvement Miss Charlotte Robins (Child Protection, LAC) Assistant Headteacher - Curriculum and ARR Mr R Jenkins Assistant Headteacher - Inclusion and Wellbeing Miss J Howlett Assistant Headteacher - Teaching and Learning Mr O Wood

Pastoral Team* Year 7 Progress Leader Mrs C Fowler Year 8 Progress Leader Mrs C Atkins KS3 Wellbeing Officer Mrs C Powell Year 9 Progress Leader Ms J Thomas Year 10 Progress Leader Mr P Hardy Year 11 Progress Leader Mrs K Slade KS4 Wellbeing Officer Mr M Collins Director of 6th Form Dr J Roe KS5 Wellbeing Officer Mr M Todd Further details regarding staffing can be found on the School’s website. * staffing correct at the time of writing

Admissions Procedures The admissions authority for the school is Cardiff County Council. The school’s standard admission number for entry

to Year 7 through to Year 11 is 210. There is no standard admission number for Year 12 and this gives an overall

capacity for the school of approximately 1273. Numbers on roll in Autumn 2016:

Year Group November 2016

7 201

8 201

9 207

10 209

11 210

12 135

13 110

TOTAL 1273

The catchment area for the school is the combined catchment area of the seven partner primary schools – Bryn Deri,

Creigiau, Danescourt, Gwaelod y Garth, Pentyrch, Radyr and Tongwynlais.

Parents are invited to express a preference for the Secondary School they wish their child to attend. Pupils living

outside the catchment area can be admitted to Radyr Comprehensive School if their parents express a preference for

the school and there is space.

Places are assigned by March and there is an appeal process if a place is not allocated for the school of choice. Further

information regarding admissions is available from Mr Simon Williams, Pupil and Student Services at:

Pupil Admissions Section

Schools Service

Cardiff County Council

Atlantic Wharf

CARDIFF

CF10 4UW

Telephone: 02920 872087

A booklet on ‘Admission to Secondary Schools’ is freely available. Amongst other things, the booklet details the

admissions criteria to be applied when schools are over-subscribed.

Although application must be made to the Local Education Authority, the Headteacher is always happy to speak with

parents considering applying for their child’s admission to the school.

The school is its own admissions authority for post compulsory education so application for entry into the Sixth Form

should be made to the Headteacher.

Further details of the Admissions Policy can be found in the School Information section of the school website.

Caring for students On entry to the school, pupils are grouped into seven mixed ability classes. Information from primary schools is used

to achieve a balance of academic abilities in each class. Each class has a Form Tutor who is likely to remain with the

group for five years.

The Form Tutor has a major responsibility for the overall development, general welfare, academic progress and

behaviour of members of his/her form. It is the Form Tutor who is likely to be the first point of contact with parents

if problems arise.

Supporting the work of Form Tutors in each year group is a Progress Leader and a Wellbeing Officer who may, in turn,

depend upon the support of the Assistant and Deputy Headteacher and, ultimately, of the Headteacher.

It is our policy to work in partnership with parents as much as possible and to involve them at the earliest practicable

opportunity if problems begin to occur. We would ask parents, in return, to contact the school as soon as possible if

they know of problems of which we should be made aware. Small problems can often be prevented from growing

into larger ones by keeping one another informed.

Bullying is a particular concern of many parents. Sadly, it seems a feature of every human organisation or institution.

Our comprehensive Anti-Bullying Policy commits us to action whenever bullying is reported or detected. We are a

‘telling school’ and parents are urged to encourage their children to report to staff any incidents in which they or

others are bullied.

Wellbeing Team We have 3 pupil Wellbeing Officers to cover each of the key stages and they are located in the centre of the school. The Wellbeing Officers will be the first point of call for any parents wanting to discuss anything regarding their child. The Wellbeing officers have a wealth of skills and experience from qualifications in coaching, counselling, anger management, mentoring, as well as developing specific programmes to support pupils with their academic progression. The Wellbeing Officers also have links with a variety of external agencies that can provide additional support and advice to pupils and families.

Their key responsibilities are:

To work in partnership with the Progress Leaders to ensure the wellbeing of pupils within the key stage; To organise and prioritise pastoral issues within the specified key stage; Support with emotional and social development of pupils. To monitor and improve the attendance, punctuality and behaviour of students within the key stage; Work as part of the Internal Exclusion Team in developing classroom re-integration strategies for students; Work closely with the SENCO and school counsellor and Transition support for new pupils.

Grouping of Students

All pupils, when arriving with us in Year 7 are placed into seven mixed ability Tutor Groups. These are called North, South, East, West, North East, North West and South East. In Year 7, the vast majority of lessons are taught in these Tutor Groups. In some practical based subjects, such as Design and Technology, group size is determined by health and safety constraints. There is some limited grouping by ability in individual subjects but this does not take place until pupils have settled into school. The only grouping that takes place in Year 7 happens in Mathematics and English. In Year 8, some grouping by ability occurs in English, French, Mathematics, Science and Welsh. In other subjects the Tutor Group remains the basic teaching group.

In Years 9, 10 and 11, teaching in core subjects is mainly in sets and grouped by ability. The degree to which students

are grouped by ability in the various subjects is largely at the discretion of the individual departments who make a

decision as to the most effective grouping at each stage.

Meeting Individual Needs

The aims of the school clearly commit us to meeting the individual needs of all our students. This includes those young people with Special Educational Needs. The curriculum itself, especially in KS4, is structured in such a way as to stretch the most-able and to support those experiencing difficulties.

The OASIS (Opportunity And Support In School) centre is our learning support base from which our Special Educational Needs Co-ordinator (SENCo), Mrs G Warren, leads a dedicated team in the support of all those requiring support. Specialist teachers and Teaching Assistants work with pupils with learning difficulties, to ensure pupils are able to access the curriculum and achieve success in their learning. The faculty liaises with subject departments and the Progress Leaders to ensure the needs of individual pupils are met. They also work with external agencies, including the Achievement and Inclusion Service and Health professionals.

Radyr is committed to inclusive education, with all

pupils having access to the full curriculum. The

Supportive Education Department provides support

for pupils with special educational needs by providing

teaching assistant support in-class and on a

withdrawal basis, where small groups or individuals

work to improve their basic literacy and numeracy

skills. Sixth form students are also encouraged to work

with lower school pupils to improve their skills. The

Special Needs Policy of the school provides a

framework for special needs provision within the

school. This meets the requirements of the Revised

Code of Practice for Wales, and is in line with County

guidelines.

Further details of the Special Educational Needs Policy can be found in the School Information section of the school

website.

Extra-curricular activities

We recognise that much that is of value cannot be tackled entirely through the main curriculum subjects during lesson

time. It is because of this that we try to provide the widest possible range of additional opportunities to young people

in our care.

Although the situation may change from year to year, regular clubs, practices, teams and activities have included:

Art (including Ceramics, Printmaking, Photography & visits), Athletics, Badminton, Basketball, Big Band, Brass

Ensemble, Charity Committees, Chess, Choirs – junior and senior, Community Service, Cricket, Cross-Country, Dance,

Drama, Euroclub/Culture Club, French Club, ‘Girls Fit Club’, ‘Greenfingers Club’, Green Flag Council, Gymnastics,

Hockey, Homework Clubs (Years 7-9), Lunch-time Youth Club, Maths Club, Netball, Orchestras, Pen to Paper Club,

Rounders, Rugby (Girls and Boys), Science Club, Soccer (Girls and Boys), Street Dance, Swimming, Tennis, Weight

Training, Welsh Club, Wind Band, Young Enterprise, Young Writers’ Club, Zumba.

[IT facilities are available during lunch-times and after school]

In addition to such regular activities the annual school calendar features:

Curriculum support activities run by many departments and including spelling and reading clubs

An active School Parliament that gives pupils a voice and encourages initiative

A variety of exchange and other foreign visits

Opportunity to visit other countries on expeditions and sporting ‘tours’

A variety of educational visits within the UK

The Spring Term Eisteddfod involving everyone in Years 7-9 as well as many in Year 12 – with a separate

concert event being held with those in Years 9 and 10.

‘Skills Days’ in which students focus intensively on particular topics related to Personal and Social

Development.

Frequent musical productions

Drama productions

Fixtures against other schools both near and far in most of the major sports

Revision sessions before, during and after school to boost exam preparations

Dedicated workshops aimed at raising aspirations and preparing students for Oxbridge applications

Industrial workplace visits for subjects such as Science and Technology

As is clear from this list, Sport and the Arts are prominent features of school life at Radyr. Our aim in both areas is

simply “to encourage the widest possible participation and the highest possible quality of performance”.

House System When pupils join us in September they are put into one of three Houses: Dwynwen, Ifor Bach or Llywelyn. They meet

regularly as Houses and compete throughout the year in different events such as the Eisteddfod, Charity Week and

Sports Day. Siblings are placed in the same house.

Sports at Radyr Comprehensive School

Striving to raise standards and attainment in PE and Sport in the school and across the wider community remains our constant

aim, and will remain to be in the future. We continue to provide a breadth and depth of opportunities within and beyond the

curriculum (including dance, tag rugby, tennis, rowing, basketball and gymnastics). We pride ourselves on delivering a curriculum

that is varied and challenging for the pupils, whilst remaining achievable for all.

It is a subject that is thoroughly enjoyed by pupils. Teaching is judged to be good or outstanding and this has laid the foundation

for the increase in the number of young people engaging in competition and volunteering to act as officials and coaches at both

intra and inter school events.

In 2016 we hosted our first Sports Day off-site at Leckwith International Athletics Stadium. A fantastic day for all pupils and staff.

All pupils from Years 7-10 were involved throughout the day. As a Department we look forward to continuing this as a Radyr

tradition.

Both individually and as school teams Radyr were prominent throughout all school based competitions, notably:

Jordan Sakkas won gold in Junior Commonwealth Games

Sophie Thomas was crowned Sports’ Cardiff Junior Sports Personality of the Year

Iwan Jones 2nd in British Dry Slope Skiing Championships

Ski Team crowned Welsh Dry Ski Slope Champions and qualified for British Schools Championships

U15 Girls County Champions and Welsh Schools Athletics Champions

U16 Boys Hockey team silver medallists in National Championships

Senior Hockey team silver medallists in County Championships

County Representation

Athletics Issie Tustin – 100m, 200m and Relay County Champion. Grace Morgan – 75m Hurdle, Long Jump, Combined Events and Relay County Champion. Molly Greenman – Shot Putt and discus County Champion. Nia Riley – 800m County Champion. Huw Riley 1500m County Champion. Larry Ryan – Indoor multi events. Ella Jackson Shot Putt County

Champion. Alanah Hill 1500m County Champion

Cross Country Alanah Hill, Emma Ligthart, Ffion Morgan, Nia Riley, Huw Riley, Alex Brown, Larry Ryan and Ben Whelan

Cricket Sophie Thomas, Rebecca Kingsbury, Archie Clegg, Cian Morgan, Alex Griffiths, Taylor Burns, Tom Neil, Adam Keane, Owen Wallace and Daniel Rogers

Football Beth O’Donnell, Ella Powell, Monet Legall, Lewis Twamley (Cardiff City), Callum Dyer, Dylan Woodhead.

Gymnastics Emily Steer

Hockey Alf Entwhistle, Will Jones, Will Couston, Cian Morgan (South Wales) / Alex Griffiths (South West) and Tom Garman (South Wales)

Netball Emilia Whiles, Lara Kane, Erica Kingsbury and Holly Davies

Cardiff Schools Rugby Harry Fry, Danny Palmer and Max Critcher

Cardiff Blues U16 Joe Melhuish, Tony Lamerton and Lewis Jameson

Skiing Iwan Jones, Gethin Jones, Issac Criddle and Oliver Thorne skied in the South East Wales Dry Slope Championships and won individual medals in their age-related categories and finished first in the team event.

Emily Mabbot, Elin Jones and Seren Lewis also won their age-related events

Swimming Bethan Beynon, Anneliese Beynon and Becci DeTorres

National Representation

Athletics Issie Tustin (100m and Relay) and Grace Morgan (Combined Events and Long Jump)

Cheerleading Amy Shefferd

Cricket Sophie Thomas, Rebecca Kingsbury, Adam Keane and Daniel Rogers

Fencing Louisa Britton

Football Ella Powell and Liam Bishop (Boys Club Of Wales Football)

Gymnastics Jolie Ruckley, Gemma Frizzelle and Emily Steer

Hockey Will Couston and Alf Entwhistle

Weight Lifting Jordan Sakkas

Ice Hockey Eliot Randall and Ellis Frost

Sailing Jessica Wood

Skiing Iwan Jones

Swimming Bethan Beynon, Anneliese Beynon, Becci DeTorres and Bradley Newman

Water polo Emma Bailey and Leire Dafis-Sagamendi

Basketball Panos Karras and Ben Thomas

Volleyball Frazer Gregory

Wrestling Dewi McKenzie

Radyr Comprehensive School Ysgol Gyfun Radur

Respect – Commitment – Success / Parch – Ymrwymiad – Llwyddiant Page11

Working in partnership with parents

Good links between the school and parents are

essential for the wellbeing and progress of pupils. The

school seeks to ensure communication between school

and home is efficient and effective. This begins whilst

pupils are still in primary school with the SENCo

attending Year 5 and 6 annual reviews for pupils with

statements of special educational needs. Year 5 and 6

parents are invited to annual open evening and new

intake meetings. Once pupils are members of our

school we provide parents with information evenings

and a parent evening for new pupils before the end of

the first half-term. Communication between school

and home is enhanced by Parentmail, Show My

Homework, Reports, Home school communication via

planners and the Governors’ Annual Report to Parents.

We shall only be able to fulfil our aims as a school by

working in partnership with parents. Their support,

help, encouragement and involvement cannot only

have a huge impact on the success of their own

children but also a very significant one on the school as

a whole. Some of the ways in which we actively seek

to involve parents are by inviting them to:

Parents’ Consultation Evenings to discuss their

child’s progress and any concerns;

Contact the school at any other time if they

feel it would be beneficial to discuss issues

with subject teachers, tutors or any other staff;

Work with the school in various voluntary

capacities such as involvement in extra-

curricular activities;

Participate in surveys of opinion as part of the

school’s development planning, and to contact

the Headteacher with any ideas of ways in

which we can improve the quality of our

provision;

Participate in the events organised by the

committee of our Parent and Teacher

Association and to stand for election to that

committee;

Monitor progress using the Homework Diaries

and support their own children with their

work;

Support their children in line with the Home

School Agreement;

Themed evenings dealing with important

educational issues;

Make use of our website. There is a dedicated

‘Parents section’ that holds information on

areas such as assessment and how to access

free school meals.

For those parents wanting more detailed written

information, documents such as School Policies and

Departmental Schemes of Work can be viewed by

arrangement with Mrs Jane Colley, the Headteacher’s

Personal Assistant.

The Radyr Parent and Teacher Association

We greatly value the work and support of the

association. All parents of students at the school are

automatically members of the PTA and are eligible to

serve on the association’s committee. Officers are

elected at the Annual General Meeting held early each

Autumn Term and serve for a two-year period.

Representatives of the staff and governors are also on

the committee. The PTA organises a series of events

each year – mainly directed at raising funds to be used

for the benefit of our students. Purchases have

included a minibus, Studio lighting and sound

equipment, outside bench-style seating for students,

and data projectors/interactive whiteboards and

computers for teaching areas. It has also made grants

to the School Council to support their work and

initiatives in addition to numerous items for individual

departments and computers for the school library.

Most recently it has funded the piloting of a wireless

online access in parts of the school enabling students

to access online resources from their own devices.

Events provide opportunities for parents and staff to

meet in an informal way.



The School Day

We operate a fortnightly 50 lesson timetable. Each

lesson is an hour long. The structure is:

Registration/Assembly 08.30

Period 1 08.50

Period 2 09.50

Break 10.50

Period 3 11.05

Lunch 12.05

Period 4 13.05

Period 5 14.05

End of School Day 15.05

Buses Depart 15.20

Lunch-time Arrangements

Pupils in Years 7-11 are expected to remain on the

school premises during the lunch break. They have the

choice of buying a school lunch or bringing a packed

lunch, which can be eaten in the canteen. A good

range of food - from snacks to full meals - is available

daily in the canteen. We operate a ParentPay online

account. No food can be purchased without an

account. Those pupils eligible for free school meals

can pay for meals in exactly the same way as any other

pupil. If parents believe that their child is eligible for

free school meals there are details on the website

about how they can apply.

However, any parent of a child living within easy

walking distance of the school who wishes their child

to come home for the lunch break should notify the

appropriate Progress Leader (in writing) of this

request. The child will then be regarded as being 'off-

premises' between 12.05pm and 1.05pm. It is very

important, for safety reasons, that this information is

accurate and kept up to date.

Pupils in Years 12 and 13 are allowed off premises at

lunchtime but must sign out in the 6th Form Centre

beforehand so that the school has a record of pupils

on site for Health and Safety reasons.

You should be aware that a wide range of activities take

place on site at lunchtimes and that those leaving the

site between the morning and afternoon sessions may

miss out on such activities.

Further details of the School Sessions Times Policy can

be found in the School Information section of the

school website.



Term dates

2016/17

Term Begins Half Term Ends Number of

School Days

Autumn Term

Tuesday 1 Sept 2016

Monday 24 Oct 2016

Friday 28 Oct 2016

Friday 16 Dec 2015

72 days

Spring Term

Monday 3 Jan 2017

Monday 20 Feb 2017

Friday 24 Feb 2017

Thursday 7 April 2017

63 days

Summer Term

Monday 24 April 2017

Monday 29 May 2017

Friday 2 June 2017

Wednesday 21 July 2017

60 days

2016/17: INSET Days Thursday 1 September 2016 Friday 2 September 2016 Friday 27 January 2017 May Day Bank Holiday - Monday 1 May 2017 Friday 16 June 2017 Monday 19 June 2017

2017/18

Term Begins Half Term Ends Number of

School Days

Autumn

Term

Monday

4 Sept 2017

Monday

30 Oct 2017

Friday

3 Nov 2017

Friday

22 Dec 2017 72 days

Spring

Term

Monday

8 Jan 2018

Monday

19 Feb 2018

Friday

23 Feb 2018

Thursday

29 Mar 2018 63 days

Summer

Term Monday

16 April 2018 Monday

28 May 2018 Friday

1 June 2018 Tuesday

24 July 2018 60 days

2017/18: INSET DAYS

Monday 4 September has been designated an INSET day for staff.

May Day Bank Holiday - Monday 7 May 2018


Respect – Commitment – Success / Parch – Ymrwymiad – Llwyddiant

Behaviour and relationships

We are working to become a ‘restorative school’, where everybody is working hard to build and sustain relationships.

Restorative approaches are used by members of staff in all aspects of school life. The great majority of our young

people act sensibly, behave well and work hard. It is important that they are commended for doing so. At Radyr we

have a Rewards System based on Merit stamps and Certificates/Postcards to supplement the words of praise a student

can expect whenever he or she has worked particularly hard, produced an exceptionally good piece of work or made

a significant contribution to the school community in some other way. We celebrate achievement through regular

assembly, musical events and at the annual Awards Evening.

However, there are times when pupils do not behave as we would wish. Every community needs clear, enforceable

rules in order to protect people and property and to ensure its smooth running. This school is no exception. We have

a Relationships Policy, agreed by staff and students, which covers general expectations of behaviour in class and

around school. It is reproduced below:

The Classroom Ground Rules are:

On time, properly prepared

Ready to listen and learn

Directions to be followed immediately

Environment needs care

Respect for all

At all times I will:

Show respect and consideration for other people and

their belongings and the environment of the school.

Be sensible and polite.

Arrive in registration on time.

Conform to the full school uniform rules.

Treat all school property with care and report any

damage immediately.

Not drop litter.

Eat and drink only in designated areas.

Students with Special Educational Needs

It is important that pupils should have their SEN considered when rewards and sanctions are being applied. The following advice to staff summarises our approach throughout the school Years 7-13 All students should be encouraged to achieve and engage with their learning and need to be taught how to fit into

society and maintain its rules; therefore, all students will be expected to follow the school and classroom rules.

However, individual needs should be considered when sanctions are to be applied. Sanctions may be lighter than those

given to other students for the same misdemeanour especially if the behaviour is deemed to be directly attributable to

their needs. If a situation arises where exclusion is a possibility, the individual, the circumstances and the

misdemeanour must be taken fully into consideration before an informed decision is made. Students with Autism,

including Aspergers, may require special consideration. It is essential that a supportive adult is present during any

interview to ensure the student understands the situation, the investigation process and the possible consequences or

sanctions. Strategies to use with students in order to prevent potential situations developing and leading to sanctions

are:

Wellbeing team involvement

Timeout cards

Support from a Learning Support Assistant or OASIS staff

Intervention by a member of Senior Leadership Team or the Progress Leader

It should be noted that the Relationships Policy provides guidelines in the use of reward and sanctions



Attendance

Quite apart from the legal requirements on parents concerning their children's education, regular attendance and

punctuality are clearly important if a child is to gain maximum benefit from his or her education at Radyr and

prepare for adulthood and the world of work. Truancy at Radyr is rare and we ask parents to help us eliminate it

altogether by notifying us - as soon as possible - of the absence of a pupil.

The procedures set out below should be followed by parents and by the school. They are designed to set clear

guidelines for establishing a good working relationship between school, pupil and parents.

Notification of absence: Parents should notify the school of their child's absence on the first day and ensure

that written confirmation of the absence is given to the Form Tutor immediately upon their child's return to

school. This helps us to detect or identify truancy in its early stages and can be important for the safety of the

child. It is clearly essential that parents and the school know the whereabouts of the child.

Unexplained absences: The school will notify parents through the automated call system if an unexplained

absence occurs. Please respond as soon as possible.

Absence of a child during the course of a day: The school will notify parents if a child absents him or herself

from lessons during the day.

Involvement of Education Welfare Officers: The school will refer to the Education Welfare Service any

absences which seem unreasonable or for which no explanation has been received. It may then arrange a

home visit, or involve other agencies, in attempting to determine the reason for absence and to deal with the

causes. Any parent experiencing difficulty in getting their child to attend school should feel free to contact

the school in order to enlist such professional help and support.

Holidays during term-time: Please help us to achieve this ambitious target by not taking your child out of

school unless it is an emergency.

2015/16 Attendance Figures

Radyr Comprehensive School 95.4%

Cardiff 94.5%

Wales 94.2%

Overall, the attendance was 95.0% with the percentage of sessions missed due to unauthorised absence being only

0.8% and that due to authorised absence 4.2%. The ‘Radyr Attendance Framework’ has been adopted by all schools

within the cluster. It gives a detailed policy and guidelines for parents.

Further details of the Radyr Attendance Framework can be found in the School Information section of the school

website.



Curriculum Structure

The school operates a flexible 11-18 curriculum, which allows students to develop and enhance their basic skills whilst deepening their learning across a broad and balanced range of academic and applied subjects and courses. The timetable cycle consists of 50 one-hour lessons across a fortnight. At Radyr we operate a 3-year KS4, so begin studying GCSE or BTEC courses in Year 9.

Key Stage 3 The school operates a two-year Key Stage 3. In Year 7 and 8 students follow the National Curriculum subjects. The Key Stage 3 curriculum aims to provide an excellent grounding in the core subjects (English, Mathematics, Science, Welsh, Religious Education, Personal, Health and Social Education and Physical Education) as well as the Creative Arts, the Humanities, Modern Foreign Languages, Design and Technology and Information Technology. More talented linguists will also be given the opportunity to study a second foreign language from the beginning of Year 8. It is through this study that they develop a range of skills and competencies and a substantial body of knowledge. Students will develop excellent independent study habits through a regular diet of homework and a focus on teaching them how to learn, as well as what to learn.

Year 7

Students are taught in mixed ability tutor groups for most of their lessons. After the first half-term, students are

placed in ability sets for Mathematics.

Subject Lessons/fortnight Subject Lessons/fortnight

English 7 IT 2

Mathematics 6 Music 2

Science 5 Physical Education 4

Art & Design 2 PSE 1

Drama 1 Religious Education 2

French 4 Technology 4

Geography 3 Welsh 4

History 3

Year 8 In Year 8, along with Mathematics, English, Science and Languages are given the opportunity to set. There are 2 learning pathways students can pursue. Learning Pathway 1 – German is offered as a second modern foreign language in Year 8. Students with an aptitude for languages will be selected for this pathway.


English 6 History 3

Mathematics 7 Information Technology 2 Science 5 Music 2

Art & Design 2 Physical Education 3

Drama 1 PSE 1

French 3 Religious Education 2

Geography 3 Technology 4

German 3 Welsh 3



Learning Pathway 2 – students have an additional lesson in French and Physical Education.


English 6 History 3

Mathematics 7 Information Technology 2

Science 5 Music 2

Art & Design 2 Physical Education 4

Drama 1 PSE 1

French 4 Religious Education 2

Geography 3 Technology 4

Welsh 4

Key Stage 4 In Years 9, 10 and 11 students continue follow the core subjects: English, Mathematics, Science, Welsh (2nd Language), Physical Education, Religious Studies, Personal, Health and Social Education and Welsh Baccalaureate. We begin our options process towards the end of the spring term in Year 8 where students are guided carefully onto a range of courses in which they show both interest and aptitude. For some students we may feel it is to their advantage to sit examinations earlier in English, Mathematics and Science, however this decision will only be made after careful and thorough consideration of their needs and never to the detriment of their overall most ambitious progress. Year 9 is seen as a transition year in terms of the Key Stage 4 curriculum. Students have embarked on 3 chosen options whilst still retaining compulsory aspects associated with Key Stage 3.

Optional Subjects studied in Year 9, 10 & 11*

Art & Design Drama MFL-French Sociology

Child Development Food & Nutrition MFL-German Sport

Computer Science Geography Music Textiles

D&T: Product Design History Performing Arts Welsh

Digital Applications ICT Physical Education

*This may change annually due to levels of uptake. We review the curriculum to make sure it is as broad as possible.



Year 9 (2016/17) – Year 10 (2017/18) – Year 11 (2018/19)

Subject Year 9

Lessons/fortnight

Year 10

Lessons/fortnight

Year 11

Lessons/fortnight

English 7 7 7

Mathematics 7 7 7

Science 12 9 9

Physical Education 4 2 2

Religious Education 2 2 2

Welsh 4 4 4

Welsh Baccalaureate/PSE 2 4 4

Option A 4 5 5

Option B 4 5 5

Option C 4 5 5

Year 10 (2016/17) – Year 11 (2017/18)

Subject Year 10

Lessons/fortnight

Year 11

Lessons/fortnight

English 7 7

Mathematics 7 7

Science 9 9

Physical Education 2 2

Religious Education 2 2

Welsh 4 4

Welsh Baccalaureate/PSE 4 4

Option A 5 5

Option B 5 5

Option C 5 5

Key Stage 5

In general, some 75% of our students choose to stay on into the Sixth Form and embark upon courses for which

they are suitably qualified. Course choices, and their implications, are outlined in our Sixth Form Prospectus issued

to students during Year 11. A comprehensive counselling programme supports these choices.

Most of our Sixth Form students choose to study four subjects at AS Level in Year 12 within the framework of the

Welsh Baccalaureate. Their choice of subjects is made from the list below.

Most students in Year 13 will pursue three subjects to full A Level.

At Post-16 we offer, as part of the successful City Partnership, an extensive range of Key Stage 5 programmes, comprising of A Levels and Applied Courses. Students have the opportunity to create programmes of study both at Radyr and at one or more of the other providers within the partnership, which maximises access and choice.

Much of the curriculum is determined by legislation. However, the content and balance of the curriculum is kept

under constant review.



Subjects studied in Year 12 & 13*

Applied Science

Art

Business

Biology

Chemistry

Computing

D&T: Product Design

Economics

English Literature

English Language and

Literature

French

Further Mathematics

Geography

German

Health & Social Care

History

HE Food

Information Technology

Mathematics

Music

Music Technology

Politics

Physical Education

Psychology

Physics

Religious Education

Sociology

Sport

Textiles

Theatre Studies

*This may change annually due to levels of uptake. We review the curriculum to make sure it is as broad as possible.

Lesson allocation in Year 12 & 13

Subject Year 12 Lessons/fortnight

Year 13 Lessons/fortnight

Option 1 8 8 Option 2 8 8 Option 3 8 8 Option 4 8 8

Further details can be found in the Curriculum Policy in the School Information section of the school website.



Examinations

It is our policy to enter students for external examinations in as many subjects as they can reasonably cope with

and at a level appropriate to their ability. Ultimately, decisions on examination entry are the responsibility of the

Headteacher following consultation with staff, students and parents.

In practice this means that:

In Key Stage 4

It is usual for students to be entered for each of the examination courses they have studied in KS4. In some cases, the assessment will be taken in Year 10 but for most courses the examination will be in Year 11. For the majority of students, this means they will be entered for between nine and eleven GCSE (or equivalent) examination subjects. Some students may be entered for the Entry Level Certification if this is thought to be most appropriate to their ability.

In some GCSE subjects, there are different tiers of entry. The final decision about which tier of entry is most appropriate for a student will often not be made until the January of Year 11. All subject teachers give careful consideration to a wide range of assessment evidence and exercise their professional judgement and considerable experience when entering students for a tier of entry that is in the student’s best interests.

Should a student’s level of achievement change significantly between January and March of Year 11 [for better or

worse!] it is still possible for a subject teacher to recommend an amendment in the tier of entry that will be most

appropriate to the student’s needs.

Parents will be kept informed throughout the entry process of any changes being made.

In Year 12

All students will be entered for all elements of the Welsh Baccalaureate Core as well as for the AS Levels or

Vocational courses for which they have registered as long as progress is such that they have a significant chance of

a successful outcome. Students should note that if they wish to re-take any module, in order to improve grades,

this will normally have to be financed by the student. We encourage students who may not have attained a GCSE

grade C or above in English or Maths, to re-sit the examination to improve their grade. The school will usually fund

the cost of one re-sit in GCSE English and/or Maths, as long as the student has attended re-sit classes and shown a

commitment to improve. The student will finance any further re-sit.

In Year 13

Students will be prepared for the A2 exams or vocational courses for which they are registered as long as progress

is such that they have a significant chance of a successful outcome. Students should note that if they wish to re-

take any module in order to improve their overall grade, then the student would normally be expected to finance

this.

Note: In the event of disagreement about an examination entry the final decision will be made by the Headteacher.



Core Elements of the Curriculum

Throughout the school, emphasis is placed on a number of themes and issues not always reflected in subject titles. In

particular, these include:

Literacy and Numeracy

At the core of our curriculum is a commitment to ensure that all pupils attain a level of functional literacy and

numeracy. Since 2013 Literacy and Numeracy is tested in Years 7 to 9. The results of which are used to identify

individual students for intervention. Every teacher in Radyr is responsible for developing literacy and numeracy.

Some subjects will focus on literacy, others on numeracy. All will provide an opportunity for pupils to develop their

communication skills and many will help them develop their confidence in the use of number.

Additional support is provided through peer mentoring and targeted literacy/numeracy schemes in order to ensure

that every child attains that all-important functional level.

Guidance on how you may best support the development of your child’s basic skills at home is provided at regular

intervals and a curriculum booklet detailing topics taught with specific subject areas is issued annually. These along

with other documents can be found on the school’s website.

Welsh Baccalaureate

The Welsh Baccalaureate Qualification aims to provide a broad, balanced curriculum for 14-19 year olds. It helps

to develop knowledge and skills that students will require as they progress through education to the world of work.

The programme contains a range of activities including personal and social education, enterprise activities, work

experience and community participation. Students also gain accreditation in essential and key skills that will

complement their wider learning. It is taken by all pupils as part of the compulsory element of Key Stage 4 and Key

Stage 5, and is completed alongside other formal qualifications.

Careers Education and Guidance

“The School has very good arrangements to promote the health and wellbeing of all pupils”

Careers education and guidance permeates throughout Years 7-13 and is offered in partnership with the staff of

‘Careers Wales’, our national specialist Careers experts. This work is led by the school’s Co-ordinator for Work-

Related Education.

In the Lower School years, emphasis within Tutorial and Personal and Social Education activities is on identifying

personal strengths and weaknesses to be built upon and developed in later life. By Year 9, there is a need for more

specific work. This includes specialist careers events, a counselling programme related to subject choices and the

production of Individual Action Plans to make full use of each student’s academic and personal skills.

The Welsh Baccalaureate course in Years 9, 10 and 11 incorporates substantial elements of Careers Education,

including preparation and follow-up for Work Experience, individual interviews with Careers Officers, work on the

production of CVs and an introduction to job application and interview techniques. All Year 10 students experience

a one-week Work Experience placement.

Careers Education and Guidance continues into Years 12 and 13 during which time students make individual

appointments with Careers Advisers in addition to the opportunities provided within the general programme. The

Induction Programmes highlighting Higher Education and Career opportunities are a popular feature of Year 12 to

Year 13 transition.



Equal opportunities

The school is committed to the philosophy of providing the best possible education for every individual student

irrespective of culture, gender, sexual orientation or special need. Much work has been done, and is being done,

to ensure that the spirit as well as the letter of recent legislation is reflected in our policy and practice.

Multi-Cultural Education

The school fully supports the Local Education Authority’s multi-cultural education policy. Its commitment to a non-

racist approach to education and life is conveyed to students – as are all fundamental values – primarily by example.

Reinforcement is provided by the choice of themes in Assemblies and key subjects. We recognise that the absence

of substantial ethnic minority groups within the school makes it all the more important to give our young people a

positive awareness of the multi-cultural nature of our society. Indeed, we seek to foster a sense of internationalism

and international understanding. Recent specific initiatives to promote multi-cultural education have included:

Membership of the Council for Education in World Citizenship

Regular participation in international exchanges and visits

Charity fundraising to help the disadvantaged at home and abroad

Links with various schools within and beyond Europe.

Religious Education and Collective Worship

Religious Education is offered throughout the school. In Years 7 and 8 it is offered as a discrete subject taking up

two lessons each week. In Years 9, 10 and 11 all students study Religious Studies.

School assemblies of a broadly Christian nature take place with members of the Senior Leadership Team and

Progress Leaders each week. On the days that pupils remain with their Form Tutors during registration time, Form

Tutors share, discuss and help students reflect upon a collection of ‘Tutorial Time Reflections’.

As the school has no affiliations with any particular religion or denomination, the courses followed are those

approved by the Local Education Authority. Nevertheless, you should note that parents have the right to withdraw

their children from Religious Education and from the worship in school assemblies. It is not, however, possible to

provide alternative provision for those students withdrawn from such activities. Any parent wishing to exercise this

right should contact the Headteacher.

Sex and Relationships Education

This features in all years in PSE under the heading of ‘Relationships’. In science lessons, the biological elements of

human reproduction are covered; in Religious Education, the spiritual and moral aspects feature. Physical

Education addresses aspects of personal physical development. The curriculum aims to promote the spiritual,

moral, cultural, mental and physical development of young people; and to prepare our pupils for the opportunities,

responsibilities and experiences of adult life.

It is given careful and sensitive treatment and taught to all pupils in accordance with the 1996 Education Act and

the requirements of the Welsh Government’s PSE Framework 2010. All pupils are encouraged to have due regard

for moral considerations and the value of family life. Included within Health Education are elements of Sex

Education and parents are reminded of their statutory right to withdraw their children from these parts of the

provision. Any parent wishing to discuss further should contact the Headteacher.



Further details can be found in the Sex and Relationships Policy in the School Information section of the school

website.

Homework

Homework is an important feature throughout the school. At the start of each of Years 7 and 8, parents will receive

a ‘Curriculum Letter’, giving information about each course their child will be studying. This includes details of the

type and frequency of homework that can be expected in each subject as well as an indication of how parents can

support and help children with the work. Although students are issued with a planner, the main way of setting

homework is through ‘Show My Homework’. Pupils and parents will be given usernames and passwords. Parents

can easily access the work that has been set and can monitor its completion. This provides a ready form of

communication between teachers and parents as well as providing a record of homework set and done.

Parents are asked to monitor homework at least weekly and are invited to make use of pupil planners for writing

notes to their child’s teachers whenever this seems appropriate.

Bilingualism

At Radyr Comprehensive School, we believe that developing the Welsh dimension and bilingualism will help pupils

to understand and celebrate the distinctive quality of living and learning in Wales in the twenty-first Century.

Pupils will have opportunities to use the Welsh language both inside and outside of the classroom. We aim to help

them to identify and share their own sense of ‘Welshness’, feel a heightened sense of belonging to their local

community and country and understand the position of Wales in the World.

To be successful, the Cwricwlwm Cymreig has to be central to schemes of work of all subjects and integrated across

all aspects of school life. The Welsh experience, as conveyed by the Cwricwlwm Cymreig and the use of the Welsh

language, provides a valuable opportunity to extend the educational experience of all pupils giving them knowledge

of their heritage, language and culture as well as of contemporary Wales and its place in the world.

Further details can be found in the Welsh Ethos Policy in the School Information section of the school website.

Welsh is compulsory for all students at Radyr. There are opportunities for those students coming from Welsh

Medium primary schools, or in-year admissions from Welsh Medium secondary schools to have early entry in external

examinations. This is done through consultation and on an individual basis.



Examinations Results: 2016

Key Stage 3 Teacher Assessed Results 2016 (End of Year 9)

Below you will find the percentage of year 9 pupils in 2016 achieving each level in each subject at the end of Key Stage 3 and

how they compare with all pupils nationally for 2015.

N

D

NCO1

NCO2

NCO3

1

2

3

4

5

6

7

8

EP

L5+

English School 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 1.0 11.5 52.2 30.6 4.8 0.0 99.0

Wales 0.3 0.1 0.1 0.1 0.1 0.3 0.7 2.2 8.2 35.3 36.0 15.3 1.3 0.1 87.9

Oracy School 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 1.0 8.6 48.3 38.3 3.8 0.0 99.0

Wales 0.3 0.1 0.1 0.1 0.1 0.3 0.6 2.0 8.3 33.9 36.8 15.6 1.7 0.1 88.0

Reading School 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 1.9 17.7 47.8 27.8 4.8 0.0 98.1

Wales 0.3 0.1 0.1 0.1 0.1 0.3 0.7 2.5 9.5 34.8 35.0 15.2 1.4 0.1 86.4

Writing School 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 2.4 15.8 55.0 22.5 4.3 0.0 97.6

Wales 0.3 0.1 0.1 0.1 0.1 0.3 0.8 2.7 14.4 37.1 31.2 11.6 1.2 - 81.0

Mathematics School 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 3.3 20.6 33.0 41.1 1.9 0.0 96.7

Wales 0.2 0.1 0.1 0.1 0.1 0.3 0.6 2.0 7.9 29.1 33.2 22.9 3.4 - 88.7

Science School 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 1.4 18.7 41.6 34.4 3.8 0.0 98.6

Wales 0.3 0.2 0.1 0.1 0.1 0.3 0.4 1.0 5.8 33.2 37.9 19.3 1.2 0.1 91.8

Core Subject Indicator (Percentage of pupils achieving Level 5 in English, Mathematics and Science)

School 95.7

Wales 83.9

N

D

NCO1

NCO2

NCO3

1

2

3

4

5

6

7

8

EP

L5+

Welsh Second

Language

School 0.0 1.0 0.0 0.0 0.0 0.0 0.0 0.0 6.7 24.9 57.9 9.6 0.0 0.0 92.3

Wales 1.0 1.4 0.2 0.1 0.2 0.5 0.7 3.1 11.7 38.1 30.8 11.4 0.8 0.1 81.2

Modern Foreign

Language

School 0.0 0.0 0.0 0.0 0.0 0.0 1.0 1.9 3.3 39.7 26.8 27.3 0.0 0.0 93.8

Wales 1.3 1.5 0.1 0.1 0.2 0.4 0.6 2.4 9.2 34.4 34.5 14.6 0.5 - 84.1

Design and

Technology

School 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.5 14.8 61.7 22.5 0.5 0.0 99.5

Wales 0.4 0.2 0.1 0.1 0.1 0.2 0.3 0.7 5.6 37.3 40.9 13.3 0.6 0.0 92.1

ICT School 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.5 24.9 38.8 19.1 16.7 0.0 99.5

Wales 0.4 0.2 0.1 0.1 0.1 0.2 0.4 0.8 5.0 33.1 42.2 16.9 0.5 0.0 92.7

History School 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.5 1.4 25.4 34.0 30.1 8.1 0.5 98.1

Wales 0.4 0.2 0.1 0.1 0.2 0.2 0.4 1.2 7.5 34.4 36.4 17.4 1.4 - 89.6

Geography School 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 2.4 23.9 44.5 27.8 1.4 0.0 97.6

Wales 0.5 0.2 0.1 0.1 0.2 0.2 0.4 1.2 7.2 34.5 36.2 17.2 1.9 0.1 89.9

Art and Design School 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 1.0 29.7 44.0 19.1 6.2 0.0 99.0

Wales 0.4 0.2 0.2 0.1 0.1 0.2 0.4 0.6 5.8 37.2 37.8 15.2 1.7 0.1 92.0

Music School 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 1.4 30.6 50.7 12.9 4.3 0.0 98.6

Wales 0.7 0.3 0.1 0.1 0.2 0.2 0.3 0.5 5.9 43.5 36.2 10.1 1.6 0.2 91.6

Physical

Education

School 0.0 0.0 0.0 0.0 0.0 0.0 0.0 1.0 1.0 32.5 46.4 14.8 3.3 1.0 98.1

Wales 0.6 0.4 0.1 0.1 0.1 0.2 0.3 0.7 6.1 44.4 34.1 11.6 1.3 0.1 91.4

Notes

NCO1: National Curriculum Outcome 1



(NB: NCO1, NCO2 & NCO3 have replaced Level W in previous years and are

outcomes below Levels 1 to 8 and EP)

EP: Exceptional Performance

L5+: % achieving the expected level (L5 or above)

- : Not exactly zero, or estimated as zero or less than half the final

digit shown

* : figure is less than five or cannot be given for reasons of

confidentiality



GCSE Examinations Results 2016

GCSE Full Course A* A B C D E F G U Total A*A% A*C% A*G%

Additional Science 3 18 38 35 4 0 0 0 0 98 21.4 95.9 100.0

Art & Design 17 11 5 3 1 0 0 0 0 37 75.7 97.3 100.0

Biology 13 18 1 0 0 0 0 0 0 32 96.9 100.0 100.0

Chemistry 29 3 0 0 0 0 0 0 0 32 100.0 100.0 100.0

CIDA 0 0 5 16 0 0 0 0 16 37 0.0 56.8 56.8

Computer Science 2 26 16 6 0 0 0 0 0 50 56.0 100.0 100.0

Core Science 3 11 35 68 22 13 6 4 7 169 8.3 69.2 95.9

Drama 0 6 9 4 1 0 0 1 1 22 27.3 86.4 95.5

DT: Product Design 0 4 3 7 10 9 0 0 0 33 12.1 42.4 100.0

English Language 7 46 47 60 26 13 5 0 3 207 25.6 77.3 98.6

English Literature 7 31 72 60 14 4 1 1 2 192 19.8 88.5 99.0

French 9 13 16 4 7 1 0 0 0 50 44.0 84.0 100.0

Geography 19 22 27 11 17 4 0 0 0 100 41.0 79.0 100.0

German 0 0 4 15 4 0 0 0 0 23 0.0 82.6 100.0

HE: Child Development 0 4 2 2 1 1 3 1 1 15 26.7 53.3 93.3

HE: Food 1 5 7 7 5 5 1 0 0 31 19.4 64.5 100.0

HE: Textiles 1 1 3 2 3 0 0 0 0 10 20.0 70.0 100.0

History 13 23 29 15 12 4 2 0 1 99 36.4 80.8 99.0

Information Technology 3 25 18 5 0 0 0 0 0 51 54.9 100.0 100.0

Mathematics 39 41 34 55 17 10 5 2 1 204 39.2 82.8 99.5

Media 0 3 4 2 1 0 0 0 0 10 30.0 90.0 100.0

Music 2 9 15 6 1 0 0 0 0 33 33.3 97.0 100.0

Physical Education 10 13 17 15 10 6 0 0 0 71 32.4 77.5 100.0

Physics 20 11 1 0 0 0 0 0 0 32 96.9 100.0 100.0

Religious Studies 12 25 31 43 21 18 7 7 5 169 21.9 65.7 97.0

Sociology 2 11 12 13 6 4 0 0 0 48 27.1 79.2 100.0

Welsh 2 4 0 0 0 0 0 0 0 6 100.0 100.0 100.0

GCSE Short Course A* A B C D E F G U Total A*A% A*C% A*G%

Religious Studies 0 0 0 3 10 11 4 0 1 29 0.0 10.3 96.6

Information Technology 0 1 2 0 0 0 0 0 0 3 33.3 100.0 100.0

Welsh 3 25 50 60 24 15 4 1 2 184 15.2 75.0 98.9

BTEC D* D M P - - - - - Total D*D% D*P% Applied Science Award 0 0 13 22 - - - - - 35 0.0 100.0 Applied Science Ext Cert 0 0 0 29 - - - - - 29 0.0 100.0 Sport 1 0 1 7 - - - - - 9 11.1 100.0



A Level Examinations Results 2016

Faculty: A Level Subject A* A B C D E U Total A*A A*C A*E

CA: Art & Design 3 3 3 0 2 0 0 11 54.5 81.8 100.0

CA: Drama 2 2 1 1 0 0 0 6 66.7 100.0 100.0

CA: Music 1 1 1 1 0 0 0 4 50.0 100.0 100.0

CA: Music Technology 0 0 0 0 0 1 1 2 0.0 0.0 50.0

CA: Physical Education 1 2 2 1 0 0 0 6 50.0 100.0 100.0

EN: English Lang 3 3 2 4 4 0 0 16 37.5 75.0 100.0

EN: English Lang & Lit 0 2 3 2 2 0 0 9 22.2 77.8 100.0

HU: Geography 0 4 3 4 2 0 0 13 30.8 84.6 100.0

HU: History 0 1 9 7 8 5 0 30 3.3 56.7 100.0

HU: Politics 0 1 3 3 4 1 0 12 8.3 58.3 100.0

HU: Psychology 0 1 1 1 2 0 0 5 20.0 60.0 100.0

HU: Religious Studies 0 0 0 0 1 0 0 1 0.0 0.0 100.0

HU: Sociology 1 0 2 4 1 1 0 9 11.1 77.8 100.0

IT: Computer Science 0 0 4 4 0 0 0 8 0.0 100.0 100.0

IT: Information Technology 0 0 2 5 6 3 1 17 0.0 41.2 94.1

LA: French 0 3 3 0 1 0 0 7 42.9 85.7 100.0

LA: German 0 0 0 1 0 0 0 1 0.0 100.0 100.0

MA: Business Studies 0 1 0 0 0 0 0 1 100.0 100.0 100.0

MA: Economics 0 1 4 4 1 3 3 16 6.3 56.3 81.3

MA : Further Mathematics 6 2 3 0 0 0 0 11 72.7 100.0 100.0

MA: Mathematics 9 23 9 3 2 0 1 47 68.1 93.6 97.9

SC: Biology 5 10 6 9 1 2 1 34 44.1 88.2 97.1

SC: Chemistry 5 14 7 3 2 1 0 32 59.4 90.6 100.0

SC: Physics 0 5 3 2 2 1 0 13 38.5 76.9 100.0

TE: Food 0 0 0 4 1 1 1 7 0.0 57.1 85.7

TE: Health & Social Care 0 0 4 2 1 0 0 7 0.0 85.7 100.0

TE: Product Design 0 0 2 5 0 1 0 8 0.0 87.5 100.0

TE: Textiles 0 1 1 1 1 1 0 5 20.0 60.0 100.0

SK: WBQ 51 48 28 8 - - - 135 73.3 100.0 100.0

Faculty: Single BTEC D* D - M - P - Total D*D% D*M% D*P%

CA: Sport 1 5 6 1 13 46.2 92.3 100.0

IT: Information Technology 6 11 3 2 22 77.3 90.9 100.0

SC: Applied Science 4 11 15 26.7 100.0 100.0

Faculty: Double BTEC D*D* DD DM MM - PP - Total D*D*DD% D*D*MM% D*D*PP%

CA: Sport 4 2 2 1 1 10 60 80 90



School Targets 2017/2018/2019



Appendix 1

Home School Agreement

The School will do its best to …

provide a caring and stimulating environment in which

all students are helped to achieve their full potential

and enjoy the process.

In particular, it will seek to:

1. foster the intellectual, moral, social, spiritual and physical development of each individual by providing

a balanced curriculum meeting the individual

needs of students

high quality programmes of learning which are

both challenging and enjoyable

wider opportunities to develop individual

abilities and talents to the full

2. prepare young people for adulthood and the world of work by helping them to develop

a sense of right and wrong

an awareness of the responsibilities of adulthood, parenthood and citizenship

the adaptability to thrive in ever-changing circumstances

perseverance, compassion, tolerance and an independence of spirit

3. develop a learning community built on partnerships between students, teachers, parents and the wider community by

fostering good relationships in school and

dealing with any incidences of bullying in a

speedy, firm and appropriate manner

providing, at least once a year, a report on

each student’s progress and level of

achievement

providing sufficient information to help

parents support the learning of their

children

providing opportunities for parents to discuss

the progress of students and any problems

which may occur

utilising the expertise and opportunities

available in the wider community

As a parent/carer I will do my best to ...

make sure that my son/daughter attends

regularly, punctually, properly equipped and

wearing school uniform

support the school’s rules, code of behaviour

and system of rewards and sanctions

attend Parents’ Evenings and discussions on

progress or concerns

offer appropriate support with homework and

provide the best possible environment for such

work

Inform the school in advance of any anticipated

absence and on each day of unanticipated non-

attendance. Please provide a written

explanation immediately upon return to school

keep the school informed of any changes in

circumstances which may affect work or

behaviour in school.

As a student I will do my best to ...

attend school, and every lesson, regularly and punctually and with the correct materials and equipment

complete all homework and classwork on time and to the best of my ability

abide by the school’s rules and code of behaviour

wear the school uniform and maintain a tidy appearance

inform school staff as soon as possible of any incident of bullying or harassment



Appendix 2 Complaints Procedure

Governors have adopted a General Complaints Procedure based on the model provided by Cardiff’s School Service.

It is a five stage process as summarised below:

Stage 1: Informal complaint

Concerns should initially be raised with the member of staff concerned or with the Headteacher [unless he is,

himself, the subject of complaint ~ in which case the matter must be raised with the Chair of Governors]. This

should be done in writing. The aim will be to investigate, resolve and report back on the matter as soon as possible.

If this is not done to the complainant’s satisfaction, the procedure moves on to Stage 2.

Stage 2: Headteacher’s Investigation

At this stage the complaint really must be put in writing to the school. This will be acknowledged within five working

days and a response promised within fifteen working days. At this point the complainant will be invited to meet

with the Headteacher [or a designated member of staff] – accompanied by a friend or relative if desired. Witnesses

and those involved will be interviewed and those who may be the subject of the complaint notified of its nature.

Written records will be kept of procedures at this stage and the complainant invited to discuss the outcome of any

investigation. The outcomes of this meeting will be outlined in writing.

(If the complaint is against the Headteacher, the Chair of Governors [or a designated Governor] will carry out the

Stage 2 procedures.)

Stage 3: Review by Governing Body

Only rarely will complaints reach this stage at which they need to be put in writing to the Chair of Governors. A

group of Governors will be convened to ensure that all parties are given a fair hearing. The complainant, and

anyone against whom the complaint is made, will be notified of the outcome of the meeting within five working

days. This letter will indicate that if the complainant remains dissatisfied he/she may contact the Chief Schools

Officer to review whether the complaint has been fully and fairly considered.

Stage 4: Review by the County Council

The Chief Schools Officer will designate an appropriate officer to carry out a review of procedures undertaken in

order to confirm that the complaint has been fully and fairly considered.

Stage 5: Review by National Assembly for Wales

Similarly, as a final stage, the complainant may approach the National Assembly for Wales for a review of the

process undertaken.

Further details can be found in the School Complaints Policy in the School Information section of the school website.



Appendix 3

Charging for School Activities - Summary

Radyr has adopted, with minor amendments, the policy of the Local Education Authority. The main features are

outlined below. Any parent wishing to see the full LA Policy Statement as amended should contact the school.

Main Features:

1. For any activity occurring, in greater proportion, outside school hours we may charge parents the cost of the

activity if they wish their child to participate.

2. When an activity occurs, in greater proportion within school time, the school will ask for voluntary

contributions when offering it to pupils. Parents will understand that our ability to run such an activity will

be dependent upon a sufficient level of voluntary contributions being forthcoming for it to proceed.

3. The school charges for, or requires the supply of, ingredients and materials in practical subjects such as

Technology where parents have indicated a wish to own the finished product.

4. The Governing Body requires the school to ask parents to pay for the cost of any damage resulting from a

pupil's bad behaviour (e.g. a broken window and defaced, damaged or lost textbooks). Parents may also be

asked to make a part contribution, on a voluntary basis, to the cost of apparatus broken by a pupil in the

course of a practical lesson.

Further details can be found in the Charging Policy in the School Information section of the school website.



Appendix 4

Equality

The school is committed to working towards Equality regardless of Race, Age, Gender, Faith, Sexual Orientation,

Language, Disability or Age, and to the creation of an inclusive culture in which every individual, regardless of ability

and background, is enabled to participate and is valued as a member of the school community. We therefore

promote positive approaches to diversity and foster respect for people of all cultural backgrounds.

Stereotyped ways of thinking are the result of ignorance and may result in low self-esteem and limited aspirations.

The school values and encourages involvement of people from all sections of the local community, and through this

involvement aims to provide positive images, which challenge stereotyped thinking.

The school is opposed to all forms of prejudice and discrimination based on Race, Age, Gender, Faith, Sexual

Orientation, Language, Disability or Age. Language or behaviour, which is racist, sexist, homophobic, disablist or

potentially damaging to any group will not be tolerated and will be challenged. The school takes its responsibility

to monitor and report on racist incidents each term seriously and uses this information to plan strategies to combat

incidents motivated by hate. We share this information with the LEA to help shape actions to combat hate crime

across the city.

We recognise and celebrate the fact that British and Welsh society is made up of people from diverse backgrounds

and life experiences. It is important that all pupils are prepared to live in such a society.

Looked After Children The designated member of staff with responsibility for promoting the educational achievement and welfare of

Looked After Children is Miss C Robins, Deputy Headteacher with responsibility for Child Protection. The School’s

policy is to support the educational achievement of Looked After Children through individual meetings and reviews

with pupils, carers and external agencies.



Appendix 5

School Rules

You will note that nearly all of our rules are framed positively. Most of them are summed up by Rule 1. For

convenience, they are listed under three headings – Protection, Efficiency and Bounds.

Protection

1. Everyone should be courteous and helpful to others.

2. Personal property, buildings, grounds and equipment should be treated with care so, for example, please do not sit on tables or put your feet on chairs.

3. All personal clothing, books and equipment should be clearly marked with the owner's name. Please note that school books must be replaced if lost or damaged.

4. Full school uniform, as listed elsewhere in this booklet, must be worn. Please also note the list of items which may not be worn.

5. The only acceptable visible body piercing is a single piercing in each earlobe. Only a simple stud may be worn.

6. Hair colour should be within the spectrum of what naturally grows on the human head. Extreme haircuts are equally unacceptable (shaven heads, Mohican, extreme wedges etc.) The Headteacher will be the sole arbiter on these issues.

9. Pupils must remember that if phones are brought to school it is done so at their own risk. Any lost or stolen phones will not be covered by the school insurance. Phone calls are not permitted during the day unless in the case of an emergency. Students may use the telephone in the Main Office or the Wellbeing Office to contact home if they need to, however, should the student be ill we would always want the student to go through the school First Aider so

that we are aware of, and in control of, the problem. Students may only leave school premises during the morning or afternoon sessions if they have the permission of a member of staff. They must 'sign out' in the General Office and then 'sign in' again if they return later in the day.

10. Apart from students in Years 12 and 13, those taking a meal in school at mid-day, must remain on school premises during lunch-time. Those going home for lunch must bring to their Form Tutor a parental note to that effect.

11. A written explanation of any absence from school should be brought from parents immediately upon return.

12. Smoking is strictly forbidden in school, on school visits and on journeys to and from school.

13. Notify your Form Tutor, by letter, if you know you will be absent from school. Ring ‘Attendance’ on 02920 845121 on the morning of an unplanned absence.

14. Violent or abusive behaviour of any kind is prohibited.

15. The carrying of any offensive weapons or harmful materials are prohibited. Thus, for example, no inflammable materials, solvents, pressurised cans, knives or drugs of any kind (except with medical permission, in which case the medication should be handed in at the school office for safekeeping) may be brought into school.



16. Similarly, only items needed for school should be brought onto the premises. Unless requested by staff, such items as iPods should not be brought.

Efficiency

17. All movement inside the school buildings should be quiet and orderly with no running or shouting. On stairs and in corridors, students should walk in single file.

18. The central quadrangle is not a play area. There must be no running or undue noise there.

Bounds

19. The following areas are out of bounds at all times:

The woods;

The bus park - except when leaving or boarding buses;

The cycle area - except for pupils parking or collecting their cycles;

The passageway behind the kitchen;

The top fields, regardless of weather*.

The red gra pitch - unless supervised;

The jumping pits - unless supervised and in proper kit;

The area around the greenhouse and potting shed;

The car park

The area behind the swimming pool (marked out by the top field hedge, the tennis court netting wire, the path to the top field and the building itself);

The area behind the Drama Studio, including the area under the emergency exit by the entrance to Year 9 (S4).

The grass areas behind the annexes (L1-L4).

*The top school fields are out of bounds at all times.

The bottom field can be used during fine weather in

the summer months. The red gra pitch can be used if

supervised.

In addition, please note that:

Students are asked to keep to paths and not cut

across grassed areas - especially near the

Technology Block and the Hockey Pitch.

All students should enter and leave school

through the entrance on Heol Isaf or from

Danescourt - not through the woods or via

Woodfield Avenue.

All students should keep to their own area at

breaks. Lower School students play on the Lower

tennis courts.

Only students in the Sixth Form may leave the premises to go to Radyr Village (not Danescourt) during mid-day break. No-one else may leave the site unless authorised to do so by their Progress Leader.



Appendix 6

School Code of Behaviour

This is a Code of Behaviour agreed following widespread consultation and discussion between staff and students

Code of Behaviour - General Code of Behaviour – Classroom

At all times I will:

Show respect and consideration for other people

and their belongings and the environment of the

school.

When walking around the school be sensible and

polite.

Arrive in registration on time.

Conform to the full school uniform rules.

Treat all school property with care and report

any damage immediately.

Not drop litter.

Eat and drink only in designated areas.

In all lessons I will:

Respect teachers, fellow pupils and equipment.

Arrive punctually, well prepared and with the

correct equipment.

Listen to and follow instructions carefully.

Complete and hand in both classwork and

homework on time.

Make sure I neither distract nor disturb the

learning of others.

Attract the teacher's attention by raising my

hand if I need help.

Follow all safety rules.

Remain in my place unless it has been made clear

that I may do otherwise.

Avoid eating and drinking.

Work to the best of my ability.



Appendix 7

Relationships Policy

Introduction Our aim as a school is to provide a caring and stimulating environment in which all, regardless of their ethnicity or faith, culture or language, gender, age, disability or sexual orientation are helped to achieve their full potential. This can only be achieved within a respectful well-ordered community, one that enables effective learning and teaching to take place. We have high expectations of all our staff and students at Radyr Comprehensive School. These expectations, with regards to behaviour, are built around the core values within our ethos, ‘Respect, Commitment and Success’. We expect all members of our community to respect themselves, others and our environment. We expect students to look smart by following our uniform expectations, to act appropriately in class so that learning can take place and around the school so a safe and orderly environment can be created, and treat all members of our school and local community with respect at all times. Clear guidance, positive modelling by staff and opportunities to explore and understand these expectations within the curriculum are provided to support students so that they take responsibility for their own actions and support our school community in a proactive way. We believe that sanctions must not be seen as the only “arm” of promoting positive behaviour and our initial response should always revolve around the nature of the displayed behaviour, the reasons behind it, and our attempt to restore situations and relationships. Rewarding and celebrating achievement, good behaviour and improvement are also important, alongside ensuring that all students are engaged and appropriately challenged in lessons to avoid boredom and frustration, both of which can lead to a deterioration in behaviour and relationships within our school community. Aims Our aims are to:

promote positive behaviour throughout the school to ensure the safety, wellbeing of all members of our community and to create an atmosphere to ensure effective learning and teaching;

ensure that students experience a safe stimulating learning environment free from disruption, bullying or any other hindrance to learning;

provide a framework within which there are clearly understood and consistently applied approaches to encouraging good behaviour and responding to poor behaviour and

to ensure that achievement and good behaviour are recognised, celebrated and rewarded. Commitments

To operate within a Learning and Teaching Policy with guidelines designed to ensure students are offered high quality learning opportunities that provide appropriate challenge, thereby minimising poor behaviour resulting from frustration or boredom.

To maintain a system for rewarding achievement and good behaviour that is clear and is implemented consistently and fairly.

To make clear to all staff and students our high expectations for positive behaviour and relationships in and out of the classroom.



To provide a system of restorative strategies to be taken in the event of inappropriate behaviour which:

are the shared responsibility of every member of staff (Classroom teachers, TAs and PSAs, Admin/support staff, Cover supervisors, Form tutors, Heads of Department, Heads of Faculty, Progress Leaders and Leadership team members) and which empowers staff at all levels and clarifies the responsibilities of everyone involved;

are clear and easy to understand by staff and students alike;

are consistently and fully applied by all staff and seen to be so;

are based on respect: respect for staff and the school by students and by staff of the student.

To provide clear guidelines and training for staff on how to implement procedures relating to rewards and restorative strategies

To be pro-active in encouraging an ethos of inclusion in making the school a place where everyone feels welcome and valued and to be pro-active in tackling and eliminating any discrimination on the grounds of race, faith, culture, sexuality, ability, disability or language.

All teachers and non-teaching adults are encouraged to give frequent, positive recognition and rewards to pupils who deserve praise. This may be done in three ways: Non-verbal ~ a smile; Verbal ~ praise “I’m pleased with you”; Material ~ merits, letters home, reward trip etc.

Positive Behaviour Management is at the heart of what we do. It emphasises rewarding conformity and

compliance rather than punishing pupils.

Further details can be found in the Relationships Policy in the School Information section of the school website.



Appendix 8

Anti-Bullying Policy

Rationale

Bullying can be defined as deliberate or thoughtless behaviour, usually over a period of time, which causes someone

to feel hurt, frightened, humiliated or threatened. It can take the form of physical assault, verbal abuse, ridicule,

intimidation and extortion and can be carried out by an individual or a group. Cyber bullying is also on the increase.

The overarching aim of this school is to provide a caring and stimulating environment in which all who learn and

work, regardless of their faith, culture, language, disability, age, gender, race or sexual orientation are valued

equally by the school and are helped to achieve their full potential. The environment cannot be defined as caring

if the bullying of staff or students is tolerated, or even allowed to remain unnoticed; nor will individuals achieve

their full potential unless they are free from the sense of humiliation, fear and oppression which bullying creates.

Purpose

This policy is designed to play a part in creating a caring and supportive environment for students in which:

Pro-active steps are taken to minimise the incidence of bullying Bullying is reported when it does occur – immediately! We must be a ‘telling school’ Bullying incidents are dealt with sensitively and thoroughly when they do occur We are pro-active in tackling and eliminating racial discrimination, which we acknowledge exists in society,

making the school a place where everyone feels welcome and valued. All racist incidents are reported to the LEA.

Commitment

The school will, therefore:

1. Encourage an ethos of inclusion, in which all students feel valued and respected and have the confidence to discuss issues of importance and concern (including bullying) with staff and other students.

2. Enshrine in the Code of Behaviour respect for individuality and consideration of the needs and feelings of every student thereby making bullying impossible.

3. Encourage the reporting of bullying whenever it happens and in whatever form. 4. Assure all students, even prior to their transfer from primary or other school, that bullying will not be tolerated

and will always be dealt with seriously, and make clear their responsibility to contribute to our anti-bullying ethos.

5. Guarantee that no reported incident of bullying will be ignored by any member of staff to whom it is reported. 6. Provide guidelines to staff on strategies appropriate for identifying and dealing with various types of bullying –

in terms of both support for the victim (and family) and sanctions available for the perpetrator. 7. Provide regular INSET for all staff on bullying-related issues. 8. Ensure that any serious and ongoing cases of bullying are reported to members of the Senior Management

Team and raised under an ‘Individual Students’ agenda item at the weekly meeting. 9. Stress to all who work here that the good example set in their dealings with one another and with students

plays a vital part in creating the caring and supportive ethos which must characterise the school as a community. 10. Ensure a staff presence in all major areas of the school at break and lunch-times. 11. Develop and maintain a programme of Personal and Social Education which:

Fulfils our aims of developing in our young people self-discipline, compassion and a sense of right and wrong such that they will not, themselves, be guilty of bullying.

Fulfils our aims of developing the personal skills, social skills and resilience necessary to share in the prevention of bullying aimed at themselves or others.



Deals specifically and regularly with aspects of bullying in such a way as to make it clear that it will not be tolerated, that incidents must always be reported, that when reported it will always be taken seriously.

Promotes understanding of diversity and equality, which encourages positive, healthy relationships and which challenge all discriminatory practices.

12. Inform parents of early signs to look out for which indicate that their child may be being bullied. 13. Ensure that parents are made aware of how seriously any bullying will be regarded and dealt with, and that

they are encouraged to notify the school immediately of any incidents of which they become aware. 14. Make available to parents who report bullying, or a suspicion of bullying, simple notes offering advice on how

to deal with the situation and work in partnership with the school. 15. Involve external agencies in the support of both victims (and their families whenever appropriate) and bullies.



Appendix 9

School Uniform - General We ask parents to join with the staff in ensuring high standards of dress and adherence to the uniform

requirements. Our policy is to keep uniform as simple and economic as possible. The uniform suppliers are YC

Sports or Joyell (details on next page).

The shirt, tie and school jumper are compulsory items of clothing and must be worn at all times

Girls' Indoor Wear Boys' Indoor Wear

Common throughout Years 7–13

Black skirt or trousers.

Not permitted: Jeans or jean-type trousers,

leggings, studded or skinny fit trousers,

cords or cotton casual style trousers

(whatever the colour)

White school shirt

*Radyr School tie must be worn at all times

Plain dark tights in a plain design must be

worn at all times

Year 7 & 8

*Maroon Jumper

Year 9, 10 & 11

*Navy Jumper

Year 12 & 13

White school shirt

*6th form school tie

*Blazer

*Grey 6th Form Jumper


Black Trousers

White school shirt

*Radyr School tie must be worn at all times

Plain dark socks

Year 7 & 8

*Maroon Jumper

Year 9, 10 & 11

*Navy Jumper

Year 12 & 13

White school shirt

*6th form school tie

*Blazer

*Grey 6th Form Jumper

*These items are available ONLY at YC Sports and are compulsory items to be worn. In the 6th Form, the blazer is

compulsory but the jumper is optional. The only jumper that 6th Form students can wear is available from the

suppliers above.

All black shoes. Trainers of any colour are not permitted nor are boots or any other article of footwear which covers

the ankle. If any logo or branding is visible, this needs to be black or blacked out.

Dark, plain coloured coat. Denim or leather jackets are not permitted. Hoodies are not permitted unless being

worn for a trip or sporting event.

Items which should not be worn: jumpers, ties other than the one supplied by the School’s authorised supplier;

jewellery - no jewellery is allowed other than a watch and stud earring (no more than one in each earlobe); make-

up and nail varnish.

In addition, parents should note that unnatural hair colouring and shaved motifs/hairstyles are not permitted.



Appendix 10

School Uniform - Physical Education

Girls Boys


Maroon and sky-blue t-shirt with Radyr emblem

Maroon skort

Maroon and sky-blue rugby socks

Radyr navy footless tights or leggings – no motif

Training shoes – appropriate for running

Navy tracksuit bottoms with Radyr emblem

Radyr Comprehensive girls’ blue swimming

costume

Radyr sweatshirt ¾ zip mid layer

Maroon thermal base layer

Shin pads

Gum shield


Maroon and sky-blue t-shirt with Radyr emblem

Black rugby shorts

Maroon and sky-blue reversible rugby shirt

Training shoes – appropriate for running

Maroon and sky-blue rugby socks

Football boots

Navy tracksuit bottoms with Radyr emblem

Radyr Comprehensive boys’ blue swimming

shorts

Radyr sweatshirt ¾ zip mid layer

Maroon thermal base layer

Shin pads

Gum shield

Uniform suppliers:

YC Sports 156 Cowbridge Road East

Canton CF11 9ND 02920 220246

Open: Monday – Saturday 09.00 – 17.30 Joyell 5 Penlline Road Whitchurch Cardiff

CF14 2AA 02920 693653 Open: Monday – Saturday 09.30 – 17.00



Appendix 11

Health & Safety

All members of the school, staff, students, and visitors must take individual responsibility for their own health and

safety whilst on the school site. The school takes seriously, the collective responsibility of all adults and pupils on

the site. The school has CCTV recording both inside and outside the building to support and protect all visitors and

members of the school community.

All visitors, including parents, must report to main reception and must not enter any other buildings beforehand.

Pupils leaving for medical appointments must sign out at the school’s reception.

All visitors must sign in and will be issued with a visitor’s pass, which must be returned when they leave the site. All

staff wear identification badges.

Senior staff and duty staff carry out duty at designated areas. The duty areas are published at the start of each

term. This includes bus duty.

Regular patrols of the corridors by the senior team take place during teaching time. The routes of these patrols are

regularly reviewed by the wellbeing team.

There are restrictions on vehicle movements at the beginning and at the end of the school day and strict separation

of pupils on foot from the buses entering and leaving the site. The school has a number of qualified First Aiders

who complete all required training.

Provision for toilet facilities

The school has sufficient toilet facilities in all buildings, including disabled access. All toilets are monitored regularly

throughout the day by grounds staff and duty staff. All toilets have soap and toilet paper and are cleaned daily.

Further details can be found in the Toilets Policy in the School Information section of the school website.



Appendix 12

Destination of School Leavers 2016

Totals

Year 11

%

Totals

Year 12

%

Totals

Year 13

%

Continuing in full-time education - Same School

Parhau mewn addysg amser llawn - Yr un ysgol

68.27%

91.08%

2.82%

Continuing in full-time education - School

Parhau mewn addysg amser llawn – Ysgol

1.92%

1.27%

-

Continuing in full-time education - College

Parhau mewn addysg amser llawn – Coleg

25.0%

6.37%

4.23%

Continuing in full-time education - HE

Parhau mewn addysg amser llawn – AU

-

-

76.06%

GAP Year

Blwyddyn fwlch

-

-

6.34%

Continuing in Part time Education

Parhau mewn addysg ran-amser

-

-

-

Entering employment outside WBTYP

Dechrau cyflogaeth tu allan i Hyfforddiant Seiliedig ar Waith i Bobl Ifanc

1.44%

1.27%

10.56%

Entering WBTYP (employed status)

Dechrau Hyfforddiant Seiliedig ar Waith i Bobl Ifanc (statws cyflogedig)

-

-

-

Entering WBTYP - (without employed status)

Dechrau Hyfforddiant Seiliedig ar Waith i Bobl Ifanc (heb statws cyflogedig)

-

-

-

Able to Enter Emp, Ed or WBTYP (Unemployed)

Yn gallu cael mynediad at Gyflogaeth, Addysg neu WBTYP (di-waith)

0.96%

-

-

Unable OR NOT READY to enter Emp, Ed or WBTYP (e.g. due to illness,

custodial sentence)

Methu NEU DDIM YN BAROD i gael mynediad at Gyflogaeth, Addysg neu

WBTYP (e.e. salwch, dedfryd o gaethiwed)

-

-

-

Known to have left the area

Yn hysbys iddynt adael yr ardal

1.92%

-

-

Not responding to follow-up and therefore unknown

Dim ymateb i'r arolwg, felly'n anhysbys

0.48%

-

-

Total number of 2016 statutory school leavers

Cyfanswm y gadawyr ysgol statudol yn 2016

100.0%

100.0%

100.0%

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