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ROSE HILL SCHOOL ROYAL TUNBRIDGE WELLS UPPER SCHOOL HANDBOOK
Transcript of ROSE HILL SCHOOL › assets › upperschool... · personalities in the Upper School great...
ROSE HILL SCHOOL ROYAL TUNBRIDGE WELLS
UPPER SCHOOL HANDBOOK
Contents
The Pastoral Team Page 1 The Curriculum Team Page 3 Aims and Expectations Page 4 A Unique Relationship Page 5 Flexibility & Every Child Matters Page 6 Extension & Integration Page 7 Scholarships & Awards Page 8 Learning Skills & Prep Page 9 Upper School Production & Choir Page 10 Prefects Page 11 Year 8 & Year 7 Responsibilities Page 13 Year 6 Responsibilities Page 14 Key Dates & Parent Consultation Evenings Page 15
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The Pastoral Team
Girls’ Welfare – Mrs Makinson
[email protected] Head of Learning Skills – Mrs Copeland
6L Form Tutor – Mr Long
[email protected] Head of Upper School – Mr Draper [email protected]
6W Form Tutor – Mr Wilson [email protected]
7M Form Tutor – Mr Mansfield
[email protected] 8BJ Form Tutor – Mr Booth Jones
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The Pastoral Team is responsible for monitoring the general welfare, attendance, punctuality and academic progress of your child. This team should be your first point of contact should you need to make contact over general or non-subject specific matters. It is our aim to build a partnership with you, ensuring that good channels of communication exist between us, so that we are able to act in a supportive and consistent manner in the best interests of your child. Your child’s Form Tutor will take the opportunity to write to you at the beginning of the new academic year to highlight ways in which you may be able to work with us to support all aspects of your child’s life in the Upper School. Form Tutoring is very rewarding and tutors are proud of the healthy relationship they develop with their pupils. Morning registration, afternoon Registration, and Friday afternoon Form Time are great opportunities for the children to organise themselves and to communicate with their Tutor or with the Form as a whole. Friday Form Time, in particular, is characterised by an atmospheric buzz as pupil planners are checked and signed, weekly plus points are tallied and the weekend beckons. Upper School assemblies, House assemblies, House matches, clubs, activities and trips also enhance the curriculum enriching the children’s experiences. Year 8 Leavers undertake a packed, week-long sailing and activities trip to Poole. This is followed by a varied post-exam activity programme, which includes a few days helping out at Bishop’s Down Primary School, a first aid course, a family walk and picnic at Bewl and an historical tour of Tunbridge Wells. In September, Year 7 undertake a corporate based learning styles workshop followed by a team-building day, Years 6 and 7 take part in the French Residential trip. Year 6 has a day out at Chessington and a leavers’ Celebration Weekend at the Bowles activity centre. For your child, the Pastoral Team will feature heavily in everyday school life. It is important that children feel they are part of a caring, sharing and supportive community.
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The Curriculum Team
The Curriculum Team is responsible for monitoring the academic progress of your child in a subject. This team will be your first point of call should you need to make contact over a subject-specific issue. For concerns of a more general nature or issues involving more than one subject area you should contact your child’s Form Tutor or the Head of Upper School, who will coordinate a consistent response.
Mr Booth Jones [email protected] Mr Draper [email protected] History / Boys’ Games French Mr Everist [email protected] Mr Fung-On [email protected] Music PE and Boys’ Games Mrs Harcourt [email protected] Mr Izzard [email protected] Latin Design Technology / ICT Mr Long [email protected] Mr Mansfield [email protected] Maths / Boys Games Science / PSHE Mrs Moore [email protected] Mrs Morgan [email protected] Art Geography Mrs Pulman [email protected] Mrs Ritson [email protected] English / Learning Skills Maths Mr Russell [email protected] Mrs Skottowe [email protected] Geography English / Religious Studies Mr Skottowe [email protected] Mr Stacey [email protected] Boys Games PSHE / History/Boys Games Mrs Westcombe [email protected] Mr Wilson [email protected] French English / Drama Mrs Wren [email protected] Girls Games
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Aims and Expectations Our expectations We seek to engender a greater sense of purpose and rigour within a Secondary School format. Pupils are expected to be energetic and motivated. They are encouraged to think more for themselves, they should plan maturely and organise themselves independently. They will encounter a larger number of teachers and experience a wider range of teaching styles and personalities in the Upper School - great preparation for secondary school life. Pupils will be expected to take responsibility for their own actions by meeting deadlines, taking a pride in the work they do, self-evaluating and aspiring to improve their levels of attainment. Track record Academic success is high up on our list of priorities and we are justifiably proud of our excellent track record. Last year each of our Year 8, 13+ CE pupils achieved excellent results, securing places at their future schools. As for the Year 6 leavers, all were well prepared and all secured places in local grammars or independent schools to which we traditionally feed. A targeted approach Children at the top end of the school represent the culmination of all our efforts. We witness a wonderful growth in their stature, confidence and maturity as they progress through the senior school. Of course much of this can be attributed to a pupils’ natural growth and the positive influence of supportive parents but there is more to it than that. At the outset of Year 6, we aim high. The expectations we place upon the children are realistic but elevated. We give our children responsibility and status as:
• Equipment Monitors • Prefects • House Captains • Head of the School Council • Head Boy / Head Girl
We seek to nurture children pastorally, socially, holistically. We give them breathing space to stay children just a little longer…time to grow, at their own pace, into socially responsible children.
With these positions come increased levels of expectation and greater rewards. The pupils feel empowered, valued and respected.
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A Unique Relationship
We are determined to build on the unique pupil-teacher relationship, which exists at Rose Hill; it underpins everything we do.
The general public regularly comment in glowing terms on the politeness and courteous manner in which our pupils interact with adults during trips and activities. Pre-Prep and Prep School parents invited for lunch always comment on the maturity and helpfulness of our Prefects - as do parents attending Open Mornings.
“You don’t feel shy to put your hand up and ask for help. In my old school I was a bit shy. People are really friendly here. It’s just so easy to make friends…it’s welcoming. It’s the best school I’ve been to and ever will go to.”
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Flexibility & Every Child Matters There is an inherent flexibility within the Upper School. We believe in leading by example and the lengths that staff can go to ensure that individual needs are met are often above and beyond the call of duty. The Curriculum Team have to be highly flexible with the curriculum and resources in order to accommodate the needs of pupils planning to go to a variety of different schools, each with different priorities or entrance requirements. We routinely cater for the following:
• 11+ (throughout year 5 and into Year 6) • SATs national testing at the end of Year 6 • CE Entrance exams for some Year 6 pupils seeking independent schools in Year 8 • Bespoke VR/ NVR / English / Maths / Science assessment and interview preparation for
Independent and State schools • Common Academic Scholarship Exams • Common Entrance 13+ Exams • Scholarship preparation: Swimming / Sport / Art / Academic • Tonbridge / Sevenoaks Scholarship
Reaching all Children At the heart of our whole school ethos is the intrinsic notion that every child matters. In the Upper School, pupils benefit, for example, from small class sizes which allow specialist teachers to react to the needs of the individual far more readily than would otherwise be the case. Upper School lessons across the curriculum proceed at a fast pace and a high level of interaction is commonplace.
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Extension and Integration Extension Upper School lessons across the curriculum proceed at a fast pace and a high level of interaction is commonplace. Teachers support each other and share good practice. Lesson content is advanced. In some cases Years 7 and 8 may find themselves tackling work associated with Key Stage 4 (Years 10 to 11 - foundation GCSE) - why hold them back when we have the facilities, the resources, the expertise and the means to help them excel? In some cases, particularly English, it is not unusual for team-teaching to take place. Two specialist teachers in a lesson provide an even greater level of professional support to small groups or individuals. One teacher may float and support individual pupils while another teacher may lead from the front. Integration Clubs are extremely popular and help to get the pupils interacting and cooperating across the age and gender boundaries. It is common to see large groups of pupils leaving school late – after a long, full day. Such commitment demonstrates the sense of belonging inherent in our pupils as they seek to get the most on offer from a vibrant activity programme.
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Scholarships and Awards Scholarship Some pupils quickly display a natural bent for academic work; some have to be encouraged to believe in themselves. Subject teachers and Heads of Department are quick to respond, setting extension work and, where appropriate, discussing the pupil’s eligibility for scholarship with the Director of Studies, the Head of Upper School and the Headmaster. It must be emphasised that scholarship work is extremely advanced and makes strenuous emotional demands of pupils. When considering a child for this level, consultation with all parties is vital as is the child’s wholehearted commitment. A pupil preparing a scholarship will possess a strong work ethic; he or she will display a desire to take on extra work. The pupil will demonstrate an ability to work independently, albeit with teacher guidance and support. Awards and Bursaries Rose Hill offers Scholarship awards to pupils for Years 7 and 8 in the following areas:
• Academic • PE / Sport • Music • Art • Design Technology • Drama • Citizenship • All Rounder
Awards should be regarded as confidential information between parent and school in order to avoid invidious and unhelpful comparisons being made. Parents accepting scholarship awards do so on the understanding that their child will make a committed contribution to Rose Hill in the area of the scholarship and will fulfil the school’s expectations of good behaviour. For more information, please contact Ann Green at: [email protected]
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Learning Skills and Prep Learning Skills The emphasis on supporting pupils with Specific Learning Difficulties begins with Quality First provision in the classroom. Small class sizes provide the ideal forum for this. In addition to this, there continues to be a variety of programmes available for pupils in the Upper School, where required, to cover a range of Specific Learning Difficulties. These take place before or after school or during breaks. There is no withdrawal from subject teaching unless the intervention is directly related. For some students, the option of doing Study Skills in place of Latin can be appropriate. Pupils who require it will have an Individual Learning Plan which gives details of what will be put in place at school, including the part that the pupil will play in managing their learning, and advice for how to help at home. These are reviewed twice a year. The focus of each learning plan is broken down into smaller targets that are recorded in the pupil planners. If a pupil qualifies for reasonable adjustments for examinations or for other situations, these will be put in place. We have an arrangement with a local Educational Psychologists who will conduct assessments in school when appropriate. Some pupils use laptops as a regular means of recording their work. At Rose Hill we have a good working relationship with our destination schools and there is a thorough preparation for transfer at 11+ and 13+. New students joining the school are assessed before arrival where possible to ensure that any interventions they may require are already in place.
School Prep and Expectations Prep at school is optional and runs from 4.15 to 5.15pm. Upper School children may be asked to do a further home prep. Prep takes place Monday to Friday and pupils can attend any session.
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Upper School Production and Senior Choir Over two evenings in March, Years 6, 7 and 8 stage the Upper School Production. Last year was the turn of Kiss Me Kate, which was a great success, providing wonderful opportunities for the children to build confidence and work together as part of a team – all children in the Upper School take part. Productions on this scale are highly rewarding but come at a price in terms of commitment, time and effort. Part of the educational value is that children experience the massive rewards which result from gritty and determined hard work, practice and dedication. There is an expectation that pupils commit to the programme of rehearsals and fully appreciate the importance of playing their part. In the autumn term, the Senior Choir plays a major role in the Christmas Carol Service and - in the summer term - the Upper School Concert. These two high-profile events are very popular with the children so it is important that the pupils consistently attend lunchtime Senior Choir Sessions to ensure that they can participate when the whole school event comes to fruition.
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Year 8 Prefects Prefects represent the school in a very special way. The example they set to younger children, the way they relate to others and how they look after our school and uphold its values are expected to be of the highest standard.
Prefects are expected to demonstrate impeccable attitude and conduct around school, they possess personal qualities such as loyalty and integrity and they want to take on responsibilities for the benefit of the school as a whole.
There are two different types of prefect and, although their duties are different, they have the same status and receive the same privileges.
Principal Roles • Undertake a leadership role within the pupil body, setting an example to younger children. • Work alongside adult staff to uphold the school’s high standards and values. • Undertake high-profile roles and represent the school at key events such as Open Days.
Structure
Head Boy and / or Head Girl
School Prefect House Prefect
Equal status Head Boy and / or Head Girl The Head Boy, Head Girl and Head of School Council are responsible for the day-to-day management of the School Prefects. They are supported by the Head of Upper School and Duty Staff, ensuring that the prefect team is working effectively.
School Prefects School Prefects undertake a daily duty. They are assigned to a member of the management team who works as their Mentor.
School Prefects are also responsible for wet break classroom supervision in the lower years, for hosting parent lunches and acting as guides during Open Mornings.
Daily Duty 08:00 Report to Duty Staff (Mentor) - Dining Room Doors.
08:40 Assembly doors.
11:00 – 11:30 Report to Duty Staff (Mentor).
Responsible for monitoring the Changing Rooms / Building.
13:00 – 13:50 Report to Duty Staff (Mentor).
Responsible for monitoring Changing Rooms / Buildings.
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House Prefects There are three House Prefects – one per House. They are assigned to their respective Head of House who acts as their Mentor. They take on a leadership role in the House, taking responsibility for:
• Making team selections / motivating others / supporting their House • Covering absent School Prefects • Hosting parent lunches and acting as guides during Open Mornings
House Prefects are also responsible for wet break classroom supervision in the lower years, for hosting parent lunches and acting as guides during Open Mornings.
Daily Duty
• Undertaking break-time supervision • Supporting Year 6 equipment shed monitors
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Year 8 Responsibilities There is a strong educational value in appointing prefects on merit and the current prefect system is established firmly on principals demanded by previous pupils and prefects. However, Rose Hill prides itself on its inclusive ethos and it is therefore our aim to give all pupils the chance to become prefects. Year 8 pupils not appointed in September are given further opportunities throughout the year. Reviews take place at the end of each half term and at the end of the autumn and spring terms.
In order to give pupils a chance to sample tasks and responsibilities and to help staff assess their suitability for future prefect selection, pupils undertake the following duties:
• Assist in the Dining Room (am) • Tea Trolley Duty (rota) • Wet break classroom routine • On call to cover absent prefects
Year 7 Responsibilities Year 7 take over all prefect responsibilities in the second half of the summer term as the prefects step down to concentrate on their exams. This position is known as ‘Options’. Would-be-prefects have opportunities to sample prefect tasks and responsibilities. This also helps staff to see how suitable the pupils are to become prefects. Year 7 pupils make a formal prefect application to the Headmaster in the summer term and appointments are announced in the end-of-year-assembly. All Year 7 pupils are encouraged to apply to become prefects. .
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Year 6 Responsibilities
At the beginning of the new academic year, Year 6 pupils are eligible to work one break / lunch duty per week, distributing and collecting play equipment. The position allows children to take on responsibilities and gives them an understanding of providing a service to their community. Benefits include:
• Working with older pupils (Year 8 prefects) at break and lunch time • Working with staff at break and lunch time • Looking after the entire equipment store and managing the distribution and return of a
growing catalogue of netballs, footballs, rugby balls, mini tennis nets / rackets, giant outdoor games, skipping ropes, rebound nets, badminton rackets, hula hoops… etc.
• A practical understanding of the need to be personally organised and responsible • Coming up with ideas and having a say in the purchase of new items
At the end of each half term Equipment Monitors are rewarded with a tally of plus points
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Key Dates
Learning Skills Training (Year 7, Morning) Team Building (Bowling) (Year 7, Afternoon) Thursday 11th September Leadership Training (Year 8, Afternoon) Upper School Exams Monday 10th to Friday 14th November Years 6 and 7 sit examinations in English, Maths and Science.
Year 8 sit Mock Common Entrance or Scholarship Exams in all academic subjects.
Year 6 & 8 Mock Exams Monday 9th to Wednesday 11th February 11+ Tests Wednesday 10th September 13+ Common Entrance Monday 1st June Year 8 Leaver’s Trip Monday 15th to Friday 19th June Outings Day Friday 5th June Form Assemblies 6W Thursday 25th September
6L Thursday 2nd October 7M Thursday 16th October
8BJ Thursday 6th November (Remembrance)
Parent Consultation Evenings Autumn Term 2014:
Year 7 Thursday 9th October (informal - no appointments) Year 6 Wednesday 5th November Academic Staff Year 8 Tuesday 2nd December Academic Staff
Spring Term 2015:
Year 7 Tuesday 24th February All Staff Year 8 Wednesday 4th March All Staff Year 6 Tuesday 10th March All Staff
