Learning, Teaching & Curriculum

The school is successful because it has a positive focus on improving learning. Learning and the teaching underpinning this are good. Ofsted 2011

Learning & Teaching

The school has good teachers who work hard and set a good example. There are many examples of outstanding and good learning. Ofsted 2011

At Wilnecote High School students of all abilities have access to good and outstanding teachers to enable them to reach their full potential. We aim to teach good lessons consistently that encourage achievement, challenge and engage students, actively involve students in their own learning and are fun. Each subject organises its teaching so as to extend the most able, whilst also providing support for those with learning difficulties. Opportunities for our most talented students are organised by our Gifted and Talented Co-ordinator whilst students with specific learning needs are supported by our Learning Support Team. In addition we achieved Dyslexia Full Status in November 2011. This status confirms the quality and effectiveness of our provision in terms of meeting the learning needs of individual students and in terms of our classroom practice and differentiation strategies for all students. Following due consultation with our local Primary Schools, we place all Year 7 students in equivalent teaching groups so that they will be with some friends but away from anyone thought to distract them from their studies. During Year 7 most teaching is within the same teaching groups with tasks appropriate to ability. This allows students to work in a similar way to their experience at primary school. We feel this approach enables children to settle quickly and begin to make the progress expected of them. Gradually, as students move through the school, setting by ability is introduced to varying degrees in many subjects.

Homework
Homework is an essential part of the learning process and helps students to become independent, self-motivated learners. Our Homework Policy explains our expectations of all parties and is available on the school website. We would ask parents to provide a suitable learning environment for students to do homework. There are opportunities to complete homework in school after 3.15pm and during lunchtime. We would also request parents to check that the tasks are being attempted with adequate effort and sign the student planner each week to this effect.

Target Setting and Student Progress

This year we have introduced a new target setting system based on high expectations and high aspirations we will expect each student to make 4 levels of progress in a subject if they study it through to GCSE (eg. from Level 4 at Key Stage 2 to at least Grade B at GCSE, from Level 5 at Key Stage 2 to at least Grade A at GCSE). Right from when they join us students will be able to see their progress on this journey. Regular and ongoing assessments take place in all subjects and these, in conjunction with classwork and homework, are used to monitor progress against the targets set. Parents are informed of any areas of particular achievement or concern. Parents also receive a twice yearly monitoring report as well as the opportunity to see subject teachers at a Parents Consultation Evening. An actual level of performance is given for each student in each subject at the end of each year. Form Tutors and senior staff monitor progress closely. Students who are meeting or exceeding their targets are rewarded appropriately. Those in danger of underachieving are supported to improve through one of a number of intervention strategies including working with a Learning Mentor or receiving additional tuition. In Years 7, 10 and 11, in addition to the Parents Evening, there is a Review Evening in which parents and students meet with the Form Tutor for a more in-depth discussion about strengths and areas where improvement is needed.

Curriculum
We aim to provide a high quality, broad, balanced and flexible curriculum that meets the needs of all students and encourages them to achieve the highest possible standards.

Key Stage 3
The curriculum at Key Stage 3 follows on from the Primary School and involves a broad education. The subject areas studied by all students are:English, Mathematics, Science, The Arts, Design & Technology, Humanities, ICT & Computing, Foreign Languages and Physical Education. Even in Key Stage 3 there is some element of choice, with students being able to choose to study either French or German in depth. We believe it is essential that, during this Key Stage, students develop high levels of competence in the core subjects of English and Mathematics. Therefore we provide a range of intervention strategies to support this including 1 to 1 tuition for some students, a Literacy Plus and Numeracy programme and Gifted & Talented workshops. In all subjects we are increasing the emphasis on developing thinking and learning skills that allow students to learn more effectively and become critical, independent learners. To support this process all students in Years 7 and 8 will have Learning to Learn lessons in which they will develop important learning and study skills that will help them throughout their time in school.

During Year 9 students make important decisions about the subjects they want to study to GCSE in Key Stage 4. Full advice will be given and consultations will take place between parents, students and the school. We have an open options process to match the talents, abilities and interest of students to the subjects they choose.

Key Stage 4
The curriculum is planned well, particularly at Key Stage 4. The wide range of courses provides significant breadth. Ofsted 2011

We have an excellent, broad and diverse Key Stage 4 curriculum with a wide range of subjects to meet the aspirations, interests and talents of all students. There is an open options process in which each student is able to select from the full range of courses. Students are NOT streamed or banded and choice is NOT restricted by ability. We believe this flexibility and meeting of individual need is central to our examination success. All students follow a core curriculum supplemented by optional subjects. The core consists predominantly of English, Maths and Science, in which students will be expected to achieve at least 5 GCSEs. In the options process students are given a guided, but essentially free, choice of subjects in the areas of Science, Humanities, Languages (including Italian, which is one of our most successful GCSEs), The Arts, Technology, ICT (including Computing for the first time in 2012), PE and a wide range of Vocational courses. These vocational programmes are delivered both by ourselves and in collaboration with other schools at the Torc Campus Vocational Centre where students are able to study courses such as Construction, Motor Vehicles, Media and Health Care in state-of-the-art facilities.

Personal Social & Health Education (PSHE)

All students follow a PSHE programme during their time at the school. This includes Health Education, including Sex and Relationships Education, Careers Education Guidance, Study Skills and Community Work. We fully recognise the importance of parents in some of these areas and keep them informed about what the school is doing. Parents are welcome to seek individual clarification.