8 1
Organisational
Information
ADMISSION POLICY
The Snaith School is an 11-16 mixed
comprehensive school. The current admission
arrangements adhere to the criteria operated
by the East Riding of Yorkshire Local Education
Authority and are handled by the Authority.
The published admission limit: 179.
THE SNAITH SCHOOL ASSOCIATION
(SSA)
The Snaith School Association, founded in
1978, hopes always to work for the benefit of
all pupils and the school. It is an association of
staff, parents and any other interest members
of the community. It tries to strengthen
understanding between teachers and pupils and
aims to keep parents involved with the school
whilst raising money for a variety of ventures.
THE CHARGING POLICY
The school has a Charging Policy in line with the
LEA’s policy. The school will make charges for:
• Instrument tuition delivered by the
peripatetic teachers of the Schools’ Music
Service. The amount will be determined
annually by the Governors in response to the
charges levied centrally for the service
• Work in practical areas for the final product
made of wood, metal and plastic
• Swimming lessons for Year 7 pupils
• Visits to Leisure Centres will be treated as an
optional extra which is chargeable
• Residential/Day Visits – Foreign exchanges,
skiing holidays, visits out of school time and
those which are not directly related to a
curriculum activity are classified as voluntary
and the total cost in all ways must be met by
the Parent/Guardians
Exceptions:
• Day visits for Geography, History, Biology,
including National Curriculum or GCSE work.
EXAMINATIONS
No charge is made for pupils who are entered
for recognised examinations through the school.
The school may charge for exams where the
pupil has been prepared for the exam outside
school time, or where the pupil is deemed to
have unreasonably wasted the fees paid by
the school eg. by failing to turn up for the
examination.
If pupils cause loss or damage to school
equipment or buildings, the Headteacher may
ask for the cost of replacement or repair.
COMPLAINTS PROCEDURE
If Parents/Guardians have a complaint, they
should put this in writing to the Headteacher,
who will take appropriate action and report
back to the person concerned. Parents/
Guardians may wish to write to the Chair of
Governors, contactable through the school, if
they are not satisfied that a complaint has been
satisfactorily resolved.
The Snaith School
A Specialist School in Business and Enterprise
‘The Snaith School is a good school where
pupils achieve well’ OFSTED 2008
‘Pupils respond self-esteem and respect for others, qualities
very well Introduction that will be of benefit all their lives. We provide
quality education, outstanding pastoral care,
to the clear Dear Parents/Guardians excellent examination results, high standards of
behaviour and care for others and for the school
expectations environment. We aim to provide a calm, orderly
Thank you for wanting to find out more about
in the Code of The Snaith School. I hope that you will find this atmosphere in which pupils can be happy,
Conduct and prospectus helpful. successful and safe.
this is reflected Jean Pickerill
In September 2005 we were designated as a
in their good Specialist School in Business and Enterprise. Headteacher
behaviour in Designation has brought significant funding
into the school which has been used to improve
lessons and accommodation, resources and provide
around school’ opportunities for all our pupils.
At The Snaith School we recognise the need
to prepare children to be able to flourish and
prosper throughout their lives by continually
striving to be a centre of high quality learning
in the community. This means fostering a
passion for life-long learning and a positive
attitude to acquiring new skills, knowledge and
understanding.
We believe that we provide a high quality
comprehensive education for pupils aged 11-16
in offering a curriculum which allows pupils to
develop their talents and abilities to the full.
We value each child as an individual where they
feel that they matter, know they are making
progress and have the support, encouragement,
guidance and opportunities to unlock and
develop their potential.
The staff are highly committed and work
extremely hard to provide an excellent
education for all our pupils.
With the school working in partnership with
parents, our pupils develop self-confidence,
2 7
Pastoral Care
The school’s basic expectation is that all pupils
come to school to learn and achieve. We
therefore expect high standards of behaviour in
class and around the school from all our pupils
and they are not expected to undermine these
expectations. Pupils have a voice in how the
school is run through the Sports, Key Stage and
School Councils.
The school has a clearly defined Anti-bullying
Policy supported by an Anti-Bullying Working
Group and we do not tolerate bullying among
our pupils. We encourage openness about
bullying as we believe that a climate of
openness undermines and challenges bullying
behaviour.
As pupils progress through the school, they
are encouraged to accept responsibility and
to develop a sense of self-discipline and to
understand and help others who may have
problems. To foster a sense of responsibility
among the pupils, a prefect system operates in
Year 11.
The school wishes to encourage the
achievement and to recognise effort and success
in all areas of school life. The school’s discipline
policy motivates and promotes good behaviour
on an individual level thereby building a positive
atmosphere, which is conducive to learning.
Regular recognition of effort, performance and
good behaviour is important in developing a
pupil’s confidence and self-esteem. In addition
to the many opportunities to praise pupils
which arise during the course of a school day,
we have a system of rewards to support this
process.
Form Tutors are responsible for keeping an
overall view of the welfare of the pupils in their
group. Each Year Group has a Head of Year who
works with the Form Tutors, to help and counsel
pupils and to arrange social events for that Year.
The Head of Year should be the first point of
contact in the school for parents with concerns
about a child’s educational progress or social
well being, or if a parent wishes to pass on
information relevant to their child’s schooling.
‘There is a major role in the daily life of the vast majority
of pupils. As well as timetabled PE lessons, there
wealth of is a busy programme of lunchtime, after school
opportunities activities and team clubs. Pupils participate
in competitive sports and they have been very
for pupils successful. The pupils experience a range of
to develop sports, including basketball, netball, gymnastics,
enterprise and badminton, tennis, rounders, football, rugby,
fitness, aerobics and athletics.
teamwork
skills, which EXTRA CURRICULAR ACTIVITIES
prepares pupils There is a wide variety including sports clubs
outstandingly and music and drama practices, as well as
well for future lunchtime and after-school study sessions for
pupils preparing for GCSE.
work and All pupils have access to the School Resource
education’
Centre, which has a good range of books and a
suite of computers.
Visits are positively encouraged throughout
the school. The aim of the programme is
to encourage pupils to experience new and
challenging opportunities, to develop self-
reliance and to develop the ability to work as
part of a team.
The programme includes:- outdoor pursuits
activities; study visits, both in this country
and abroad; curriculum visits to the theatre,
museums and art galleries. Many departments
make use of our extensive business links.
6 3
SEX EDUCATION
Sex Education is carried out mainly within
the PHSCEE curriculum as part of the Health
Education programme. The subject is dealt
with across the years according to the needs
and maturity of pupils in the different year
groups. It is taught in the context of family life.
Parents/Guardians have the right to withdraw
children from this provision.
RELIGIOUS EDUCATION AND ASSEMBLIES
All pupils are taught Religious Education
following the guidelines at the Humberside
Agreed Syllabus (1999). Parents/Guardians have
the right to withdraw their children from these
lessons.
The 1998 Education Reform Act requires schools
to hold assemblies of ‘a broadly Christian
character’. Whilst complying with this, we also
seek to ensure that we respect and value other
faiths and cultures and provide pupils with
a time to reflect on matters of concern – to
individuals in the school, to the school as a
community, to the wider community in which
the school is set and to the total human family.
These may be expressed through stories; poetry;
hymns; songs; prayers, and the celebration of
religious festivals.
SPORT
We are committed to the notion that physical
education and fitness are crucial in promoting
good, lifelong health. Sport therefore plays a
‘Pupils that are It is vital to have strong links between parents
and school. From the beginning of Year 7,
healthy, safe, when parents of the new intake are invited
happy and into school, through to Year 11, we welcome
parental support. It is hoped that parents will
achieving well take an interest in their child’s work and discuss
are at the heart progress and any problems which arise. Further
contact will be made through the progress
of the school’s
reports and by Parents’ Evenings. We would
work’ ask you to make every effort to attend these
meetings.
In Year 7 towards the end of the first term, an
interim report based on effort in the various
subject areas will be sent home. The report also
contains a Form Tutor comment on how the
pupil has settled into school, is making progress
etc. This will be followed by a Parents’ Evening
early in the Spring Term when parents can
discuss progress with the Form Tutor, Head of
Year, SENCO and Senior Staff.
Towards the end of the summer term parents
will receive an academic report and an end of
year review completed by the pupil.
Parents should be aware that the East Riding has
an Educational Welfare Officer who works with
the school in matters such as pupil attendance
and part time employment of pupils.
Child Protection Procedures
The Snaith School aims to provide a safe and
secure environment where the children are
protected. The curriculum is used to build
confidence in pupils to ensure their own
protection and to understand the importance of
protecting others.
The school has developed a Child Protection
Policy. This follows the Area Child Protection
Committee Guidelines and Procedures for any
action which has to be taken to safeguard
or promote the welfare of our children. The
school aims to promote good effective
communications with other agencies.
All members of staff receive regular training to
improve awareness and understanding of Child
Protection procedures.
4 5
The Curriculum
We aim to provide a challenging and varied cur-
riculum for all pupils. The aims of the curricu-
lum are to:
• Ensure that all pupils, regardless of ability,
reach the highest academic standards of
which they are capable and develop their
particular talents
• Enable pupils to value themselves and their
relations with other people without discrimi-
nation on grounds of religion, race, gender,
class or disability
• Help pupils understand moral issues and
social problems, including an awareness of
the social, political and economic context in
which they live
• Stimulate and encourage creativity, inven-
tiveness and originality and to appreciate
achievements in art, drama, music, literature,
science and technology
• Develop skills, knowledge and understanding
of the world of work
• Acquire a range of skills of study, commu-
nication, problem solving, practical work,
observation, investigations and information
handling
KEY STAGE 3 (YEARS 7 - 9)
Pupils in Key Stage 3 follow a broad and bal-
anced curriculum, in line with the National Cur-
riculum requirements. All pupils study English,
Mathematics, Science, Languages, Technology,
ICT, History, Geography, RE, Art, Drama, Music,
PE and Citizenship. They also cover Personal,
Social, Health, Citizenship and Enterprise Educa-
tion (PHSCEE). At the end of Key Stage 3 pupils
take their National Curriculum Tests.
KEY STAGE 4 (YEARS 10 – 11)
Pupils at Key Stage 4 continue to follow a broad
and balanced curriculum. The compulsory
subjects are: English, Mathematics, Science
– setted by ability. PE, RE, Careers, Health
Education, Citizenship and IT – are also
compulsory and are taught in mixed ability
groups. Pupils additionally choose options from
a variety of subjects including, Art, Business
Studies (GCSE and Applied GCSE), Drama,
Health and Social Care, History, Geography,
Information Technology, Music, PE, Modern
Foreign Languages, Technology, BTEC Sport,
Engineering, Building and Construction.
‘Pupils are Pupils also have access to: the ASDAN/Cope LEARNING DIFFICULTIES AND DISABILITY
Course, focusing on personal development and (LDD)
well behaved, life skills and a variety of National Vocational
mature young Qualifications in conjunction with Selby and Pupils experiencing learning difficulties are
Goole Colleges. given extra support within their normal lessons
people who
and through carefully planned withdrawal, so
enjoy school, It is the policy of the school to enter all Year 11 that pupils with special educational needs are
they get on pupils for the full range of examinations pro- fully integrated into the educational life of the
vided they have good attendance and punctual- school. We have a team of highly qualified and
well with each ity and good record of coursework completion. experienced Teaching Assistants, led by the Spe-
other and with cial Educational Needs Co-ordinator (SENCO).
their teachers WORK RELATED LEARNING AND CAREERS
EDUCATION AND GUIDANCE Arrangements for the admission of disabled pu-
so school has pils are made in consultation with the school’s
a friendly and The school has a co-ordinated programme of SENCO, pupil, parent and the relevant external
Work Related Learning. All pupils undergo a agencies.
supportive period of 2 weeks work experience in Year 11
atmosphere as part of a comprehensive Careers Education Wheelchair access is available to the whole of
programme in Years 10/11. the ground floor. Although there is only a lift
where all
to parts of the site all specialist lessons are
individuals are available on the ground floor. Many classrooms
valued and are carpeted thereby improving the provision
for hearing impaired pupils. In line with govern-
respected’ ment policy the school has an Accessibility Plan
and follow guidance under the Disability Equal-
ity Scheme, aimed at improving the facilities for
disabled pupils.
4 5
The Curriculum
We aim to provide a challenging and varied cur-
riculum for all pupils. The aims of the curricu-
lum are to:
• Ensure that all pupils, regardless of ability,
reach the highest academic standards of
which they are capable and develop their
particular talents
• Enable pupils to value themselves and their
relations with other people without discrimi-
nation on grounds of religion, race, gender,
class or disability
• Help pupils understand moral issues and
social problems, including an awareness of
the social, political and economic context in
which they live
• Stimulate and encourage creativity, inven-
tiveness and originality and to appreciate
achievements in art, drama, music, literature,
science and technology
• Develop skills, knowledge and understanding
of the world of work
• Acquire a range of skills of study, commu-
nication, problem solving, practical work,
observation, investigations and information
handling
KEY STAGE 3 (YEARS 7 - 9)
Pupils in Key Stage 3 follow a broad and bal-
anced curriculum, in line with the National Cur-
riculum requirements. All pupils study English,
Mathematics, Science, Languages, Technology,
ICT, History, Geography, RE, Art, Drama, Music,
PE and Citizenship. They also cover Personal,
Social, Health, Citizenship and Enterprise Educa-
tion (PHSCEE). At the end of Key Stage 3 pupils
take their National Curriculum Tests.
KEY STAGE 4 (YEARS 10 – 11)
Pupils at Key Stage 4 continue to follow a broad
and balanced curriculum. The compulsory
subjects are: English, Mathematics, Science
– setted by ability. PE, RE, Careers, Health
Education, Citizenship and IT – are also
compulsory and are taught in mixed ability
groups. Pupils additionally choose options from
a variety of subjects including, Art, Business
Studies (GCSE and Applied GCSE), Drama,
Health and Social Care, History, Geography,
Information Technology, Music, PE, Modern
Foreign Languages, Technology, BTEC Sport,
Engineering, Building and Construction.
‘Pupils are Pupils also have access to: the ASDAN/Cope LEARNING DIFFICULTIES AND DISABILITY
Course, focusing on personal development and (LDD)
well behaved, life skills and a variety of National Vocational
mature young Qualifications in conjunction with Selby and Pupils experiencing learning difficulties are
Goole Colleges. given extra support within their normal lessons
people who
and through carefully planned withdrawal, so
enjoy school, It is the policy of the school to enter all Year 11 that pupils with special educational needs are
they get on pupils for the full range of examinations pro- fully integrated into the educational life of the
vided they have good attendance and punctual- school. We have a team of highly qualified and
well with each ity and good record of coursework completion. experienced Teaching Assistants, led by the Spe-
other and with cial Educational Needs Co-ordinator (SENCO).
their teachers WORK RELATED LEARNING AND CAREERS
EDUCATION AND GUIDANCE Arrangements for the admission of disabled pu-
so school has pils are made in consultation with the school’s
a friendly and The school has a co-ordinated programme of SENCO, pupil, parent and the relevant external
Work Related Learning. All pupils undergo a agencies.
supportive period of 2 weeks work experience in Year 11
atmosphere as part of a comprehensive Careers Education Wheelchair access is available to the whole of
programme in Years 10/11. the ground floor. Although there is only a lift
where all
to parts of the site all specialist lessons are
individuals are available on the ground floor. Many classrooms
valued and are carpeted thereby improving the provision
for hearing impaired pupils. In line with govern-
respected’ ment policy the school has an Accessibility Plan
and follow guidance under the Disability Equal-
ity Scheme, aimed at improving the facilities for
disabled pupils.
6 3
SEX EDUCATION
Sex Education is carried out mainly within
the PHSCEE curriculum as part of the Health
Education programme. The subject is dealt
with across the years according to the needs
and maturity of pupils in the different year
groups. It is taught in the context of family life.
Parents/Guardians have the right to withdraw
children from this provision.
RELIGIOUS EDUCATION AND ASSEMBLIES
All pupils are taught Religious Education
following the guidelines at the Humberside
Agreed Syllabus (1999). Parents/Guardians have
the right to withdraw their children from these
lessons.
The 1998 Education Reform Act requires schools
to hold assemblies of ‘a broadly Christian
character’. Whilst complying with this, we also
seek to ensure that we respect and value other
faiths and cultures and provide pupils with
a time to reflect on matters of concern – to
individuals in the school, to the school as a
community, to the wider community in which
the school is set and to the total human family.
These may be expressed through stories; poetry;
hymns; songs; prayers, and the celebration of
religious festivals.
SPORT
We are committed to the notion that physical
education and fitness are crucial in promoting
good, lifelong health. Sport therefore plays a
‘Pupils that are It is vital to have strong links between parents
and school. From the beginning of Year 7,
healthy, safe, when parents of the new intake are invited
happy and into school, through to Year 11, we welcome
parental support. It is hoped that parents will
achieving well take an interest in their child’s work and discuss
are at the heart progress and any problems which arise. Further
contact will be made through the progress
of the school’s
reports and by Parents’ Evenings. We would
work’ ask you to make every effort to attend these
meetings.
In Year 7 towards the end of the first term, an
interim report based on effort in the various
subject areas will be sent home. The report also
contains a Form Tutor comment on how the
pupil has settled into school, is making progress
etc. This will be followed by a Parents’ Evening
early in the Spring Term when parents can
discuss progress with the Form Tutor, Head of
Year, SENCO and Senior Staff.
Towards the end of the summer term parents
will receive an academic report and an end of
year review completed by the pupil.
Parents should be aware that the East Riding has
an Educational Welfare Officer who works with
the school in matters such as pupil attendance
and part time employment of pupils.
Child Protection Procedures
The Snaith School aims to provide a safe and
secure environment where the children are
protected. The curriculum is used to build
confidence in pupils to ensure their own
protection and to understand the importance of
protecting others.
The school has developed a Child Protection
Policy. This follows the Area Child Protection
Committee Guidelines and Procedures for any
action which has to be taken to safeguard
or promote the welfare of our children. The
school aims to promote good effective
communications with other agencies.
All members of staff receive regular training to
improve awareness and understanding of Child
Protection procedures.
2 7
Pastoral Care
The school’s basic expectation is that all pupils
come to school to learn and achieve. We
therefore expect high standards of behaviour in
class and around the school from all our pupils
and they are not expected to undermine these
expectations. Pupils have a voice in how the
school is run through the Sports, Key Stage and
School Councils.
The school has a clearly defined Anti-bullying
Policy supported by an Anti-Bullying Working
Group and we do not tolerate bullying among
our pupils. We encourage openness about
bullying as we believe that a climate of
openness undermines and challenges bullying
behaviour.
As pupils progress through the school, they
are encouraged to accept responsibility and
to develop a sense of self-discipline and to
understand and help others who may have
problems. To foster a sense of responsibility
among the pupils, a prefect system operates in
Year 11.
The school wishes to encourage the
achievement and to recognise effort and success
in all areas of school life. The school’s discipline
policy motivates and promotes good behaviour
on an individual level thereby building a positive
atmosphere, which is conducive to learning.
Regular recognition of effort, performance and
good behaviour is important in developing a
pupil’s confidence and self-esteem. In addition
to the many opportunities to praise pupils
which arise during the course of a school day,
we have a system of rewards to support this
process.
Form Tutors are responsible for keeping an
overall view of the welfare of the pupils in their
group. Each Year Group has a Head of Year who
works with the Form Tutors, to help and counsel
pupils and to arrange social events for that Year.
The Head of Year should be the first point of
contact in the school for parents with concerns
about a child’s educational progress or social
well being, or if a parent wishes to pass on
information relevant to their child’s schooling.
‘There is a major role in the daily life of the vast majority
of pupils. As well as timetabled PE lessons, there
wealth of is a busy programme of lunchtime, after school
opportunities activities and team clubs. Pupils participate
in competitive sports and they have been very
for pupils successful. The pupils experience a range of
to develop sports, including basketball, netball, gymnastics,
enterprise and badminton, tennis, rounders, football, rugby,
fitness, aerobics and athletics.
teamwork
skills, which EXTRA CURRICULAR ACTIVITIES
prepares pupils There is a wide variety including sports clubs
outstandingly and music and drama practices, as well as
well for future lunchtime and after-school study sessions for
pupils preparing for GCSE.
work and All pupils have access to the School Resource
education’
Centre, which has a good range of books and a
suite of computers.
Visits are positively encouraged throughout
the school. The aim of the programme is
to encourage pupils to experience new and
challenging opportunities, to develop self-
reliance and to develop the ability to work as
part of a team.
The programme includes:- outdoor pursuits
activities; study visits, both in this country
and abroad; curriculum visits to the theatre,
museums and art galleries. Many departments
make use of our extensive business links.
8 1
Organisational
Information
ADMISSION POLICY
The Snaith School is an 11-16 mixed
comprehensive school. The current admission
arrangements adhere to the criteria operated
by the East Riding of Yorkshire Local Education
Authority and are handled by the Authority.
The published admission limit: 179.
THE SNAITH SCHOOL ASSOCIATION
(SSA)
The Snaith School Association, founded in
1978, hopes always to work for the benefit of
all pupils and the school. It is an association of
staff, parents and any other interest members
of the community. It tries to strengthen
understanding between teachers and pupils and
aims to keep parents involved with the school
whilst raising money for a variety of ventures.
THE CHARGING POLICY
The school has a Charging Policy in line with the
LEA’s policy. The school will make charges for:
• Instrument tuition delivered by the
peripatetic teachers of the Schools’ Music
Service. The amount will be determined
annually by the Governors in response to the
charges levied centrally for the service
• Work in practical areas for the final product
made of wood, metal and plastic
• Swimming lessons for Year 7 pupils
• Visits to Leisure Centres will be treated as an
optional extra which is chargeable
• Residential/Day Visits – Foreign exchanges,
skiing holidays, visits out of school time and
those which are not directly related to a
curriculum activity are classified as voluntary
and the total cost in all ways must be met by
the Parent/Guardians
Exceptions:
• Day visits for Geography, History, Biology,
including National Curriculum or GCSE work.
EXAMINATIONS
No charge is made for pupils who are entered
for recognised examinations through the school.
The school may charge for exams where the
pupil has been prepared for the exam outside
school time, or where the pupil is deemed to
have unreasonably wasted the fees paid by
the school eg. by failing to turn up for the
examination.
If pupils cause loss or damage to school
equipment or buildings, the Headteacher may
ask for the cost of replacement or repair.
COMPLAINTS PROCEDURE
If Parents/Guardians have a complaint, they
should put this in writing to the Headteacher,
who will take appropriate action and report
back to the person concerned. Parents/
Guardians may wish to write to the Chair of
Governors, contactable through the school, if
they are not satisfied that a complaint has been
satisfactorily resolved.
The Snaith School
A Specialist School in Business and Enterprise
‘The Snaith School is a good school where
pupils achieve well’ OFSTED 2008
‘Pupils respond self-esteem and respect for others, qualities
very well Introduction that will be of benefit all their lives. We provide
quality education, outstanding pastoral care,
to the clear Dear Parents/Guardians excellent examination results, high standards of
behaviour and care for others and for the school
expectations environment. We aim to provide a calm, orderly
Thank you for wanting to find out more about
in the Code of The Snaith School. I hope that you will find this atmosphere in which pupils can be happy,
Conduct and prospectus helpful. successful and safe.
this is reflected Jean Pickerill
In September 2005 we were designated as a
in their good Specialist School in Business and Enterprise. Headteacher
behaviour in Designation has brought significant funding
into the school which has been used to improve
lessons and accommodation, resources and provide
around school’ opportunities for all our pupils.
At The Snaith School we recognise the need
to prepare children to be able to flourish and
prosper throughout their lives by continually
striving to be a centre of high quality learning
in the community. This means fostering a
passion for life-long learning and a positive
attitude to acquiring new skills, knowledge and
understanding.
We believe that we provide a high quality
comprehensive education for pupils aged 11-16
in offering a curriculum which allows pupils to
develop their talents and abilities to the full.
We value each child as an individual where they
feel that they matter, know they are making
progress and have the support, encouragement,
guidance and opportunities to unlock and
develop their potential.
The staff are highly committed and work
extremely hard to provide an excellent
education for all our pupils.
With the school working in partnership with
parents, our pupils develop self-confidence,