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Deben High School

a specialist college for the visual and performing arts

Prospectus 2009-10
 Deben High School
Garrison Lane
Felixstowe
IP11 7RF

Telephone: 01394 282602

Fax: 01394 278368
Email: office@deben.suffolk.sch.uk
Website: http://www.deben.suffolk.sch.uk

Headteacher: Mr R S Cawley, BEd (Hons) Cantab, MA (Ed), NPQH

Chair of Governors: Mr T Brennan BSc (Hons)

Status and character:

Foundation 11 – 18 comprehensive school
Specialist visual and performing arts college
Member of the Felixstowe Learning Trust

Number of students on roll (September 2009): 912 (including 136 in the Sixth Form)
Pupil Admission Number: 182 / year group

All information in this document refers to the academic year 2009-2010 and was correct at the time of going to press.

2
I am very proud to be Headteacher at Deben High
School. We believe that “The best learners in the world
walk through our doors” and we aim to have a culture of
achievement and success throughout everything we do.

All learners at Deben work to the “4Cs to Success” in

order to make them the best learners. The 4Cs are:
• Concentration - learners are expected to have a
long-term life goal and focus every day on what they
need to do to achieve it. They should break that goal
down so that they have smaller targets to achieve on
their route to attaining their life goal. For some this will
be yearly, for some daily and will take the form of
levels or grades in school. All learners will have targets
and must understand how they should go about
achieving them;
• Co-operation – learners will work with teachers and
other adults to help them to understand what it is they
have to do to achieve their targets. They must also
work appropriately with other learners during learning
activities;
• Commitment – learners must be in school to learn,
they must be punctual and they must meet deadlines
such as for coursework and indepedent learning;
• Community – all learners are part of our learning
community. They should care just as much about others
being able to achieve their life goals and set
themselves and others high expectations. Learners
should also get involved in extra-curricular activities
outside of lesson times and involve themselves in the
life of the school.

Here at Deben, the five strands of the Every Child Matters

agenda are at the heart of our vision for the future and we
act every day to make sure they are central to our work.
Grounded in our School Values (next page), our vision
demands the very highest expectations from all in order to
ensure we become an ‘outstanding school’.

Don’t just take my word for it. There are many opportunities
for you to come and see the school for yourself. Look out
for our Open Evening in the Autumn Term and Open
Mornings that follow the week after. You will be more than
welcome to come and join one of our Parents’ Focus
Group or Parents’ Open Forum sessions which will also be
regularly advertised.

We all look forward to welcoming you to Deben High

School.

Mr Cawley

3
Our School Values
1. We believe in the worth of the individual.
Each member of the school community should
show self:
• -discipline;
• -respect;
• -reliance;
• -confidence and
• -motivation and perseverance.

We believe in the development of a ‘healthy body -

healthy mind’ with learners having a positive self-esteem.

2. Every member of the school and its community

is valued.
Each member of the school community should
show respect and responsibility towards:
• themselves;
• each other;
• premises and resources and
• members of the community outside school.

To achieve this, it is important to:

• treat others how you would expect to be treated;
• be tolerant and inclusive;
• value diversity and recognise that everyone is different:
respect other’s beliefs, differences, lifestyles and ideas;
• show concern and regard for their own and others’
health and safety.

3. Each member of the school community is em-

powered to:
• have equality of access;
• take ownership of and responsibility for their own work
and learning;
• put into Deben what they expect to get out of it;
• make the most of the opportunities presented to them;
• understand their place in the local, national and global
community.

4. We aim for success and expect to:

• be praised and rewarded for our achievements;
• be motivated by high quality resources and stimulating
lessons;
• understand that success means different things to
different people;
• celebrate the successes of others;
• allow, through our actions, the same opportunity to
achieve for all;
• maintain a friendly, healthy, secure and safe working
environment for all.

4
 This document sets out the vision for the school.

PRODUCT MARKETING COMMUNITY

School Leadership
The school has a Senior Leadership Team led by the Headteacher. The SLT is made up of 11 members of
the school staff with accountability and responsibility for leadership of all areas of the school.

Mr R Cawley HEADTEACHER
Miss B Boyce DEPUTY HEADTEACHER (Effectiveness and Efficiency)
Mr A Salter DEPUTY HEADTEACHER (Community Transformation)
Mrs S Flint SCHOOL BUSINESS MANAGER
Mrs B Baker ASSISTANT HEADTEACHER (Every Child Matters)
Ms V Berry ASSISTANT HEADTEACHER (Well-Being and Development)
Mrs J Leeke ASSISTANT HEADTEACHER (14 – 19 Director)
Mrs G Lawson-Frost DIRECTOR OF ARTS COLLEGE
Mr P Rearden DIRECTOR OF LEARNER ACHIEVEMENT
Mr W Ewers CO-OPTED MEMBER
Mrs H Ryland MARKETING MANAGER

Members of the Middle Leadership Group are accountable for specific areas of learning and teaching,
such as subject leadership and whole school learning themes.

5
Admissions Policy
During the school year 2009-10, Deben High School
continues to follow the Suffolk County Council Admissions
Policy, available on:
http://www.suffolk.gov.uk/EducationAndLearning/Admis-
sionsToSchools/
For September 2010 a new Admissions Policy will come
into force as the school will have Foundation status. An
outline of the draft of this policy is included below.
When the admissions limit is reached, prospective students
will be placed on a waiting list, at the request of the
parents by completion of the appropriate form. If places
become available, they will be allocated strictly in
accordance with the published admission criteria above
(time spent on the waiting list is not a criterion). At the end
of the Summer Term, the waiting list will be reviewed and
parents will be asked if they wish their child’s name to be
placed on the waiting list for the following school year.
Placing a child’s name on a waiting list does not affect the
statutory right of appeal.

Draft Outline Admissions Policy from 2010:

Deben operates an admissions system which promotes
fairness and social equity and which follows the Suffolk
County Council’s Co-ordinated Admissions Scheme. This
Scheme has been drawn up in order to ensure that all
applications for the admission of statutory aged students in
Suffolk are handled fairly, consistently and efficiently.

Students will be admitted to the school at age 11 without

reference to ability or aptitude. Governors will firstly
consider those applications received by the published
deadline that name Deben High School as their first
preference.

Deben High School recognises its responsibility towards

students with Special Educational Needs. Children who
have a Statement of Special Educational Needs which
names Deben High School will be offered a place.

Over Subscription Criteria: Term Dates

Where applications for admission exceed the number of
places available, the following criteria will be applied, in
the order set out below, to decide which students to admit:
• Children who are in the care of a Local Authority;
• Children who have a brother or sister currently enrolled
at the school;
• Proximity of the child’s home to the school, using the
straight line distance as measured by the LA’s Geo
graphical Information System, with those living nearest
being accorded the higher priority.
In the event of a ‘tie’ between applications in any criterion
the straight line distance from the school to the child’s home
will be used as a tie-break mechanism.
Appeals
Parents who are refused a place have the statutory right of
appeal to an independent appeal panel.
Late Applications:
Late applications will be automatically relegated to the end
of the over-subscription list. In the event of more than one
application being received, the same oversubscription
criteria will be applied if the school has spare capacity
after all applications received on time have been processed.
6
Autumn Term 2009: Mon 7th Sept – Fri 18th Dec
Staff training days: Thur 3rd and Fri 4th Sept
Half Term: Mon 26th Oct – Fri 30th Oct
Spring Term 2010: Tue 5th Jan – Thur 1st Apr
Staff training day: Mon 4th Jan
Half term: Mon 15th Feb – Fri 19th Feb
Summer Term 2010: Mon 19th Apr – Thur 22nd Jul
Staff training day: Mon 7th Jun
Bank Holiday: Mon 3rd May
Half term: Mon 31st May – Fri 4th Jun
Autumn Term 2010: Mon 6th Sept – Friday 17th Dec
Staff training days: Wed 1st, Thurs 2nd and Fri 3rd Sept
Half Term: Mon 25th Oct – Fri 29th Oct
Spring Term 2011: Wed 5th Jan – Fri 8th Apr
Staff training day: Tue 4th Jan
Half term: Mon 21st Feb – Fri 25th Feb
Summer Term 2011: Tue 26th Apr – Fri 22nd Jul
Staff training day: Fri 27th May
Bank Holiday: Mon 2nd May
Half term: Mon 30th May – Fri 3rd Jun
School Day
Three learning periods structure the school day, which:
• allow for a creative approach to learning and teaching;
• encourage learning to take place in a variety of ways;
and
• create a more focused and purposeful learning
environment in the school.
8.30 Period 1
10.10 Tutor Time
10.35 BREAK
10.55 Period 2
12.35 LUNCH
1.15 Period 3
2.50 End of Day
At Key Stages 4 and 5 we run joint curriculum
arrangements with Orwell High School. Both schools
operate the same school day.
Food is served from the canteen at the following times:
• 8 - 8.30 Breakfast Club
(admission through student reception only)
• Break time (10.35 - 10.55)
• Lunch time (12.35 - 1.15)
Free meals are available to those children whose parents
are receiving Income-Based Job Seekers Allowance and
Income Support. An application form is available from the
school office or the Area Education Office. The completed
form should be sent to the Area Education Officer; it will be
dealt with in strict confidence.
Children whose parents do not wish them to have a school
meal may bring a packed lunch which will be eaten in the
dining area. Unbreakable vacuum flasks or plastic bottles
should be used for hot or cold drinks.
Only students in Year 10 upwards are allowed to leave the
school site at lunchtime. No student is to leave the school
site at any other time during the school day unless they are
travelling to Orwell for lessons or have permission from
school staff.
Water
Students may bring a small plastic bottle of water into
school (not flavoured, caffeinated energy or fizzy drinks).
It may be re-filled at break or lunchtimes from the water
cooler provided.
7
Creating the Right
Environment
Behaviour
Student behaviour is governed by our School Values (see
earlier) and a simple code of conduct which expects
respect for others. Students are given copies of our
expectations in their Student Progress Planners.
We promote positive behaviour at Deben through the “4Cs
to Success”. However, where poor behaviour is exhibited,
this is dealt with through the C-point system (C1 – C4 in
order of severity) which leads to sanctions (such as
detentions) being given to students.
Rewarding Achievement
Praise is an important element of fostering positive attitudes.
We have established a system of achievement awards and
certificates at various levels to recognise achievements in
years 7 to 9. Those who achieve the highest level - the
Diamond Award - are recognised in a special achievement
assembly where they receive their award. This system has
been extended into years 10 and 11 where students gain
points, leading to cash prizes, together with a new
Community Awards Scheme.
We have introduced new prizes for the highest attendance
in each year group: a monthly cash prize and larger prize
at the end of the year for the student with the best atten-
dance.
Pastoral Care
The vast majority of students settle quickly into Deben.
Once they have opted to join us they will meet a Key
Stage Leader, who will be responsible for the transfer
arrangements as they come to us, including visiting them in
their primary school. Towards the end of the year they will
visit us for a longer period to familiarise themselves with
their new school.
Great care is taken in allocating our new students into tutor
groups and we follow guidance given from primary schools.
The main emphasis however is on the learning needs of
students, based on knowledge of their prior learning.
Tutor groups at Deben are mainly organised on a vertical
basis. After Year 7, Years 8 – 11 are grouped together into
six houses. This structure is intended to allow older students
to support the younger ones and pass on the benefits of
their experience, under the guidance of their tutor.
The tutorial team in each house is led by an Assistant
Headteacher, Director or Key Stage Leader whose task is
to co-ordinate the activity of the tutors and monitor the
mentoring programme. Each student is given access to their
own My i-Plan which they use to track their progress and For behaviour concerns and social issues:
look at where they are aiming for in the future. Contact your child’s tutor. If this doesn’t solve the problem
contact our Student Support Manager or the Assistant
All parents/carers are invited to a meeting during the first Headteacher (Every Child Matters).
half of the Autumn Term for a Target Setting Day. This
allows parents/carers to meet their child’s tutor, receive For subject concerns:
feedback on how their child has settled in and to discuss Contact the subject teacher or the relevant Subject Leader.
the targets they have been set for the year. Subsequent For concerns about attainment across a range of subjects
Subject Clinics focus on students’ progress and any contact the Key Stage Leaders.
learning issues that need to be shared.
For concerns about staffing matters:
One of the strengths of our pastoral system is the attempt to Contact the Headteacher.
keep parents/carers fully involved when it appears that
things are not going well for their children. Patterns of
misbehaviour can result in a student being placed on daily Attendance
report, being placed in detention or undertaking mentoring
/counselling. Some students also receive help in our and Punctuality
Inclusion Centre. Severe or persistent incidents of
At Deben we believe that:
misbehaviour may lead to exclusion.
ATTENDANCE = LEARNING = ACHIEVEMENT
Dealing with problems
Regular attendance at school is vital for maintaining
Unfortunately problems sometimes arise and it is important
progress and it is also a legal requirement. If students are
that we work together to try to deal with them. If you do
absent from school for any reason parents/carers must
have any concerns or complaints, please raise them with
telephone on the first morning to let us know. Upon return
the school as soon as possible by contacting the member
to school students should bring a note to explain why they
of staff indicated below. This can be done by a letter, a
were away.
phone message to the school office or by a note in your
child’s planner.
We have invested heavily in Truancy Call which is an
automated system informing parents/carers of attendance
Please note that we are not able to offer
and punctuality issues.
immediate appointments to meet staff, even to
personal callers. We are working to create an inclusive ethos at Deben,
including liaising with many agencies to help with issues

8
that prevent students coming into school. However, poor
attendance is not an issue we can tackle alone.
Parents/carers should be aware of the following:
• Do not take holidays in term time. It is a myth that there
is an entitlement to 10 days. It is expected that the
permission of the Headteacher is sought before taking
students out for a holiday during term time;
• Work with the school. Look for patterns of illness and
let us know if there is a particular day/time that illness
occurs on;
• Ensure that sons/daughters attend all pre-arranged out
of school experiences such as trips and particularly
work experience. These are part of the educational
programme and non-attendance could be classified
as truancy.

Parents/carers who do not tackle unauthorised absences of

their sons/daughters from school are liable to be contacted
by the Education Welfare Officer who has been authorised
to pursue fines or prosecutions for persistent offences where
this is required.

Punctuality
It is important that students arrive for school and for lessons
on time. Punctuality is an essential skill that increases
employablity.
• Trousers should be appropriate for school i.e. not
touching the floor, not over-flared, plain design and not
Students arriving at school after 08.30 in the morning
cut so low that the midriff is exposed;
and/or after 13.15 in the afternoon must go straight to
• Shirts/blouses should be tucked in;
lesson via the Student Reception. Students who are late
• Students may carry coats to lessons, but are not
more than 3 times will serve a detention.
allowed to wear them in class.

School Uniform Legitimately worn jewellery and earrings must be removed

upon request where a member of staff is acting in the
All students are expected to dress appropriately interests of health and safety. Confiscation of jewellery can
for school occur when it does not follow the rules.

• White shirt/blouse (short or long sleeved);

• School tie (at least as long as the longest side of a
piece of A4 paper and done up to the collar)
• Optional V-neck black long-sleeved jumper (no logo)
worn with - not in place of – blazer
• Blazer with school logo – compulsory
(fitted for girls)
• Black or charcoal grey straight (non-flared) trousers
• Black shoes – NO trainers

Wear your uniform with pride!

Smart uniform increases achievement!

The full uniform list is given below. The key points to

reinforce are:
• Trainers are only for PE and drama lessons. Students
must wear shoes at all other times in and around the
school (including to and from school);
• T-shirts should not be worn;
• Only a watch and one stud earring per ear can be worn;
9
Uniform
All uniform items marked ** can be bought at Coes in
Felixstowe/Ipswich or on line at www.coes.co.uk
• White shirt/blouse (short or long sleeved);
• School tie/prefects tie **;
• Black blazer with school logo on breast pocket (girls
have option of fitted blazers) **;
• Optional V-neck black long-sleeved jumper (no logo)
worn with - not in place of – blazer. The jumper should
not hang below the length of the blazer;
• Black or charcoal grey straight (non-flared) trousers;
• Black shoes – no trainers.
All uniform and possessions brought into school should be
clearly marked with the students’ name.
PE Kit List
Girls’ PE Kit
• Plain white polo sports shirt
• School athletic navy blue shorts**
• School navy blue hockey socks**
• White ankle socks
• Trainers with non-marking soles
• Studded football boots are compulsory
• Towel
• Girls navy blue tracksuit top** (optional)
• Shin pads are compulsory
• Plain navy blue tracksuit bottoms or those matching
tracksuit top (optional)
Boys’ PE Kit
• Plain white polo sports shirt
• Rugby shirt**
• School navy blue shorts**
• White ankle socks
• Trainers with non-marking soles
• Studded football boots are compulsory
• School navy blue hockey socks**
• Shin pads are compulsory
• Towel
• Plain navy blue tracksuit bottoms (optional)
All uniform and possessions brought into school should be
clearly marked with the students’ name.
Jewellery
Please note that the only jewellery allowed is a single stud
in each ear (of the type described above) and a wristwatch.
No jewellery is to be worn during practical lessons.
Medical
Please note students must bring inhalers etc. to lesson and
notify the teacher of the need to use them. No spray
deodorant or body sprays should be used as this can
trigger Asthma attacks in some pupils.
Injuries
Please ensure students have a note to explain injuries.
Students who cannot practically participate will be given
appropriate work to ensure learning takes place alongside
their group.
10
The Best Learners
At Deben we aim to provide a broad and balanced
education in a challenging and stimulating environment.
Our ethos encourages all to enjoy their time at school.
Our curriculum is developing to allow for greater
personalisation and engagement in order to raise
aspirations and achievement.
Key Stage 3 – Years 7, 8 and 9
To best meet their individual needs and abilities, all our
Year 7 students are set in Mathematics, Modern Foreign
Languages, Science and ICT in September. Year 8 and 9
students are also set in English. The following subjects are
studied by every student:
• Art * • ICT *
• Design Technology • Mathematics
• Drama * • Music *
• English • Physical Education
• French • Phiolosophy and Ethics (RE) *
• Geography * • Science
• History *
Subjects marked with an asterisk (*) are part of the new
Year 7 Skills Based Curriculum (SBC). Time allocated on
the timetable for these subjects is allocated to the SBC
which is devoted to helping students learn how to learn
through the 6 Personal Learning and Thinking Skills (PLTS):
• independent enquirers
• creative thinkers
• reflective learners
• team workers
• self-managers
• effective participants.
In 2010 students in year 8 will begin a limited range of
option choices as we further personalise the curriculum.
Key Stage 4 – Years 10 and 11
All our students study English, Mathematics, Science,
Religious Education, PSHEE, Careers and Physical
Education throughout Years 10 and 11.
In addition, students are able to choose from a broad
range of additional subjects arranged in option blocks.
These are reviewed each year and published separately to
parents of students during Year 9. Since September 2007
our Options programme has been run in collaboration with
Orwell High School. This ensures that students from both
schools have access to a much greater range of subjects
than we could offer on our own. Teaching of these classes
takes place at both schools.
Key Stage 5 – Years 12 and 13 (Sixth Form)
The Felixstowe Sixth Form comprises the Sixth Forms at Deben
and Orwell High Schools, working in close co-operation to
ensure a full entitlement for Felixstowe’s students.
We offer one and two year individually tailored packages
of study at AS, A2, BTEC and GCSE/Level 2. Students’
academic studies are supported by our regular guidance
and tutorial programmes and there is a rich extra-curricular
life in which they can get involved. Sixth Form students also
regularly help to support the learning of other children in
the lower years of the school in a variety of ways.
More details on the curriculum in the Sixth Form are
published in a separate Felixstowe Sixth Form Prospectus.
This is a successful Sixth Form, achieving high results across
the range of subjects, something of which we are justly
proud.
Religious Education and Collective Worship
The school is not affiliated to any particular religious
denomination. However, all state schools are required to
teach Religious Education (RE). Both RE and Collective
Worship are required to be mainly Christian based.
Religious Education is taught in accordance with the terms
of the 1988 Education Reform Act and the 1995 Suffolk
Agreed Syllabus. This means we have created schemes of
work which give the students opportunities to:
• learn more about the Christian religion in particular and
other religions that are practised in our plural society;
• focus on important social and moral issues of the
modern world to raise questions about existence
(philosophy);
• enable them to come to informed decisions.
In Year 7, RE is part of the KS3 SBC. In Years 8 and 9 RE
is taught as a separate subject. In Years 10 and 11
Religious Education is taught at GCSE level and students
have the opportunity to take either the full or short course
examination. In the Sixth Form it is offered as Advanced
11
Level Philosophy and Theology. Moral issues are also
examined as part of the Sixth Form guidance and tutorial
sessions.
Any parent has the right to ask that their child be excused
from taking part in Religious Education lessons. Before this
is carried out we ask parents to talk to us and consider fully
the issues involved.
From September 2009 Religious Education changed its
name to Philosophy and Ethics. This is to reflect the more
enquiring aspect of this subject, the fact that philosophy is
now taught in our feeder primary schools and that it is also
a subject offered at A level.
Sex and Relationships / Health Education
The Governors have approved a programme of Sex and
Relationships Education which set in a clear moral
framework. Students are encouraged to understand the
value of stable family life, loving relationships, marriage,
self-respect, sensitivity and respect for others, loyalty and
the responsibilities of relationships and parenthood. The
programme is integrated with work being studied in
science, RE and PSHEE from Year 7 - 11.
Parents have the right to withdraw their child from specific
sex education lessons although there is no opt out of the
Anatomy and Reproduction topics that are included in the
National Curriculum for Science. Withdrawal from specific
lessons must be requested in writing, but we encourage
parents to discuss the issue with us beforehand.
Sex Education is seen as an integral part of the health
education policy, which also covers topics such as
smoking, alcohol and drugs.
Careers Advice and Guidance
Our careers and guidance programme forms an integral
part of the preparation of students for the opportunities,
responsibilities and experiences of adult life and to realise
their ambitions for Further and Higher Education. We work
with the Suffolk Youth and Connexions Service to prepare
our students for the choices, changes and transitions that
will affect their future education, training and life as adult
members of society.
This programme is delivered through discrete sessions but it
also permeates the whole curriculum, involving all staff and
subjects where relevant.
Work Experience
KS4 students undertake two weeks of work experience as
part of our well-established programme of placements. The
Work Experience Co-ordinator ensures that students are al-
located positions that suit their abilities and interests. In ad-
dition a minority of students undertake regular work
experience on a weekly basis as part of their curriculum.
Our work experience programme has been recognised
through our ‘National Standard in School Work Experi-
ence‘ award from the Centre for Education and Industry.
Extra-curricular activities
We have a strong belief in extra-curricular activity, as a
means both of enriching and widening what our students
learn within the classroom, and as a means to boost their
individual personal development. Sharing and enjoying a
mutual interest with a member of staff beyond the confines
of the classroom, also helps to cement and develop those
personal relationships within the classroom, on which the
very best learning is built.
ArtsWeek
As a Specialist College for the Visual and Performing Arts,
we have a week long event every year to celebrate our
specialist status. ArtsWeek sees Deben High come alive
with exciting and innovative ways of learning for students.
In excess of 30 different pathways are available for stu-
dents to choose ranging from the study of Circus Skills
under a real ‘big top’, through to creative storytelling tech-
niques and animation to developing business plans and
producing Film, TV, Radio and Newspaper.
Our next ArtsWeek is in the Summer Term of 2010. Find
out more on our special ArtsWeek website:
http://www.debenartsweek.com/
Student Executive Group
We believe in students having responsibility in the school
and so have set up the Student Executive Group. This
consists of a wide variety of student responsibilities:
12
• Head Boy/Girl – chosen from Year 12 students every
October. The Head Boy and Girl are the students’
ambassadors, representing the school at many
functions and events as well as being role models to
the younger students. A deputy is also appointed to
each role;
• Prefects – chosen from Year 11 students, prefects fulfil
very important duties around school. The aims of the
prefect programme are as follows:
o For Year 11 students to act as role models for
younger students both in tutor groups and around
the school;
o For Year 11 students to have a high profile role in
organising and running school events in
conjunction with Head Boy/Head Girl and their
Deputies as part of the Student Executive Group;
o To be involved in interview panels for various
teaching and support staff appointments;
o To assist with the maintaining of a calm and
orderly atmosphere at breaks and lunchtimes
under the supervision of duty staff.
• Student Senior Leadership Team – each member of
the school’s Senior Leadership Team has a student
shadow once a year. Once a year this results in the
students running the school for a day and undertaking
research in order for the students to develop an area of
interest in the school;
• House/School Councils – students are elected onto
councils and are involved in school decision-making.
The School Council has a budget and decides what to
spend it on.
Student voice is at the heart of developments in the school.
Along with student groups affiliated to the SEG, a number
of Student Focus Groups are set up each year to consult on
a variety of different school issues.
Parental Involvement
Parents/carers can get involved in the school in a variety
of ways:
• Parents’ Focus Group – this group meets once a half
term with the Headteacher and Deputy Headteachers
to discuss issues that are decided upon by the group. It
is a chance to learn more about the school and its
systems and processes;
• Open Evening – once a year, the school puts on an
open evening to allow parents/carers of students in
Year 6 to look at the facilities and experiences at
Deben;
• Open Mornings – the week after the Open Evening, a
chance for parents/carers and prospective students to
come and see the school as it is during the day;
• Parents’ Open Forum – these are advertised
throughout the year and take place for an hour in a
morning with the Headteacher or member of the SLT.
They provide an opportunity for parents/carers to
 come into school and ask questions with no set agenda
over refreshments.
• Parent Teacher Association – The Deben PTA is a very
strong and well supported organisation. The PTA exists
to fund raise and support the school through putting on
events and supporting events in school;
• Subject Clinics – our versions of parents/carers
consultation evenings. Come meet the staff and discuss
targets, achievements and reports.
In addition, there are a number of events throughout the
year to which parents/carers are invited.
School Policies
The school has policies in the following areas which you
can download from the school website:
www.deben.suffolk.sch.uk
• Accessibility Plan
• Admissions Policy
• Anti-Bullying Policy
• Assembly Policy
• Assessment, Recording and Reporting Policy
• Attendance and Punctuality Policy
• Behaviour/Discipline/Code of Conduct Policy
• Bereavement Policy
• Confidentiality (Pupils) Policy
• Drug Education/Incident Policy
• Educational Visits and Trips Policy
• Equality Policy
• Examinations Policy
• Freedom of Information
• Handling Parental Complaints Policy
• Health and Safety Policy
• Healthy Eating Policy
• Home School Agreement
• Homework Policy
• ICT and Acceptable Use Policy
• Inclusion Policy
• Learning and Teaching Policy
• Physical Activity Policy
• Safeguarding Policy
• Sex and Relationships Education Policy
• Use of Digital Images
• Well-being Policy
Inclusion
At Deben we believe in equality of opportunity for all
students. Students come to us with a variety of different
needs and we aim to ensure that every child matters.
Our Inclusion Manager (SENCO) has oversight of
provision for all special educational needs, including Able,
Gifted and Talented students. We work closely with
out-of-school agencies to identify students’ needs and target
support.
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We have an Inclusion Centre at the school which consists
of provision for Learning Support (educational needs) and
the Student Support Centre (behavioural needs). The aim of
this support is to integrate students with specific needs fully
into the life of the school.
Special Educational Needs
In lessons students with SEN receive extra help through
support teachers and Teaching Assistants (TAs) in normal
lessons whilst others receive extra help out of lesson time.
Teachers differentiate work according to students’ current
levels and targets.
Able, Gifted and Talented (A,G&T)
Students who are defined as A,G&T make up a total of
around 10% of any school’s population. Able students
excel at one particular subject. Gifted students demonstrate
high levels of performance in academic areas and talented
students display a strong aptitude in practical areas such
as sport and the visual/performing arts. Our A,G&T Lead
Teacher monitors the progress made by students in all
subject areas and provides support for all staff in meeting
their needs.
Physical/Mental Disabilities
As a comprehensive school we aim to provide full access
to the curriculum for all of our students:
• For those who are physically disabled, we have built
access ramps at all entry/exit points to the school and
external blocks and fitted a wheelchair hoist to one set
of internal steps. This gives us total access to the
ground floor of the main school and access to the
Sports Hall and Technology block. We have installed
two lifts and more ramps upstairs giving access to all
curriculum areas;
• For students with sensory impairment we have been
able to provide additional support with the help of the
Local Authority;
• For students with mental impairments, we are currently
part of the Targeted Mental Health in Schools (TAMHS)
project. We also have a part-time school counsellor.
If your child does have particular needs please ensure that
you discuss these with the Inclusion Manager at your earli-
est convenience.
Leavers’ Destinations
Destinations 2008 (%):
Sixth Form 52.2
Further Education 33.5
Training 5.59
Employment 5.59
Other 3.1
Key Stage 3 Results
These tables show the percentage of students at the end of Key Stage 3 achieving each level in 2009. The number of
students at the end of Key Stage 3 is 156. Figures may not total 100 percent because of rounding.

TEACHER ASSESSMENT Percentage at each level

W 1 2 3 4 5 6 7 8 EP D A
English 0 0 0 1 12 40 22 19 0 0 0 3
Mathematics 0 0 1 5 11 22 26 21 8 0 0 3
Science 0 0 0 2 13 37 29 13 0 0 0 2
Modern foreign languages 0 0 0 8 23 28 24 8 0 0 3 2
Design and technology 0 0 0 0 8 44 34 8 0 0 0 3
Geography 0 0 0 1 6 21 35 13 19 0 0 2
History 0 0 0 3 8 18 33 24 8 0 0 2
ICT 0 0 0 2 25 38 31 0 0 0 0 1
Art and Design 0 0 0 0 1 31 50 12 0 0 1 3
Music 0 0 0 0 10 40 30 14 1 0 0 1
Physical education 0 0 0 0 6 40 42 7 0 0 0 2

W = working towards level 1

EP = Exceptional performance
T = Students working at the level of this test but unable to access them
D = Exempt or disapplied from the National Curriculum
A = Not assessed due to absence

Key Stage 4 Results

KS4 2009 Results by Subject:

SUBJECT RESULTS ANALYSIS

A* A B C D E F G U/X A*- C A*- G
Art and Design 1 7 11 16 3 0 0 0 0 92.1 100
Beauty 0 0 0 0 0 0 2 0 0 0 100
Business CCEA 0 1 5 6 5 5 1 0 0 52.2 100
Business Dbl Award 0 0 1 3 0 2 2 0 0 50 100
Catering 0 1 2 3 13 5 5 4 2 17.1 94
BTEC Childcare 2 0 0 18 0 0 0 0 0 100 100
Dance 0 3 2 0 2 2 0 0 0 55.6 100
Drama 0 0 1 2 3 1 0 0 0 42.9 100
English Lit 13 33 24 17 19 15 5 3 0 67.4 100
Engineering 0 0 0 0 0 0 9 0 0 0 100
French 2 4 6 5 5 2 3 0 0 63 100
Geography 1 3 13 8 12 14 2 0 1 46.3 98
German 2 1 5 0 0 1 1 0 0 80 100
Graphics 0 1 1 4 0 0 0 0 0 100 100
Health and Social Care 1 3 16 7 2 11 7 9 0 48.2 100
History 5 9 8 6 4 4 2 0 1 71.8 97
DIDA ICT 0 4 6 9 0 3 5 0 13 47.5 68
Media Studies 0 1 1 3 4 6 5 1 6 8.5 78
Music 4 2 6 4 2 1 2 0 1 72.7 95
BTEC Performing Arts 0 14 18 14 0 0 0 0 0 100 100
PE 1 6 3 6 6 3 0 0 0 64 100
Polish 1 1 0 0 0 0 0 0 0 100 100
RE (Full) 3 6 5 2 2 2 1 0 0 76.2 100
Resistant Materials 0 2 1 2 4 4 2 0 0 33.3 100

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Key Stage 4 Results
KS4 2009 Results by Subject continued:

SUBJECT RESULTS ANALYSIS

A* A B C D E F G U/X A*- C A*- G
Single Science 10 12 25 52 24 15 9 1 0 66.9 100
Additional Science 8 20 30 43 23 18 4 3 0 67.8 100
Sociology 0 2 4 10 6 3 1 2 4 50 88
Textiles 0 0 4 7 2 0 0 0 0 84.6 100
English Language 22 9 39 32 18 23 10 2 1 65.4 99
Mathematics 3 14 35 37 37 18 12 1 2 56 99

Key Stage 5 Results

KS5 2009 Results by Subject:

SUBJECT RESULTS ANALYSIS

A B C D E U A-C% A-E%
Art & Design 3 0 1 4 1 0 44% 100%
Biology 2 1 3 1 0 0 86% 100%
Business & Economics 0 1 0 3 0 0 25% 100%
Chemistry 1 1 0 0 0 0 100% 100%
Drama 0 2 3 0 0 0 100% 100%
English Language 0 0 2 1 0 0 67% 100%
English Literature 4 3 1 1 1 0 80% 100%
Film Studies 1 2 1 0 1 0 80% 100%
French 0 1 1 0 0 0 100% 100%
Geography 3 0 0 2 0 0 60% 100%
Health & Social Care 0 7 2 2 0 0 82% 100%
History 8 3 1 0 0 0 100% 100%
Information Technology 0 0 5 0 0 0 100% 100%
Maths 2 1 0 0 0 0 100% 100%
Maths Further 1 0 0 0 0 0 100% 100%
Media Studies 1 0 0 0 1 0 50% 100%
Music 0 0 2 0 0 0 100% 100%
Music Technology BTEC 1 0 0 1 0 0 50% 100%
Performing Arts (Acting) BTEC 1 0 0 0 0 0 100% 100%
Philosophy & Ethics 0 2 3 2 0 0 71% 100%
Photography 1 2 1 0 0 0 100% 100%
Physics 1 0 0 0 0 1 50% 50%
Production Arts (Costume) BTEC 2 0 0 0 0 0 100% 100%
Production Arts (Theatre) BTEC 1 0 0 0 0 0 100% 100%
Psychology 3 2 3 4 3 1 50% 94%
Sociology 1 3 2 3 1 0 60% 100%
Sport BTEC 12 0 0 0 0 0 100% 100%
TOTALS 49 31 3 24 8 2 77% 99%

15
“creativity
is at the heart
of everything
we do”

Deben High School

Garrison Lane, Felixstowe, Suffolk, IP11 7RF
T 01394 282602 F 01394 278368 E office@deben.suffolk.sch.uk W www.deben.suffolk.sch.uk
Produced by ‘The School Brochure Specialist’, FM Litho Design and Print. Tel: 01787 479479 W: www.fmlitho.co.uk