Prospectus - Penair School

Penair School 

AN ACADEMY & SPECIALIST SCIENCE COLLEGE 

Science 

P R O S P E C T U S 2 0 1 2 - 2 0 1 3 

TRURO AND ROSELAND LEARNING COMMUNITY 

Companies House No. 07557657 

Penair Prospectus 12-13_FINALsapcov1.indd 1 05/09/2012 22:10

Contents 

1. Welcome and Visiting Penair 

2. Aims and Primary/Secondary Transfer 

3. Class organisation, Age Range and Independent Study (Homework) 

4. Curriculum Overview and The School Day 

5. The Curriculum 

6. Faculties - English, Media and Expressive Arts 

7. Faculties - Science 

8. Faculties - Sport, Health and Fitness 

9. Faculties - Humanities, Modern Foreign Languages, Work Related 

Learning, Design Technology and Mathematics 

10. Staff as from September 2012 

11. Staff as from September 2012 

12. Work Related Learning 

13. Provisions for Students with Disabilities and/or Special Educational Needs 

14. The Fitness Suite 

15. Gifted and Talented at Penair 

16. The School - personal guidance and international dimension 

17. The School - general information 

18. The Learning Environment 

19. The Learning Environment 

20. The Bywva Centre and Environment and Wellbeing 

21. Business and Enterprise Education 

22. Parents and the School. Assessment and Reporting to Parents Term Dates. 

Anti-Bullying Policy 

23. Links with The Community. 

The Association of Parents and Friends of Penair School 

24. Statistics - Penair End of KS3, GCSE Performance, Attendance 

25. Statistics - Destination of Year 11 Leavers 

26. School Dress. Sports Kit 

27. Drugs, Sex and Relationships. The Single Equality Scheme 

28. Directors of Penair School, Complaints, Examination Entry Policy 

29. Directors 2012 - 2016 

30. Clubs, Activities and Outdoor Education 



33. Notes 

Admissions 

Penair School became an Academy on 1 April 2011. 

The Governors did not make any changes to the current 

policy upon conversion to an Academy. Penair 

School acts in accordance with all relevant provisions 

of the School Admissions Code and the School 

Admission Appeals Code published by the Department 

for Education. The school participates in the 

co-ordinated admission arrangements operated by 

the Local Authority and the local Fair Access Protocol. 

The school’s admission process is fully in line 

with the School Admissions code and the Governors 

will ensure that an independent appeals panel is set 

up when the need arises. 

Parents of students in Year 6 at Primary Schools will 

receive a letter from the LA explaining the procedure 

Headteacher - Dr Barbara J Vann PhD 


St Clement 

Truro 

TR1 1TN 

Telephone 01872 274737 

Fax 01872 242465 

Email enquiries@penair.cornwall.sch.uk 

Website www.penair.cornwall.sch.uk 

in full. Each year the school is able to offer additional 

places to students from outside the area whose parents 

have “expressed a preference” for Penair. If there are 

more applications than available places, the LA has a list 

of admissions’ criteria which will be used to decide admissions. 

Each year group has a student admission number 

of 240. 


Welcome 

I am very pleased to extend a 

warm welcome to Penair School. 

We are a Specialist Science 

College providing comprehensive 

education for 11 to 16 year olds in 

Truro and its surrounding areas. 

We occupy a delightful site high 

on a hill overlooking the cathedral 

city of Truro where the cultural and 

business hub of the county resides. Truro lies roughly centrally 

between two spectacularly beautiful coasts and we count 

ourselves very fortunate to live, play and provide education in 

Cornwall. 

Penair is no ordinary comprehensive school. We 

have a roll of around 1200 students and have been judged 

“outstanding” by Ofsted in 2002, 2006 and 2009. We enjoy 

fine facilities including an all-weather pitch, a Business and 

Enterprise Centre and a school based Integrated Health Centre. 

We are delighted that we have enhanced our Sports facilities 

this year with outdoor Trim Trail and table tennis and a wonderful 

Fitness Suite. 

We are members of the Truro and Roseland Educational 

Trust, the Truro and Roseland Learning Community and the 

Penair partnership of Primary Schools. These involve all local 

education providers working in partnership to improve outcomes 

for all local students. From September 2012, Penair will be the 

sponsor for Tregolls School, an Academy. We pride ourselves 

on making every student and his or her needs the very centre 

of our thinking and we see ourselves as part of an educational 

scene that is international in its breadth. We enjoy links with 

other schools all over the world. 

Cornwall is for more than holidays. My governors and 

I are very proud of a school that plays a real part in the lives of 

those who have made Cornwall their home. 

Penair is a forward-looking school. We enjoy being the 

school of choice for families from a very wide area around Truro; 

we accept almost all those who apply. 

Our excellent facilities are adjacent to a site of 

outstanding natural beauty. In 2009 we opened the first school 

based Integrated Health Centre in Cornwall. Funded by Duchy 

Health Charity, the Bywva (meaning Place of Life in Cornish) 

Centre was opened by Prince Charles, the Duke of Cornwall, and 

the Duchess of Cornwall. Students are part of the Management 

Board and are full partners in decision-making. 

The school opened its new Business and Enterprise Centre in 

September 2009. This helps us to deliver a very high quality of 

education across the whole curriculum. 

Examination results place us consistently near the 

top of the league tables for Cornwall. In 2011, Penair was the 

only school in Cornwall to achieve an A grade for value added 

to students’ progress across the board, KS2 to KS4. Our latest 

OFSTED Inspection in November 2009 graded Penair as 

Outstanding, a position it has enjoyed for a significant number of 

years. 

Penair School is about far more than exam results, 

however. In many ways we regard results as being a symptom 

of a happy and well-motivated school. We treat our students 

as individuals. They have individual personalities and differing 

needs. What they have in common is the capacity to thrive on a 

programme of education and personal development that places 

an emphasis on setting high goals and working in a supportive 

atmosphere to achieve them. 

For many years we have held a number of awards that 

recognise the school’s strength in depth and our attitude: we are 

outward-looking. We regard our school as a partnership between 

students, staff, governors, parents and the wider community. All 

parents are encouraged to take an active part in school life. They 

automatically become members of our Association of Parents 

and Friends of Penair School which provides enormous support 

to the school through social and fundraising activities. 

1 

Our investment in partnerships has changed the 

school in so many ways for the better. We have healthy and 

meaningful relationships with other local schools designed 

to share good practice and, whenever possible, to help each 

other to further the interests of the wider school population of 

this part of Cornwall. I do hope that, within this prospectus, 

you will find much of interest and may be encouraged to 

share in our vision for education in Cornwall. 

Please visit our school, meet the young people and 

ask them what they think; student leadership and decisionmaking 

are intrinsic to the success of Penair. 

Dr B J Vann 

Visits to School 

Parents of new students are invited to visit Penair 

during the previous academic year usually in 

September and July. 

Parents who arrive in the area subsequently or 

whose children attend primary schools other than those 

in our catchment area should contact the school to 

arrange an appointment for a visit. Parents are welcome 

to visit the school at any time. Please telephone: Mr 

R. Sharpe, Deputy Headteacher, telephone (direct line) 

01872 245137. 

Further guidance and an information leaflet which 

contains the admissions criteria are available from 

Admissions and Transport (Policy), Camel Building, 

County Hall, Treyew Road, Truro, TR1 3AY. 0300 1234 

101. 

“This is an outstanding school….A 

combination of good teaching and students 

developing very well as independent, self 

challenging learners results in excellent 

achievement levels..” (OFSTED 2009) 


OUR AIMS 

Our purpose is “To create a caring, 

learning community of high quality where 

everyone is valued for who they are and for 

what they may become.” 

To achieve this we have eight clear aims: 

to ensure that individuals develop intellectually, 

physically and emotionally aspiring to the highest 

level of which they are capable and celebrate 

it. 

to provide a lively and enthusiastic atmosphere 

in which a love of learning and a questioning 

approach to life may be stimulated. 

to highlight and to develop those standards 

which society finds estimable, establishing an 

ethos in which they are modelled as well as 

taught. 

to develop self-confidence, self-discipline and 

self-knowledge. 

to help individuals expand their interests by 

encouraging them to participate in the opportunities 

that are available. 

to help people to understand the world about 

them and the nature of the political, social and 

economic influences to which it is subject, 

developing in them a genuine concern for the 

needs of others. 

with our educational partners, to encourage and 

support individuals to foster their lifelong ambitions. 

retain our rich curriculum and specialist teachers 

in an era of recession and cuts. Our students 

are at the heart of what we do. We will utilise our 

considerable facilities and 54 acres of land for 

the benefit of the community. 

“Students feel extremely safe and secure 

and this contributes to their extremely positive 

attitudes to work, and their preparedness 

to focus and involve themselves in 

their learning. Relationships in lessons 

are very positive and the students want to 

learn.” 

(OFSTED 2009) 

2 

Primary Secondary Transfer 

Transfer from primary to secondary school 

is an important time for all children; some 

students take it in their stride, others are 

less certain. 

At Penair we invest a considerable amount 

of time and effort in an induction programme which 

will help students adjust socially, emotionally and 

academically. Visits are made to primary schools 

as often as possible by the senior staff, the Director 

of Learning and the Special Educational Needs 

Coordinator (SENCO), to establish links with future 

students. Members of staff teach lessons in our 

Partner Primaries and we have an exciting Year 6 

curriculum project during the summer term, with a 

special day of activities as the focal point. This is followed 

by two Intake days in July spent with Year 7 

tutors in new form groups. These days continue the 

theme of the joint curriculum project and culminate 

in an exhibition and performance of the students’ 

work from the project on the second Intake day. 

The aim of the two Intake days is to ensure 

that the students feel confident, eager and enthusiastic 

to start at Penair in September. Immediately 

after the Intake days a ‘New Parents’ Evening is 

held to exchange valuable information and meet 

form tutors, the Director of Learning, the Headteacher 

and Senior Management Team. In recent 

years, Year 6 students have also been informed of a 

‘summer challenge’ activity. This takes place in the 

summer vacation period with the intention of enabling 

students to establish and build new friendships 

before starting at Penair in September 


Class Organisation 

and Age Range 

On entry pupils are grouped in forms 

with letters taken from the name of 

the school, i.e. 7P, 7E, 7N etc. The 

letters remain throughout the years so 

pupils progress from 7P to 8P and so on. 

The policy of the school is to organise the 

pupils into teaching groups which will promote 

the most efficient learning but their tutor 

and Director of Learning will remain constant 

through the five years they are with us. 

The national system of numbering year groups 

is used in the school: 

Age Range Year Name 

11-12 Year 7 

12-13 Year 8 

13-14 Year 9 

14-15 Year 10 

15-16 Year 11 

Independent Study (Homework) 

It is the policy of the school to give opportunities for independent 

study (homework) to all students. A timetable will be circulated 

to all parents early in the Autumn Term. The type of work set is 

at the discretion of the teacher concerned – following school 

and faculty policies - but need not be given every time a period is 

allocated on the timetable. 

Independent study is likely to be related to work done in class and 

should take up to 90 minutes per day in Year 7 and up to 150 

minutes per day in Year 11 on average. Work to be done independently, 

out of the classroom, is set to foster the habits of selfdiscipline, 

study and preparation and to be an integral part of the 

educational process. Parents are asked to check this regularly 

and to contact the school to discuss concerns. We ask parents 

to sign the student planner to indicate that they are aware of the 

current assignments and work. 

Moodle 

Moodle is Penair School’s Virtual Learning Environment. It 

can be accessed both in school and at home via the school’s 

website. Via Moodle a whole range of digital information can be 

passed onto students, parents and teachers. It is used to support 

the whole curriculum with resources and schemes of work 

being readily available. Regular school news is also published 

and students are actively encouraged to exercise their student 

voice by using forums, questionnaires and choices. 

3 


Curriculum Overview 

Every pupil is entitled to a broad, balanced 

and meaningful curriculum. 

The Key Stage 3 curriculum fully covers the 

requirements of the National Curriculum. 

In Years 7, 8 and 9 every student takes a 

common course which includes balanced science 

and a modern foreign language, either French or 

German. All students are able to study a second 

modern foreign language (Spanish) in Year 9 

In Year 7, part of the timetable is devoted to a crosscurricular 

approach to learning, called Penair Learning 

Power. During these lessons there is an emphasis 

on building the Personal Learning and Thinking Skills 

across a range of subjects. 

In Years 10 and 11, students follow a common core 

curriculum including English, English Literature, 

Mathematics, Science, ICT, Physical Education, 

Religious Education, Citizenship and Personal, Social 

and Health Education (PSHE). There is then a further 

choice of up to four option courses. These consist of 

GCSE courses, vocational courses provided by local 

colleges and other nationally recognised pathways. 

The programme includes Information, Advice and 

Guidance on Careers and Study Skills. 

The timetable is organised to allow the academic 

groupings in each year considered most appropriate by 

each faculty head. In Year 7 this has resulted in mixed 

ability teaching for all faculties, except Mathematics. 

By the beginning of Year 8, setting continues in 

Mathematics but other faculties often continue to teach 

in mixed ability groups. By Year 9, Science will have 

been set also and MFL have been setted across at 

least half year group populations. 

A wide variety of teaching methods is employed to suit 

the needs of students and the subject matter being 

addressed. Learning is supported in every Faculty by 

Teacher Assistants. 

A Learning Centre enhances the provision, significantly 

adding to the success of our inclusion policies. 

4 

“The curriculum is outstanding because of 

the ways in which it is matched with pupils’ 

needs”. (OFSTED 2009) 

The School Day 

It is essential that students should arrive in time to 

attend registration in their tutor room at 8:30am. 

Lesson 1 begins promptly at 8:40. The day consists 

of 5 x 1 hour periods and the tutorial/assembly time 

is at the start of the afternoon session. 

8.30 Start of Day 

8.30 – 8.40 Registration 

8.40 – 9.40 Period 1 

9.40 – 10.40 Period 2 

10.40 – 11.00 Morning Break 

11.00 – 12.00 Period 3 

12.00 – 1.00 Period 4 

1.00 – 1.45 Lunch 

1.45 – 2.05 Afternoon Registration 

2.05 – 3.05 Period 5 

followed by Assembly or Tutorial 

Assemblies are broadly or mainly of a Christian nature 

and are associated with a Learning Objective 

for the week. Each week a different theme based on 

a Social and Emotional Aspect of Learning (SEAL) 

is included in tutorial activities. An example of this 

would be “We are learning to work together to overcome 

difficult situations”. 


The Curriculum 

Key Stage 3 (Years 7-9) 

Year 7 

English Language and Literature 

Mathematics 

Science 

French or German 

Religious Education 

Design Technology 

Personal, Social and Health Education 

Citizenship 

Art 

Music 

Drama 

Information and Communication Technology 

Penair Learning Power 

(incorporating English, Geography, Science and ICT) 

Year 8 


Mathematics 

Science 


Geography 

History 




Citizenship 

Art 

Music 

Drama and Dance 


Year 9 


Mathematics 

Science 


Spanish 

Geography 

History 




Citizenship 

Art 

Music 

Drama and Dance 


“Students are well motivated by the outstanding 

curriculum..” 

(OFSTED 2009) 

Key Stage 4 (Years 10-11) 

(Common Core) 


Mathematics 

Science 

Science and Additional Science 

or Separate Sciences 

Citizenship and RE GCSE 


ICT 

Physical Education 

Option choices include: 

Art & Design (GCSE) 

Business Studies (GCSE) 

Dance (GCSE) 

Design Technology Subjects (GCSE) 

• Catering 

• Graphics 

• Systems and Control Technology 

• Food Technology 

• Engineering 

• Product Design 

• Textiles 

Drama (GCSE) 

French (GCSE) 

Geography (GCSE) 

German (GCSE) 

History (GCSE) 

Home Economics (Child Development) (GCSE) 

Humanities (GCSE) 

ICT (additional GCSE units) 

Media Studies (GCSE) 

Music (GCSE) 

Music (BTEC) 

Physical Education (GCSE) 

Philosophy and Ethics (GCSE) 

Spanish 

Life Skills 

Statistics Plus 

A range of vocational courses in partnership with Truro and Cornwall 

Colleges are also available, for example: Motor Vehicle Studies, Hair 

& Beauty, Public Services, Sports, Land Based Studies and Music 

Technology. 

Penair Prospectus 12-13_FINALsapcov1.indd 7 05/09/2012 22:10 

5

Faculties 

The formal curriculum which appears on the timetable is organised through the faculty system. Any 

queries that you have about individual subjects should be taken in the first instance to the Head of 

Faculty. The faculties are organised as follows: 

ENGLISH FACULTY Head of Faculty – Mr P Pearce 

The English Faculty is high achieving and innovative. We are child centred and do our best to bring out the strengths of all our 

students. For this reason, we personalise learning and teach in mixed ability groups in both Key Stages. 

At KS3 students follow the new revised National Curriculum. They are assessed in writing, reading and speaking and listening. The 

latter is valued as an integral part of learning and all students are encouraged to express their ideas through informal discussion, 

formal presentations and through drama. Students are assessed by their teacher at the end of every unit and are given individual 

targets for progression. Progress is measured using the APP process of continuous assessment. 

At KS4 students study both the English Language and Literature GCSE courses. They follow a varied and interesting course that 

allows them to learn functional English as well as essential skills. Students are assessed by controlled assessment and terminal 

examinations and receive two GCSE grades at the conclusion of the course. Students can be entered for the examination at 

Foundation or Higher Tier level. 

MEDIA STUDIES Mr P Pearce 

An exciting course in Key Stage 4 that combines practical activities with analysis and writing. 

Media Studies is an ‘option’ concerned with the study and analysis of the mass media and consists of four pieces of controlled 

assessment(s) and a terminal controlled test lasting three hours. Of this 60% of marks are awarded for controlled assessment(s) and 

40% for the controlled test. 

Modules will offer the opportunity for students to study Magazines and Comics, Contemporary Reality Television, British Comedy 

Films and to undertake a practical production assignment of their own choice based on a hobby or interest. 

The course develops Students’ understanding of the way the media has developed to become a powerful influence in contemporary 

society with particular focus on the understanding of representation, analysis, institutions, language, ideology, narrative and genre. 

EXPRESSIVE ARTS FACULTY 

Head of Faculty – Mrs H Logan 

Expressive Arts is the faculty which deals with all matters to do with Art and Design, Drama, Music and Dance. 

The subjects are followed in all years and are at times discrete subjects and at other times they work in co-operative ventures. In Years 10 and 11 

Art, Drama, Dance and Music are offered as GCSE options. An extensive programme of extra-curricular activities is run by this faculty. 

Art gives students the opportunity to explore visual, tactile and other sensory experiences to communicate ideas and meanings. They work with 

traditional and new media, developing confidence, competence, imagination and creativity. They learn to appreciate and value images and artefacts 

across times and cultures, and to understand the contexts in which they were made. Students are encouraged to reflect critically on their own and 

other people’s work, judging quality, value and meaning. Art and Design is a popular choice for students in GCSE. The GCSE course encourages 

an adventurous and enquiring approach. Students learn to think and act as artists, craftspeople and designers, working creatively and intelligently. 

Drama and Dance are taught to every student throughout Years 7, 8 and 9 

We aim: 

• to encourage our students to think and behave creatively 

• to enable them to examine issues and emotions from perspectives other than their own 

• to help students develop practical skills 

• to foster an appreciation and understanding of drama as an art form 

• to encourage critical, reflective thinking at every level 

• to assist in developing confident, co-operative and self-disciplined young people 

From the very beginning of Year 7, we train our students to work effectively and co-operatively in groups; to work towards original, imaginative performances 

and to evaluate their own work and that of others fairly and critically. At every level, students explore text, improvisation and live theatre 

from the perspectives of actor, director and critic. Drama is a popular choice at GCSE level, and the department achieves great success. 

Dance GCSE has recently been added to the curriculum at Penair. It is an exciting, interactive course that enables students to explore and analyse 

a range of dance styles, create their own choreographies and develop their skills as performers. 

In all Drama and Dance lessons, pupils are required to wear Drama and Dance kit - plain black T- shirt with short sleeves, black school trousers or 

bootlegs, track suit bottoms, leggings or similar. 

The Music Department is an active and vibrant part of the Penair community, both within and outside the curriculum. We aim to provide a stimulating 

and creative approach to music-making by covering a wide range of musical styles and traditions, as well as giving students the opportunity to 

discover, explore and develop their own musical skills and abilities. Music is taught to every student throughout Years 7, 8 and 9. During lessons, 

pupils will discover new styles of music and will develop their skills in performance, listening and composition. There is a wide variety of extra-curricular 

ensembles for all pupils to take part in. As an instrumentalist pupils can join; String Ensemble, Penair School Band, Brass Group (student-led), 

beginner Brass group, Keyboard club, Rock Skool and Samba Band. There are also two singing ensembles; The Howlers (boys only), and Singing 

Group (mixed voices). There is also a new ‘Guitar Hero’ club for those with an interest in music console gaming! 

6 


Faculties 

SCIENCE FACULTY Head of Faculty Mr Rhys Ellis-Davies 

Balanced Science is taught throughout the school. This means that all students use Biology, Chemistry and Physics contexts in order 

to develop skills. We are following a context based Key Stage 3 using the Wikid Science scheme developed by the Association for 

Science Education. Students are enthused by themes which place them in a scientific role that requires particular skills to be learned 

and developed. These themes include Forensics, Extinction and A and E making the Science relevant and exciting. Progress is 

assessed throughout the course using a wide range of activities, measured against national guidelines. This focus on skills is aiming 

to prepare pupils for the demands they will face in their GCSE Sciences. 

All students are required to study Science at Key Stage 4 and have two options. The majority of students study OCR Gateway Science 

and OCR Gateway Additional Science, thus achieving two GCSE grades. A number of students, usually achieving Level 6+ in the 

end of key stage 3 assessments, choose to study a greater breadth and opt for Separate Sciences (Biology, Chemistry and Physics) 

achieving 3 GCSE grades. We were amongst the first to offer Separate Science within the county and have been consistently 

successful. This route is available either within the options or through an after school session. At present just over one third of our 

Key Stage 4 pupils are following the Separate Science route. 

In addition there are many extra-curricular activities and events that take place within Science such as Science Club, Science 

Leaders and even Physics Busking. Pupils involved in these activities have delivered lessons and workshops in Primary Schools, 

to local Beaver groups as well as at the BBC Radio Cornwall stand at the Royal Cornwall Show. Our dynamic Science Show team 

also present a seriesof Registration Demonstrations. During these sessions tutor groups are immersed in an exciting area of science 

through dramatic demonstrations. 

“Positive attitudes, good teaching, high expectations and excellent support and guidance 

combine to provide a powerful impetus for learning.” (OFSTED 2009) 

7 


Faculties 

FACULTY OF SPORT, HEALTH AND FITNESS Head of Faculty – Mr J Hocking 

It is our hope that by educating students through a physical pathway, they will develop all the necessary life skills required to be 

mature, independent and objective decision makers when they leave us after five years. Students will experience a modern forwardlooking 

curriculum which reflects the many different physical recreational opportunities available in the wider community. Students 

will formally develop skills in ‘Decision Making’, ‘Developing physical and mental capacity’, ‘Evaluating & Improving Performance’ 

and ‘Making informed choices about healthy, active lifestyles’. They will develop these ‘key’ skills through many physical pathways 

such as Rugby, Netball, Football, Hockey, Fitness, Badminton, Basketball, Handball, Futsal, Rock Climbing, Problem Solving, Outdoor 

Pursuits, Gymnastics, Multi Skills, Athletics, Cricket, Rounders, Tennis and Sports Leadership, along with many opportunities 

to represent the school, district and County in their chosen sport. Our curriculum is broad and designed with the students in mind. 

Our ‘personalised’ range of activities is planned to achieve the same outcome with ‘Enjoyment’ remaining at the heart of our sport, 

health and fitness programme. 

We like students to be looking the part and have made strides to smarten their appearance in lessons, involving students at 

every stage of this process. Students in Year 10 have the option of studying GCSE Physical Education and/or developing personal 

leadership skills on the Sports Leader’s Award. Students in Y11 experience an even wider programme as they will have opportunities 

to visit community centres such as outdoor education centres. This may, in turn, influence lifelong participation in a sport or physical 

activity. 

We have great success in inter-school, regional, county and even national competitions and offer an extensive range of 

extra-curricular opportunities. Students of all abilities are encouraged to attend these additional activities and staff work hard to ensure 

they are well attended. We have some of the best sports facilities in the locality which provide our students with an excellent 

environment in which to learn and develop these new skills. 

8 


Faculties 

HUMANITIES FACULTY Head of Faculty – Mrs J M Reed 

History, Geography, Religious Education and Citizenship are taught throughout the school. Citizenship is a subject that all year groups 

study for one hour every week. The aim is to develop social and moral responsibility, community involvement and political literacy. 

Students will develop skills of enquiry, communication, participation and responsible action through learning about and becoming 

informed and interested citizens. In Year 7 Geography is taught as part of a Skills Curriculum, with History, RE and Citizenship as 

separate subjects.. All four subjects are taught separately in Years 8 to 9 to all students. Students can develop the skills they will 

need to study History, Geography, Humanities or Philosophy and Ethics at GCSE. 

In Year 10 and 11 History, Geography, Philosophy and Ethics, and Humanities are offered as GCSE options. RE and 

Citizenship is a GCSE that we expect all students to be able to achieve and that will help them in the world of work or Further 

Education. 

MODERN LANGUAGES FACULTY Head of Faculty – Mrs H Innard 

Students in Year 7 start with either French or German and have the opportunity to do Spanish as well in Year 9. Each year, an 

exciting educational visit to Truro’s twin town of Boppard in Germany is organised for Year 8 students who learn German. The trip 

takes place in the week before Autumn half term. We aim to organise a successful visit to France for students in their second year 

of studying French which takes place in July, during Curriculum Enrichment week. 

Students have the opportunity to study a foreign language throughout their time at Penair and can opt for French, German or 

Spanish at GCSE level. We are lucky enough to have the support of French and German assistants to offer extra speaking practice 

and an insight into French and German culture. Mandarin will be available next year as a separate club. 

WORK RELATED LEARNING FACULTY (BUSINESS STUDIES & ICT) 

Joint Head of Faculty – Ms E Donnelly and Mrs C Trevennen 

ICT is taught in Key Stage 3 and Key Stage 4 as a discreet subject. Business & ICT related courses are available in Years 10 & 11. 

The courses offered include GCSE Business Studies, ICT Dida, & Life Skills. 

GCSE Business Studies uses a variety of skills and resources to help gain an understanding of the real business world. 

Moodle, our Virtual Learning Environment (VLE), is central to students learning as a tool for collecting, analysing and interpreting 

data. Information Communication Technology is used throughout all stages of the course to present and handle data. 

Work Skills is an entry level course aimed at preparing students for the workplace. It is a unit based qualification which 

covers a range of practical subjects including ICT, Business Enterprise, Preparing for a Work Placement & Managing Money. 

GCSE ICT is provided at the start of Year 10. This is a creative and wide ranging course with the flexibility to extend 

to a double GCSE. Throughout KS3 and KS4 additional learning opportunities are organised on the theme of Enterprise and 

Entrepreneurship. 

DESIGN TECHNOLOGY FACULTY 

Head of Faculty - Mrs L Baines 

Design and Technology enables students to solve problems in a wide range of contexts through the processes of designing, making 

and evaluating. Creativity is valued and students are encouraged to share and develop their thinking in group tasks as well as 

individuality. 

At Key Stage 3 all pupils will experience modules, at different points through the year, of Food Technology, Textiles 

Technology, and Product Design or Engineering. Students are encouraged to use computers and are taught CAD and CAM (Computer 

Aided Drawing and Computer Aided Manufacturing). 

At Key Stage 4 a wide range of option courses are available for students to specialise in. GCSE courses are offered in Food 

Technology, Textiles Technology, Product Design and Engineering. GCSE Child Development is also offered within the faculty as a 

new subject only available at Key Stage 4. The faculty also teaches a vocational Catering qualification. 

Extra-curricular opportunities are available for students to develop their interests through the weeky Electronics club and the 

popular ‘Let’s Get Cooking’ club. The faculty is heavily involved in the ‘Greenpower Challenge’, and on Thursdays after school many 

pupils can be found working in the faculty on the design, development and manufacture of electronically powered vehicles. These 

have been highly successful and have won several prizes in national competitions when they have raced against other schools and 

colleges at such venues as Goodwood and Silverstone. 

Head of Faculty – Mrs S Stephens 

MATHEMATICS FACULTY 

The Faculty of Mathematics is responsible for all matters to do with Mathematics Education. Students are set into ability groups early 

in Year 7. 

We follow the Mathematics strand of the Key Stage 3 strategy in Years 7, 8 and 9 and closely assess their progress during 

and at the end of this Key Stage in the form of tests and functional tasks which relate maths to real life scenarios. 

In Years 10 and 11, students follow a Double Award GCSE course suited to their ability on a two tier basis. Modules will be 

taken in January and June of Year 10 and Year 11. 

The highest achieving students will form Set 0 in Year 9 and will complete their Double Award GCSE Maths at the end of 

Year 10 and go on to take Additional Mathematics in Year 11. There is also an opportunity for some students to take Statistics at 

GCSE level either by choosing Statistics Plus as an option choice or as an extra after school subject. In Key Stage 4, we also offer 

selected students the opportunity to complete the Entry Level Certificate. There are a variety of Extra Curricular opportunities within 

the Faculty, for example, Year 7 Maths Club and working with the children in Happy Days Nursery. In both Key Stages, some students 

are offered the opportunity to enter a national Mathematics Challenge competition which tests student’s problem solving ability. As 

well as individual competitions, we regularly enter a team competition and have represented Cornwall at the national finals. 

Penair Prospectus 12-13_FINALsapcov1.indd 11 05/09/2012 22:11 

9

Staff aS from September 2012 

Headteacher 

Dr B J Vann 

Deputy Headteacher 

Mr R Sharpe 

Assistant Headteachers 

Mrs C Finlay 

Mr B Gladstone-Smith 

Mrs J Longden 

Mr S Merrick 

Mrs K Walsh 

Advanced Skills Teachers 

Mrs L Baines 

Mr B Gladstone-Smith 

Mr S Merrick 

Mr M Withecombe 

Directors of Learning 

Ms M Anderson 

Mrs V Edgeler 

Mrs N Hosking 

Mrs D Killingback 

Mr C McDonagh 

Design Technology Faculty 

Mrs L Baines 

Mrs S Cartmill 

Mrs M Crump (p/t) 

Mr M Erents 

Mrs N Gribble (p/t) 

Mr N Powley 

Education Support 

Miss T Jolliff (SENCO) 

Mrs D Killingback 

English Faculty 

Mr P Pearce (Head of Faculty) 

Miss J Carlyon 

Miss S Cox 

Ms E Donnelly 

Mrs J Haskins 

Mrs M Kendall 

Ms E Shaw-Radley 

Mrs K Stevens 

Mr J Tamlyn 

Mrs C White 

Expressive Arts Faculty 

Mrs H Logan (Head of Faculty) 

Mr G Cross 

Miss R Morecock (Head of Art) 

Mr M Brett 

Mrs T Scott (p/t) 

Mrs M Weeks 

Humanities Faculty 

Mrs J Reed (Head of Faculty) 

Mr P Blyth 

Mrs T Brumby 

Mrs A Corbett (p/t) 

Mrs T Davies 

Mrs V Edgeler 

Ms C Henry 

Mrs N Hosking 

Mr C McDonagh 

Maths Faculty 

Mrs S Stephens (Head of Faculty) 

Ms M Anderson 

Mr A Childs 

Mrs E Cook (p/t) 

Mr R Crebo (p/t) 

Mr R Harbord 

Miss A Marchant 

Mrs G Matthews 

Mrs S Trevena (p/t) 

Mr M Weeks 

10 

Modern Languages Faculty 

Mrs H Innard (Head of Faculty) 

Ms T Charlesworth 

Mrs T Foster 

Miss J Nadaud 

Miss A Pynn (p/t) 

Mr I Smejkal 

Miss L Le Gall (FLA) 

Sport, Health & Fitness Faculty 

Mr J Hocking (Head of Faculty) 

Mrs A Brown 

Ms N Lamb (p/t) 

Miss L Stubbs 

Mrs H Thomson (p/t) 

Mr L Trivett 

Mr M Withecombe 

Science Faculty 

Mr R Ellis-Davies (Head of Faculty) 

Ms J Binmore 

Ms E Blight (p/t) 

Mr G Coles 

Mr D Eva 

Miss L Griffiths 

Mrs T Oakley (p/t) 

Mrs L Parris 

Miss S Patterson 

Mrs D Webb 

Work Related Learning Faculty 

Ms E Donnelly} joint head 

Mrs C Trevennen} joint head 

Mr M Haskins 

Mr M Holmes 

Mr S Merrick 


Staff aS from September 2012 

Director of Business 

& Enterprise 

Mr G Chappell 

Office Manager & 

Headteacher’s PA 

Ms J Branch 

Admissons & Attendance 

Officer 

Mrs V Kirkpatrick 

Business Development 

Co-ordinator 

Mrs S Bunt 

Finance Officer 

Mrs J Trevelyan 

School Secretaries 

Mrs S Higgins 

Mr P Jones 

Mrs P Treseder 

Miss J Humphries 

Exams & Data Officer 

Mrs M Perryman 

Learning Resources 

Communication 

Co-ordinator 

Ms K Bartholomew 

Premises Staff 

Mr P Hewings 

Mr M May 

Mrs S Saundry 

Mr L Withecombe 

Mr J Todd 

Head of Learning Centre 

Mrs C Baker 

Lead Practitioners 

Mrs C Butler 

Miss N Johnson 

Mr I Jones 

Pastoral Support Workers 

Mrs M Bevan 

Mr D Diment 

Mrs A Toms 

Technicians 

Mrs L Allen 

Mrs C Bryans 

Mr N Cartmill 

Mr P Crowther 

Mr A Hill 

Mr B Hodgkiss 

Mr B Strange 

111 

Learning Mentors 

Mrs S Adams 

Mrs K Addey 

Mrs D Ashton 

Mrs C Baker (supervisor) 

Mrs J Blandford 

Mrs L Brown 

Miss J Card 

Mr D Coad 

Mr N Curry 

Mrs D Dale 

Ms K Endean 

Mrs H E Gummow 

Mrs F Juleff 

Mrs A McConnell 

Mr J McConnell 

Mrs J Marchant 

Mrs J Olds 

Mrs L Osborne 

Mr S Rainbow 

Mrs M Robinson 

Mrs K Rundle 

Ms K Sheldon 

Mrs L Spargo 

Ms J Spicer 

Mrs D Taylor 

Miss D Wilks 

Groundsman 

Mr F Shorthall 

Cover Supervisor 

Miss A White 

CateringStaff 

Mrs A Barbery 

Mrs C Castrogiovanni-Lucas 

Mrs J Hughes 

Mrs T Pendleton 

Ms S Rowley 

Mrs S Wild 

Mrs S Williams 

Lunchtime Supervisors 

Mrs A Bryant 

Mrs B Quinlan 

Mrs S Saundry 

Mrs J Schofield 

Mrs G Williams 

Mrs J Wright 


Work Related Learning 

“Care, support and guidance are outstanding”. (OFSTED 2009) 

All students at Penair from Years 7 to 11 follow a full programme of Work Related Learning in order to prepare for their future roles in 

society. We hold both the Investors in Careers and Investors in Work Related and Enterprise Learning awards which ensure quality 

of delivery to all our students. 

Work Related Learning at KS3 In KS3 we aim to ensure that our students: 

• Undertake a realistic and regular self assessment of their achievements, qualities and skills. 

• Understand the nature of work in its broadest context and how the world of work is changing. 

• Are able to make decisions relating to future choices. 

• Are able to adapt to change and set realistic goals for the future. 

Delivery of Work Related Learning at KS3 is through a full programme of lessons in PSHE and via Enterprise Days and Business 

Challenges. 

Work Related Learning at KS4 

Work Related Learning is a statutory part of the KS4 curriculum for all students in Years 10 and 11 and should 

provide opportunity to: 

• Learn through work • Learn about work • Learn for work. 

In Year 10 the main focus for students is work experience which takes place over a two week period in the summer term. During the 

course of the year, as part of the preparation process, students undertake three planned programmes of study in PSHE which cover 

the following areas: applications for employment, developing enterprise skills and health and safety awareness. 

During the course of the year students also participate in Enterprise Days, workplace visits and are offered careers consultations 

with a Connexions Personal Adviser. 

In Year 11 students follow a comprehensive programme to prepare them for post 16 education, training or work. They are 

provided with access to a range of post 16 providers via PSHE sessions, open evenings and relevant publications. 

All students have access to our centrally located Student Advice Centre which is fully resourced with a range of information 

related to education, training and personal guidance. In addition students aged 13 upwards can seek help from our Connexions 

Personal Adviser over a range of guidance issues. 

12 


“The school takes very good care of its pupils and pupils are confident about approaching an 

adult if they are unhappy or anxious.”. (OFSTED 2009) 

Policy & Provisions for Pupils with Disabilities and/or Special Education Needs 

Penair School’s Equal Opportunities policy is a commitment by the school and its governing body, to the promotion of equality of opportunity 

in all areas of school life. Penair School will promote, by all means within its power, attitudes and actions which will actively 

assist in the creation of harmony in the lives of all involved in the school and which will add to each individual’s dignity and worth. 

Equally the school will resist anything which will in any way detract from such dignity and worth on the grounds of gender, race, relation, 

culture or disability. 

Penair School adopts a whole school policy for meeting the needs of students with Special Educational Needs. Each area of 

the curriculum values the learning and achievement of all students, and aims to meet their individual needs. Each subject area has the 

responsibility to ensure that all students can make progress commensurate with their abilities. Integration of students is regarded as 

crucial and we believe that all our students are entitled to a broad and balanced curriculum. Penair has a SEN Co-ordinator (SENCO) 

who is responsible for co-ordinating the day-to-day provision for students with special educational needs. 

Penair School operates an Equal Opportunity policy for the admission of students with special educational needs and they 

are afforded the same rights as students without special educational needs. The school takes advice from the Local Authority as to 

the appropriate resources and facilities that may be needed for the integration of the special needs students into Penair. 

Penair School has been modified for wheelchair access and there are lifts and ramps to ensure full access to all parts of the 

school. There are a number of disabled toilets situated in various locations around the school. 

The school operates an equal opportunities policy and all staff are committed to identifying and providing for the needs of 

the children. Integration is regarded as a crucial factor, in line with Local Authority policy. 

Identification of special educational needs follows assessment procedures outlined in the Code of Practice. After the identification 

of a student’s needs, support is provided in a range of ways which allow learning needs to be met in class, small group or 

individual contexts. Copies of the full SEN policy are available from Mrs T Foster at the school. 

13 


The Fitness Suite 

This year, we are pleased to include our brand new Fitness 

Suite to the Sports, Health and Fitness Department. 

The Fitness Suite offers the very best in both cardiovascular and 

resistance equipment as well as a wide range of free weights 

and benches. 

14 

All pupils are given an induction and using the Fitness Suite 

is now included in lessons. The pupils are invited to enjoy the 

facilities after school. 

The modern, well-equipped Fitness Suite aims to assist pupils 

in both their study and reaching desired fitness levels, ensuring 

that all ages and abilities are confident within this environment. 


Gifted and Talented provisions at Penair - Frequently Asked Questions 

Penair School has always recognised that able students have particular needs and has maintained a School Policy statement 

concerning this. All students at the school are considered for recognition as being “Gifted”, “Talented” or “Higher 

Achievers”. 

What is the Gifted and Talented register? 

The Gifted and Talented Coordinator maintains a register of students who fall into the top 5% of academic ability. This is based on 

national statistics concerning performance in objective tests. These tests include KS2 information, “MidYis” and “Yellis” tests. 

We also have a register of those students who show Talent in performance subjects, including Dance, Drama, Art, PE and 

Music. Each faculty at Penair creates a list of their own “High performing” students. Students who are recorded as such by two or 

more faculties will be included in the school register of Gifted and Talented students. If your child has already met these criteria, you 

will have received a letter from the gifted and talented coordinator stating this. However, the register is updated frequently. A written 

letter will always be sent home when a new student is added to the register. 

How can I contact the Gifted and Talented Coordinator? 

By telephoning the school to arrange an appointment or by using the email address: enquiries@penair.cornwall.sch.uk 

How is the Data used by the School? 

Each teacher at Penair has access to this data so that they can prepare lesson materials that will be designed to provide challenge 

and so meet the needs of students of all abilities within the class. The data is also shared with students during their academic reviews. 

This enables students to understand their strengths and to set challenging but realistic targets. 

How does the School provide for the needs of able students in the classroom? 

The school has organised specific training for teachers and teaching support staff on how best to meet the needs of able students in 

the classroom. This explores key areas, such as using graded success criteria and setting skills-based learning objectives as well as 

problem solving approaches to learning. It should be emphasised that this is the key manner in which we provide for our students. 

Students will find that work will be differentiated to provide increasingly challenging work to those who are able to successfully engage 

with such work. When it is appropriate, students will be given the opportunity to take additional courses (such as A/O level Critical 

Thinking) or to take examinations earlier than their peers. 

How is provision beyond the classroom catered for? 

We also provide opportunities for students to extend their involvement through the many clubs and activities that may engage students 

who wish to spend extra time following their particular interests. In particular, we hope that the Leadership programmes in Science, 

Maths, Geography, the Arts and Sports will enable students to show greater independence, responsibility and sense of community 

as well as developing their subject skills. These are open to all students, not only those on the register. 

In addition, we may, from time to time, invite some students to take part in extra programmes and projects. These may be 

varied in nature and often involve one-day activities. Examples may include attending a Science conference at the Eden Project, 

taking part in a music workshop activity or taking part in a residential study camp at a University. Finally, each year we run a Summer 

School programme. This is a 5 day course that takes place during the first week of the Summer Holiday. While each of the 

programmes offered has a curriculum theme, the activities are designed to offer a high degree of challenge incorporating individual 

problem- solving strategies. In 2011 we offered courses in, Sculpture, Drama theatre workshops, Science, Creative Writing and Music 

Technology. Penair School is currently working to bring quality resources and activities for able students to our locality. 

Penair School is also working closely with our primary partner schools and Truro College to ensure that provision for able 

students is maintained across all three phases. 

How Does Penair School work with 

National Institutions? 

Penair School has fully supported the national programme 

for Gifted and Talented education, in particular through involvement 

as a High Performing Specialist School (HPSS). 

We have been awarded “Lead School” Status for Gifted and 

Talented education by the Specialist Schools and Academies 

Trust. 

Since 2003 Penair School has worked constructively 

with the national bodies by taking a collaborative approach 

for Gifted and Talented education, contributing to 

national conferences, providing support to other schools 

wishing to enhance their practice and developing our own 

enhancement programme for students. Penair School 

works constructively with its Student Council body to seek 

further improvements to provision. 

“Outstanding care, guidance and support for students results from the school’s emphasis on 

meeting their individual needs as much as possible.” (OFSTED 2009) 

15 


The School 

Personal Guidance 

Children entering Penair will be placed in a tutor group in 

which they will remain during their time at school. Each 

year group has a Director of Learning who works closely 

with the Senior Management Team and each tutor. 

Should you have any query concerning any 

aspect of your child’s development, or should any 

problem arise, please contact your child’s Director of 

Learning and he or she will be only too happy to see 

you. All members of the Leadership Team welcome 

the opportunity to see parents over matters which 

parents feel warrant their particular attention. To avoid 

inconvenience to parents it is advisable to arrange an 

appointment through the School. 

Further individual guidance is offered through 

the most appropriate route such as the Learning Centre; 

the Bywva (Health) centre; external agencies and the 

involvement of organisations like Targeted Youth 

Support or the Child and Adolescent Mental Health 

Service. 

Further individual guidance is offered through 

the most appropriate route such as the Learning Centre; 

the Bywva (Health) centre; external agencies and the 

involvement of organisations like Targeted Youth 

Support or the Child and Adolescent Mental Health. 

Service. 

16 

Outcomes for students are outstanding 

(OFSTED 2009) 

International Dimension 

Penair is designated as an International School by 

the British Council in recognition of the number of 

international activities it undertakes across the school 

both within and outside the curriculum. 

Our students and teachers work on 

collaborative projects with schools in Spain, Sicily, 

Poland and Germany. Our school is linked with a 

school in Yunnan Province, China; we are developing 

Mandarin Chinese and inter-cultural understanding 

through this link and through participation in immersion 

programmes. 

Penair participates actively in the Cornwall- 

Malaga twinning programme, with teacher and student 

exchanges. Annual student exchanges take place with 

France and Germany. We also continue to develop 

links with a South African Township School, Kasselsvlei 

in Capetown. Developing global awareness and the 

use of ICT are intrinsic to the international dimension 

at Penair. 


The School Security of Personal Belongings 

Transport 

Buses coming from Feock, Devoran, Carnon Downs and 

Playing Place continue their journeys to Penair after first 

dropping adult passengers in Truro. The bus from Trispen 

goes via Penair School en route to Truro Bus Station. A 

school contract bus links Tresillian with Penair School. 

Students using these buses are collected from school at the 

end of the afternoon session. Students living in Truro can 

catch a bus which goes into town. These arrangements are 

always liable to change and parents who have any queries 

should contact the Area Transport Officer, County Hall, 

telephone 0300 1234 100 or the bus company. 

There are regulations entitling students to free 

school transport. If you are a low income family (i.e. your 

child is entitled to free school meal or you are in receipt of 

the maximum level of Working Tax Credit) your child may 

be entitled to free school transport if he/she is attending 

Secondary School between two and six miles away from 

home. If you think this may apply to your child, please 

put your request for transport in writing to the Admissions 

& Transport (Policy) Team, Services for Children, Young 

People and Families, County Hall, Truro, TR1 3AY. 

If your child is currently in receipt of free school 

meals no evidence of entitlement is required, otherwise 

please send a photocopy of evidence of your current 

entitlement to benefits. Please note that this entitlement 

is subject to review each year. Students may also cycle 

or walk. Whilst every reasonable precaution will be taken 

to safeguard bicycles, there are no funds available to 

compensate owners should damage occur. Cycle helmets 

and lights should be used; permission should be sought from 

the School Office. Finally, parents who drive their children to 

School are asked to drop them at the car park provided for 

this purpose, situated at the end of the School furthest from 

Truro, next to the bus bay. Please do not use the visitors’ car 

park at the front of the School or the entrance to either car 

park. 

17 

Lockers are available to students who want them (10 x 15 x 15 

inches). Parents are advised to provide a padlock. Although 

the school will do its best to safeguard students’ property, the 

school cannot be held responsible for any loss. Particularly 

expensive or attractive items should be left at home. All property 

should be clearly marked with the student’s name. 

School Meals 

Our dining room is achieving a national reputation. Students 

are encouraged to try everything on our exciting and creative 

menu, especially those crops grown in the school gardens. The 

majority of our food is locally sourced. Students may buy as 

much or as little as they wish at morning break or lunchtime. 

Details concerning provision of free school meals for 

those who qualify may be obtained from the Schools Section at 

County Hall. 

Medical and Dental Inspections 

Please note that, in common with most schools, we do not 

have a nurse on the staff. Parents are asked to give information 

which will enable the School to contact them in the event of an 

emergency. In such cases, first aid will be administered by 

qualified first aiders, and, if necessary, the injured student will 

be taken to hospital and the parents informed. 

Medical examinations take place when necessary 

and parents will be invited to attend. Any parent who so wishes 

may obtain a consultation with a School Doctor through the 

appropriate Director of Learning. Parents are particularly 

asked to help the School keep emergency information up to 

date by letting the school office know of any change of address 

or telephone number. Parents are also asked to pass on to the 

School via the tutor or Director of Learning any information 

that could have a bearing on a child’s health, happiness or 

academic performance. 

In the event of their child’s absence, parents are 

asked to inform the school immediately by telephone or in 

writing. The student planner can be used for this purpose. 

School Dental checks are organised by the Dental Service. 

Parents are welcome to attend. Appropriate notification will be 

given in advance by the Dental Service. 

The use of the new Integrated Health centre, known as Bywva 

(Place of Life) is published separately. A sample of activities 

utilised at the Bywva Centre include:- 

Weekly (from March) School Nurse clinics 

Weekly Brook Clinics 

ADHD doctor 

Volunteer mentor 

Hearing support 

Speech Therapy 

Hear Our Voice 

Drama Therapy 

CAMHS (Child and Adolescent Mental Health Services) 

Youth Service 

Yz-Up 

Share Counselling 

White Gold 

Penhaligon’s Friends 

Cruse 

Intercom 

Co-ordinator appointments (mentoring, advice & guidance) 

Wii-fit & dance sessions 

Relaxation 

Foot massage (student led) 

C-Card 

Self-esteem group 

Peer mentoring 


THE LEARNING ENVIRONMENT 

One of the most important features of an effective school is the climate within which the learning takes 

place. The behaviour of students in and around the School is critical in setting and maintaining this climate 

or ethos. It is for this reason that we have a Code of Behaviour. “The one rule for all of us in school is: 

everyone will act with courtesy and consideration to others at all times”. Our code then defines what we 

mean by this and explains our high expectations: a breach of courtesy or common sense is deemed to be 

a breach of school discipline. The behaviour of students in uniform but out of school reflects directly on 

the School as much as on the students themselves. The staff take a serious view of any student bringing 

the name of the School into disrepute. 

Behaviour - Rewards and Sanctions 

Children find pleasure in being esteemed and 

valued, especially by their parents and those 

whom they depend upon. This concept is 

embedded in our school’s mission statement and 

as a part of our Behaviour Management Policy, 

which emphasises the need to celebrate positive 

behaviour as well as academic achievement. 

Penair is a Lead Behaviour School. 

Sanctions 

However, we must also have a sequence of 

sanctions relating to unacceptable behaviour and 

underachievement. The sequence has stages which 

progress from an individual member of staff acting 

independently, giving a reprimand through faculty 

and school detentions. After school detentions will 

always be notified in advance by an official letter, 

explaining the reason for the detention. The final stage 

of permanent exclusion by the governing body is in 

accordance with the Local Authority guidelines. A copy 

of the Rewards and Sanctions document is available 

on request from the School. 

Rewards 

Praise is always effective as a reward. It is most 

effective when it is sincere and natural; spoken and 

written praise are therefore encouraged. Positive 

letters or postcards home from members of staff 

concerning house points gained, excellent interim 

reports and sustained good work are examples of this. 

18 

House point marks are awarded in Years 7, 8 and 9 with 

commendations in Years 10 and 11. These are awarded 

for: 

• good work / sustained effort 

• commitment 

• contribution to the school 

• leadership 

Improvement Priorities 

Behaviour is outstanding 

(OFSTED 2009) 

Colours are awarded for sustained commitment to 

extracurricular activities in sporting activities, such as 

football, rugby, netball, hockey, cricket, table tennis/ 

badminton, tennis and athletics in addition to music, art, 

dance and drama. 

In Year 11 all students have the opportunity to 

be prefects and are expected to act as good role models 

to younger students. They also assist with duties and 

engage in leadership opportunities. These would include 

organising school events, escorting visitors to the school, 

and acting as ambassadors at external functions. 

Each summer the Annual Prize Day is held to 

celebrate the successes of our students. Prizes are 

awarded for academic achievement, perseverance 

and endeavour. In addition, awards for services to 

the community and outstanding contributions in sport, 

leadership, musicianship and enterprise are presented. 

Further recognition of student achievement may 

be acknowledged through nominations for the Truro and 

Roseland Learning Community Awards (TRLC), The 

Diana Awards and the Lions Cup. Student Leadership is 

encouraged across the school. 


THE LEARNING ENVIRONMENT 

Learning Centre 

The Learning Centre is an area which is different from 

the traditional classroom environment, but with all the 

facilities to enable students to access the mainstream 

curriculum. It provides a ‘safe haven’ for students 

experiencing emotional difficulties and can support 

the child by offering mentoring and counselling using 

in-house expertise and volunteers from within the 

community. 

It also offers students who have been struggling 

in class with an area to ‘time-out’ and discuss problems 

that have arisen within the lesson. The student is then 

returned to normal lessons in a more positive frame of 

mind. 

It provides support for parents and students 

during transition between KS2/3 and KS3/4 and is 

open during break and lunchtime for anyone in school. 

Students from all years can be referred to the Learning 

Centre for many varied reasons and it links closely with 

the SENCO, Pastoral Support Workers and Learning 

Mentors in supporting the child’s education. 

Extra-curricular activities are offered 

throughout the year to enhance social skills and to raise 

self-esteem and link closely to other outside agencies 

such as Dreadnought, Young People Cornwall and 

Elemental UK. 

19 

The Library 

The recently refurbished Library is situated in the 

centre of the school, and provides a calm and relaxed 

environment, away from the usual hustle and bustle 

of school life. Open before and after the school day, 

it is also available to students and staff at breaks and 

lunch-times, for quiet study, reading or using the 

computers. Classes are often booked in to use the 

Library and its resources, which include a wide selection 

of books, DVDs, newspapers, magazines, computers, a 

scanner, and a large-screen DVDplayer/TV/computer, 

which also helps makes it a popular venue for meetings 

and other activities. Book boxes can also be provided for 

classroom use. Students are encouraged to make their 

own searchs for books using the online touch-screen 

catalogue, and to request new books or DVDs for the 

Library to buy. 

Safeguarding Our Children 

& Young People 

Schools have a duty of care to the children who 

attend and there may be occasions when the school 

feel it necessary to contact Children’s Social Care 

or other agencies. We will endeavour whenever 

possible to speak to you in order to work together to 

provide the support you and your child needs. The 

designated safeguarding officer is Mrs Jill Longden 


BYWVA CENTRE 

Bywva (‘a place of life’) was officially opened by Prince 

Charles, the Duke of Cornwall and the Duchess of Cornwall 

in July 2009. One of the first three school-based Integrated 

Health Centres in the UK, it was funded through a creative 

partnership headed by the Duchy Health Charity, the students 

are fully engaged in every stage of decision-making. 

The Bywva Centre concept aims to bring together 

professionals from health and education to explore ways of 

enhancing the lives of young people, encouraging them to 

take increasing responsibility for their own wellbeing. 

Since opening its doors to the whole school community in 

September 2009, Bywva has established itself as a hub for 

opportunities and activities related to health and wellbeing, 

providing confidential services and a place to feel safe and 

relaxed. 

ENVIRONMENT AND WELLBEING 

At Penair the wellbeing of individuals, their social groups, society 

and our environment are of fundamental importance and underpin 

everything we do. We encourage and implement this awareness 

in many different ways throughout our curriculum, our pastoral 

system and in the wide range of other school activities. Our 

students are involved in planning and implementing the school’s 

wellbeing strategies and projects. 

20 

The school has a raft of mentoring and support systems which 

include: provisions for students with special educational needs 

and for gifted and talented students; numeracy and literacy 

programmes; pastoral support workers; child and family support; 

dyslexia support; behaviour support and personalised programmes 

for individuals. 


BUSINESS & ENTERPRISE CENTRE 

The “Business and Enterprise Centre” has been open for two 

years and has been a significant asset to the schools facilities. 

The centre boasts two computer suites, with a capacity 

to seat 60 students at desk top computers, and a central breakout 

area. This has circular desks & a large drop-down screen 

which has been used for county conferences, demonstrating 

software, staff training and inter-school teacher training. In 

addition there are two classrooms for Business Studies & Work 

21 

Related Learning. These are also equipped with computers and 

complimented by a series of laptops which takes the number 

of computers in the Centre to 100. There is also a specifically 

designed “Apple Mac Suite” which is used for specialist media 

& design courses. The venue provides a fantastic, state of the 

art, learning environment which is available for use by external 

partners. 


PARENTS AND THE SCHOOL 

We believe that students are more likely to develop into mature young adults if they form 

part of a caring community that fosters good relationships with the home, and between 

students and staff. To this end we look forward to close co-operation with parents. We 

welcome them to the School, not only on arranged parents’ evenings, or when a problem 

arises but also in supporting sporting fixtures, school productions, concerts and recitals, 

fund raising, social events or merely to find out about our school. 

The Association of Parents and Friends of Penair School works to achieve good relationships 

between parents and the School and between parents themselves. All parents are 

members of the Association. The full list of the current committee appears elsewhere in this 

prospectus. 

Information about the Association of Parents and Friends of Penair 

School can be found on page 23 overleaf. Information about the 

school’s -governing body can be found on pages 28 and 29. 

Assessment and Reporting To Parents 

The School has a policy on assessment. The aim is to assess 

for learning as well as make assessments of learning. Students’ 

achievements are recognized and built upon. The Teacher 

Assessment aspects of the National Curriculum requirements 

take place as a natural and integral part of each faculty’s 

programme. 

The parents of all year groups at Penair will receive a 

full report during the course of an academic year. This report 

gives a detailed comment in each subject, and suggests ways 

in which work and progress can be improved. 

Parents will also receive assessments of their child’s 

progress and targets they are working towards. These will 

be published according to the school timetable to coincide 

with parental consultation evenings where the results can 

be discussed with the child’s teachers. All students have a 

minimum of three opportunities to take part in an Academic 

Review per year. This is a 1:1 conversation with a teacher to 

discuss progress and set realistic and meaningful goals that are 

shared with parents. 

Anti-Bullying Policy 

Penair School will never knowingly allow bullying to exist 

and therefore it is the policy of this school: 

• to develop a school ethos that makes it clear to every 

one that bullying is unacceptable, and will be 

confronted 

• to develop school procedures and systems to prevent, 

detect, record and deal with bullying 

• to support the pupils who are bullied and assist them 

towards more positive attitudes to themselves, and to 

wards more assertive behaviour 

• to emphasise to a pupil reported as exhibiting bullying 

behaviour that what they are doing is wrong 

and to help them towards more sociable 

behaviour 

• that all staff should provide role models exhibiting 

positive behaviour in the furtherance of this policy, i.e. 

consciously taking care not to say or do anything 

which could compromise this policy. 

22 

TERM DATES 

Autumn Term 2012 

Monday 3 September – Friday 21 December 2012 

(Half-term 29 October – 2 November) 

Spring Term 2013 

Monday 7 January - Thursday 28 March 2013 

(Half-term 18 - 22 February) 

Summer Term 2013 

Monday 15 April - Tuesday 23 July 2013 

Half-term 27 June – 31 June 

Staff Training Days 

Students NOT in school 

Monday 3 September 2012 

Tuessday 4 September 2012 

Friday 26 October 2012 


LINKS WITH THE COMMUNITY 

Community Links and 

understanding are significant 

themes at Penair. 

Whilst much excellent 

work is already being 

done, we are furthering 

opportunities to integrate 

the educational experiences 

of the school with 

other educational establishments 

(including 

our International Partner 

Schools and also through 

our Comenius links) and 

with that of the wider community. 

We 

offer students the opportunity 

of relating their studies to 

their own experiences and 

also to appreciate their cultural 

heritage. This is done 

through a variety of extracurricular 

activities during 

the lunch hour and after 

school as well as through a 

timetabled Outdoor Education 

entitlement within the 

curriculum during Years 7, 8 

& 9. In addition to teaching 

students to take their place 

in the community as responsible 

and active citizens, 

Penair also provides a focus 

for much community activity 

ranging from Adult Education 

classes to various clubs 

using our extensive facilities. 

At Penair we pride 

ourselves in our high quality 

provision of both formal and 

community education. 

The Association of Parents and Friends of Penair School 2012 

President Dr B J Vann 

Chairperson Lynne Bray 

Treasurer Kate Crofton 

Secretary Sarah Butter 

Governor Representative Simon Vage 

The objects of the Association are to advance the education of the pupils of the school by providing and assisting in 

the provision of facilities and education at the school not normally provided by the Local Education Authority. The 

Association will: 

• foster relationships between the staff, parents and other associated with the school 

• engage in activities which support the school and advance the education of the pupils attending it. 

Membership is open to:- School Governors, the Teaching Staff, Parents, Support Staff and those who wish to support the 

Association in its aims and objectives. 

23 


STATISTICS 

Key Stage 3 Expected Levels of Progress 

English 69% school achieved expected levels of progress 

71% national achieved expected levels of progress 

Maths 73% school achieved expected levels of progress 

64% national achieved expected levels of progress 

School Results 

Attendance Information (for the period September 2011 - May 2012) 

Total number of pupils of compulsory school age on roll for at least one session 1183 

Percentage of pupil sessions (half days) missed through authorised absence 4.9% 

Percentage of pupil sessions missed through unauthorised absence 0.3% 

GCSE PERFORMANCE 

PENAIR SCHOOL 2011 

24 

BOYS GIRLS TOTAL 

No. of candidates 110 129 239 

Students achieving 5 or more GCSE at 

grades A* to C 


Grades A*-C including English and Mathematics 

%. 


grades A* to G % 


grades A* to G % 

Physical 

Education 

The table below shows the percentage of pupils at each level at the end of Key Stage 3 2012. The number 

of pupils at the end of Key Stage 3 is 245. 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 Pupils 

Disapplied 

English 0 0 0 2 4 27 40 25 2 0 0 0 

Mathematics 0 0 0 3 10 21 30 31 5 0 0 0 

Science 0 0 0 0 5 30 35 28 0 0 0 0 

Modern Foreign Languages 0 0 0 2 15 50 31 0 2 0 0 0 

Design and Technology 0 0 0 0 7 42 41 10 0 0 0 0 

Geography 0 0 0 0 7 34 41 16 2 0 0 0 

History 0 0 0 3 7 38 46 5 1 0 0 0 

Art and Design 0 0 0 0 4 21 54 20 1 0 0 0 

Music 0 0 0 0 3 61 33 2 0 0 0 0 

Sport, Health & Fitness 0 0 0 2 4 41 45 7 1 0 0 0 

Religious Education 0 0 0 3 3 26 47 42 0 0 0 0 

Citizenship 0 0 0 0 5 20 53 21 1 0 0 0 

W represents pupils who are working towards level 1, but have not yet achieved the standards needed for level 1. 

EP represents exceptional performance 

67% 78% 73% 

55% 68% 62% 

99% 98% 98% 

100% 99% 100% 

Pupils 

Absent 

Examination entry policy - see page 28 


School meals include produce 

grown on our large site, local 

produce and a wide range of 

healthy foods often served 

in the context of an exciting 

theme such as hedgerow 

days or the food of a culture 

or nation. 

Destinations of Year 11 Leavers 2012 

Count % 

Staying at School 5 2.20 

Further Education College 214 93.0 

Apprenticeships 5 2.20 

Employment without training 2 0.90 

Unemployed 4 1.70 

NEET 1.70 

Not Known 0.00 

Total 230 100.00 

A young person who is “staying at school” is continuing Further Education 

within a School or 6th form provision or repeating Year 11 (a small 

number of instances). 

25 

The information in this booklet was correct at the time of printing. 

It was prepared for the academic year 2012/13 but exam 

results data 2012 is not available until October 2012. It is 

hoped that no fundamental changes will take place either prior 

to or during this academic year but these cannot be predicted. 

A further booklet “Information for Parents” about how parents 

can help to improve their child’s education is available at the 

New Parent’s Evening in July. 


School Dress 

It is the policy of the Governors that all pupils at Penair will wear the correct school uniform. 

All possessions are brought to, or left at Penair School at your own risk, they are not covered by insurance and we 

would advise that home contents insurance policies cover all items. This is particularly relevant to bringing portable 

electronic devices into school. 

GIRLS BOYS 

Atlantic blue blouse Atlantic blue shirt 

Penair tie Penair tie 

Penair pleated navy school skirt 

(Keywear & Trevails only) 

Penair school trousers (Keywear only) 

Dark grey trousers (not black) 

Grey or navy socks or tights Grey, blue or white socks 

OPTIONAL 

Optional (Keywear & Trevails only) 

Atlantic polo-shirt with logo (Summer term and first half Atlantic polo-shirt with logo (Summer term and first half 

of Autumn term) (Keywear & Trevails only) 

of Autumn term) (Keywear & Trevails only) 

Penair blue blazer with logo (Keywear & Trevails only) Penair blue blazer with logo (Keywear & Trevails only) 

Penair girl’s jumper with logo (Keywear & Trevails only) Penair boy’s jumper with logo (Keywear & Trevails only) 

Penair girl’s cardigan with logo (Keywear & Trevails only) 

Penair blue fleece with logo (Keywear & Trevails only) Penair blue fleece with logo (Keywear & Trevails only) 

Footwear: 

Both boys and girls must have black, brown, blue or grey school shoes. (Boots or trainers are NOT allowed). Girl’s 

shoes must be flat soled. 

Earrings and jewellery are unsuitable and unsafe for school wear and should not be worn. However we do allow students 

to wear one stud in each ear. Similarly hair should be of a natural colour and worn in a conventional style. 

We ask for parents’ co-operation in these matters 

SPORTS KIT 

There is a standard Sports, Health and 

Fitness kit that is required for all lessons. 

As you can see, the pupils look smart, 

modern and professional for their lessons. 

We have two exclusive suppliers of 

our kit; 

Boys PE Kit 

Whirlwind Sports, Lemon Quay, Truro. 

Girls PE Kit 

Keywear, Francis Street, Truro. 

Parents need to visit these establishments 

as they stock our kit on the shelves. Our 

suppliers will be present on the intake 

evening for sizes and order forms etc. 

Boys and girls have different kit 

requirements due to the different nature of 

the curriculum that they follow. 

ALL ITEMS SHOULD BE CAREFULLY MARKED WITH THE STUDENT’S NAME 

26 


Drugs, Sex and Relationships Education Policy 

Sex and Relationships Education Policy 

Rationale 

It is the policy of the School Governors that all students will follow a programme of Sex and Relationships Education. The governors 

feel that the school must help young people to come to terms with the problems of growing up, by giving them the facts unambiguously, 

in a relaxed, secure environment in which they can confidently ask questions and be assured of answers. Sex and Relationships 

Education should be part of the students’ personal, social and health education but calls for sensitive teaching, as it is a complex 

issue with strong moral, legal, religious and cultural considerations. This involves acknowledging that sex education should not only 

give information and increase understanding, but that it should also promote responsible behaviour, combat abuse and exploitation, 

cultivate the ability to make informed decisions and develop education skills for future parents and child carers. 

A Sex and Relationships Education policy should be concerned with helping young people to examine their own and others’ 

attitudes and to make informed decisions about their lives. It is a developmental process which will have begun prior to secondary 

school. Research has shown that knowledge about sex does not increase unprotected sexual activity in young people, but instead 

leads to more responsible and informed behaviour. 

Aims 

To have a programme of sex education which: 

• Supports young people through their physical, emotional and moral development. 

• Discusses matters wholly within the context of loving and caring relationships, while being sensitive to the fact that some children 

in our care are from a variety of home backgrounds and may have limited understanding and experience of such relationships. 

• Educates for responsible parenthood an adolescence in such a way that encourages all students to have due regard to the value 

of a stable family and secure home environment. 

• Meets the needs of all individuals, including awareness of differing moral, cultural and religious values. 

• Endeavours to involve parents and other interested parties in sex education issues, whilst complementing and supporting the 

roles of parents who are key figures in helping children with physical and emotional aspects of growing up. 

• Promotes health and hygiene. 

• Creates an environment in school within which trust and confidence are assured. 

Please contact the Headteacher if you have any concerns or would like to withdraw your child from these lessons. 

Drugs Education and Drugs Related Incidents Policy 

It is the policy of the School Governors that all students will follow a clearly structured and well resourced programme of drugs education 

as is appropriate to their age and development. The School has a policy concerning action to be taken in cases of drug related 

incidents in school and cases of suspected drug use by students. 

• The school does not condone either the use of drugs or alcohol by members of the school nor the supply of these substances. 

• The school is committed to the health and safety of its members and in all cases will take action to safeguard their well being. 

The school will consider each substance incident individually and recognises that a variety of responses will be necessary to deal with 

incidents. The school will consider carefully the implications of any action it may take as it seeks to balance the interests of the student 

involved, the other school members and the local community. Both disciplinary and pastoral action may be taken. 

Responses 

The Headteacher is responsible for the Drugs Policy and Responses, for liaison with the Governing Body, Parents, LEA and appropriate 

outside agencies. The Headteacher will report a serious incident to the Chair of Governors who will decide who else needs to know. 

• In all cases of Drug related incidents, including alcohol and tobacco, parents will be contacted at the earliest opportunity. 

• Illegal drugs related incidents will be reported to the Police who will remove any substances from the school for identification in 

accordance with the law. 

• The Local Authority will be informed in the event of criminal proceedings or exclusion. 

• A referral may be made to the Education Welfare Officer, Educational Psychologist or the Freshfields Service. 

• While our investigation is proceeding the student(s) will be excluded from the school. Re-admittance to the school, and conditions 

within which this may be permitted, will be a matter for the Governor and Headteacher to decide. 

• Following investigation and disciplinary procedures, permanent exclusion should be expected for offences involving illegal substances.. 

Single Equality Scheme 

The Single Equality Scheme brings together the School’s approach for promoting equality in our policies and procedures and, most 

importantly in our day to day practices and interactions with the whole School community. Our scheme includes pupils, staff, governors, 

parents, carers and all those within our extended school community. We acknowledge that it is very important for us all to 

work together in achieving our aim of being fully inclusive and accessible and ultimately in providing a quality learning experience 

for our children. A copy of the Scheme is available on request and there is also a link to the scheme via our school website. 

ALL PENAIR SCHOOL POLICIES CAN BE VIEWED ON THE SCHOOL WEBSITE 

27 


DIRECTORS OF PENAIR SCHOOL – AN ACADEMY 

The Directors meet, as a full group, at least once a term and more often in committees. There are two committees at 

present: Raising Achievement and Business and Enterprise. 

It is the Directors (governing body) that manages the academy on behalf of the members of the academy trust, its key 

responsibilities are to 

• ensure the quality of educational provision; 

• challenge and monitor the performance of the academy; 

• manage the academy trust’s finances and property; 

• employ staff; 

• comply with (and ensure the Trust complies with) charity and company law; 

• manage and comply with the obligations in the Funding Agreement 

Directors have legal duties, powers and responsibility. They can only act together, they cannot act individually.The names of all the 

Directors are overleaf and the group are made up of the following: 

3 members - Chair 

Vice-Chair 

Headteacher 

Other Directors are a cross section of people from varying backgrounds, but the group must never have less than 2 parent 

Directors. 

The minutes of the Directors’ meetings are in the school office for anyone to read. 

Complaints 

Parents who are unhappy about anything at school should contact us at once. Usually the first point of contact will be the 

child’s Director of Learning. The Headteacher will always meet concerned parents in order to resolve difficulties. A parent 

who is still not satisfied should contact the Chair of Governors (or another member of the Governing Body). Names and 

addresses of Governors can be found in the prospectus or obtained from the school office. 

Examination Entries 

It is the policy of the governors that every student has a right to be entered for a public examination in each course which 

they successfully complete. The school will pay the fees associated with such examinations 

It is also the governors’ policy that if a student who has been entered for an examination fails to attend the examination 

then the school will attempt to recover the fees which have been paid. 

28 


PENAIR SCHOOL DIRECTORS 2012 - 2016 

Mrs F Blundell “Westaways”, 5 St Michael’s Road, (H) 573571 

(01.09.12 - 31.08.16) Perranporth, TR6 0HG 

Mrs S Cadge (Vice-Chair) 12 Cotsland Road, Truro, TR1 1YR (H) 270909 

(14.09.08-13.09.12) (W) 511600 

Mrs E Cook East Calvadnack, Calvadnack, Carnmenellis, (H)01209 861063 

(03.05.11-02.05.15) Redruth, TR16 6PW (W) 274737 

Mr J Elford The Pillars, Mitchell, Newquay, TR8 5AT (H) 510243 

(15.09.08-14.09.12) (W) 01326 270885 

Mrs S Hosking Lesperrow, Merther Lane, St Michael Penkevil (H)530244 

(19.10.09-18.10.13) (W)323189 

Mrs J Lawrence Trennick House, Truro School, Trennick Lane (H)01209 822184 

(28.09.09-27.09.13) TR1 1TH (W) 323350 

Mr D Matthew 9 Trewinnard Grove, Truro, TR1 3RQ (H) 241881 

(06.09.10 – 05.09.14) (W) 265814 

Mr B Pilcher 23 Castle Drive, Falmouth, TR11 4NF (H) 01326 218399 

(22.10.08-21.10.12) (W) 560738 

Mrs L Rogers 41 Trevithick Road, Truro, TR1 1RX (H) 260315 

(01.09.10-31.08.14) (W) 862657 

Mrs J Parker Woodland Place, Lower Tregurra Farm, (H) 

(24.03.10-23.03.14) St Clement, Truro, TR1 1TG (W) 530583 

Mr S Smith 21 Cornubia Close, Truro, TR1 1SA (H) 262569 

(01.10.10-30.09.14) (W) 

Mr G Spencer 8 Trelawne Road, Carnon Downs, Truro (H) 863817 

(19.05.12-18.05.16) TR3 6HP (W) 254604 

Mr N Standen 8 Bishop Temple Road, Truro, TR1 1YP (H) 223205 

(23.06.12-22.06.16) (W) 276644 

Mr S Vage 5 Bishop Temple Road, Truro, TR1 1YP (H) 450334 

(30.11.09-29.11.13) 

Mr N Vincent Sparnock Cottage, Kea, Truro, TR3 6EB (H) 275261 

(01.09.12-31.08.16) 

Mr S Walker 18 Rosparc, Probus, Truro, TR2 4TJ (H)01726 884318 

(06.02.12-05.02.16) 

Mrs E Winser Cuby House, Cuby Road, Tregony, Truro (H) 530117 

(01.09.11 – 31.08.15) TR2 5TN 

HEADTEACHER Dr B Vann 

COMPANY SECRETARY Mr G J Chappell 

BUSINESS & ENTERPRISE RAISING ACHIEVEMENT 

Mr D Matthews (Chair) Mrs L Rogers (Chair) 

Mrs S Cadge (Vice-Chair) Mrs F Blundell (Vice-Chair) 

Mrs E Winser Mr G Spencer 

Mrs J Lawrence Mr S Walker 

Mrs S Hosking Mr S Vage 

Mr S Smith Mrs E Cook 

Mr N Standen Mrs J Parker 

Mr N Vincent Mr B Pilcher 

Mr J Elford Mrs S Hosking 

Mrs S Cadge 

29 


CLUBS, ACTIVITIES AND OUTDOOR EDUCATION 

Traditionally the term outdoor education has been applied to activities out of doors which involve some 

degree of physical challenge and risk. However, the concept of outdoor education has widened and a range 

of activities now play an important part in providing and stimulating the learning at Penair. 

PHYSICAL EDUCATION FACULTY 

Cricket club 

Fencing 

Golf 

Table Tennis 

Netball 

Hockey 

Cheer Leading 

Badminton 

Rugby 

General fitness 

DESIGN TECHNOLOGY FACULTY 

Electronics Club 

Let’s Get Cooking 

KS4 Design Technology 

Woodwork Club Year 7 

Engineering Group (E2 with Mr Childs) 


STEM Club (Engineering) 


DT Club for Year 7 

Textiles 

ENGLISH FACULTY 

English 

Debating 

Media 

Poetry 

MUSIC FACULTY 

School Production Band 

Clarinet Group 

String Orchestra 

Samba Band 

Ukele Club 

Brass Ensemble 

Rock School 

Penair School Band 

Dance Club 

Guitar Hero Club 

Brass Club 

Keyboard Club 

Singing Club 

30 

MATHS FACULTY 

Maths Puzzle Club 

Mathematics - Get Your “C” 

Year 7 After School Club 

SCIENCE FACULTY 

Exploratorius Science Club 

Year 8 and 9 Science Club 

Science Leaders 

GCSE Astronomy Club 

DRAMA & DANCE 

Carrick Dance 

Drama 

GCSE Dance 

Dance Club 

Boys Dance Club 

School Play Rehersals 

ART FACULTY 

KS3 Art Club 

Art Club 

ICT 

Computer Arts 

MFL FACULTY 

Spanish 

French 

Languages Homework Club 

Chinese Club 

OTHER 

Gardening Club 



OTHER ACTIVITIES 

Homework Club 

GCSE Support 

Eco School 

Photography 

Citizenship 

Amnesty International 

31 

At the beginning of the school year a calendar of 

clubs and activities is produced and circulated, copies 

of which are available from reception. 



32 


NOTES 

33 


A39 

THE PENAIR NETWORK OF SCHOOLS 

The Truro and Roseland Learning Community 

11 

1 

2 

3 

4 

5 

6 

7 

8 

9 

10 

11 

A30 

9 

Falmouth 

Penair 

Archbishop 

Benson 

St Marys 

Tregolls 

Pencalenick 

Truro Nursery 

Bosvigo 

Kea 

Devoran 

St Erme w 

Trispen 

Truro College 

8 

6 

7 

Devoran 

3 

2 

Kea 

4 

10 

A39 

1 

TRURO 

11 

9 

Trispen 

8 

7 

5 A390 

Penair 

6 

10 

3 

2 

4 

6 

1 

3 

5 

7 TRURO 

Headteacher - Dr Barbara J Vann PhD 


St Clement 

Truro 

TR1 1TN 

A390 

Telephone 01872 274737 

Fax 01872 242465 

Email enquiries@penair.cornwall.sch.uk 

Website www.penair.cornwall.sch.uk 

2 

School 

4 

1 

St Austell 

Photography and Graphic Design by Idenna ltd www.idenna.com • 01841 520440 • Designed and printed in Cornwall Maps courtesy of Google

Prospectus - Penair School

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