Samuel Ryder Academy

2012-2013
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Samuel Ryder Academy
Education for a changing world
Part of the Sir John Lawes Academies Trust

Samuel Ryder Academy | Prospectus | 2012-2013
Welcome
Welcome to the first prospectus since the opening of the Samuel Ryder
Academy (SRA) and the beginning of an exciting new educational
development for St Albans.
Inspired by the values of our namesake, Samuel Ryder, our new
Academy is becoming a school at the heart of its community,
providing an outstanding educational experience for all its
students. Our ethos is one of challenge, fulfilling potential and
both creating and taking full advantage of a wide variety of
educational opportunities. We are aiming to be at the cutting
edge of educational innovation without losing sight of the
traditional values that need to be the bedrock of any successful
educational establishment.
You can read more about the Academy in the following pages,
but this can only give you a brief overview of our plans. If you
are interested by what you see and would like to learn more,
please do come in to visit us, and make sure that you keep
up-to-date with developments on our web pages. The world
around us is changing more quickly than we can imagine and
our children are on an exciting journey. It is our privilege at
Samuel Ryder Academy to help them arrive at their destination
as the best young men and women they can possibly be.
Overview
As an all-through school, providing education from 4-19 on the
same site, the Academy is uniquely placed to ensure the best
possible progression for its students as they move through
the Key Stages, and to use the best educational practice from
primary and secondary phases in order to address their needs
at all levels. By sharing good practice, expertise and
high-quality facilities across all ages, the Academy avoids the
dips associated with transition and provides challenge for the
most able, whilst ensuring extra support for those who need
it. In addition, our staff have the opportunity to develop a far
better understanding of our students than would normally be
possible as they progress through the different stages of
the Academy.
Most students join the Academy in reception or at Year 7,
although others may join the Academy community at different
stages. No matter what age a child joins Samuel Ryder, they
will receive the support and care required to help them achieve
standards of which they and the rest of the SRA community
can be proud. Academic and pastoral systems work together to
ensure that they receive an education as personalised to their
talents and needs as possible.
Claire Robins
Matt Gauthier
Headteacher
Vision and Values
Central to the vision of the new Samuel Ryder Academy is the
shared belief of the entire community that our young people
have the right to a transformational educational experience that
enables them, no matter what their starting point, to fulfil their
potential and realise their ambitions.
The values of Samuel Ryder Academy are summed up in the
ACE: Achievement, Care and Excellence. The ACE underpins
everything that we do and provides a secure basis for all we
strive to accomplish.
• Achievement in academic, artistic, sporting, cultural and other
pursuits with a focus on teaching and learning.
• Care for students, staff and others beyond the Academy
community.
• Excellent standards, manners, honesty, personal integrity
and uniform.
Our vision for our school is to produce responsible young
people of whom we can all be proud, who have achieved more
than they ever believed possible and who are prepared to make
a contribution to their local, national and global communities.
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“This is an exciting development
for the area and will improve the
educational opportunities for your
own and future children.”
Justin Donovan, Herts Director of Education
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Samuel Ryder Academy | Prospectus | 2012-2013
Background information
Our priorities
High standards in achievement can only come about through
a relentless focus on improving standards of teaching and
learning and this is the main focus for the Academy. We are
concentrating on developing and recruiting the highest quality
staff in all areas of the organisation to ensure that students
of all ages are stretched, challenged and supported in the
classroom through personalised and innovative teaching
approaches. Through the new Academy’s partnership with Sir
John Lawes, there are opportunities for leaders at both schools
to work together and also wider opportunities for individuals
to take on responsibility across both schools, which improves
recruitment and retention of strong teachers.
Our specialisms of English and New Technologies underpin
all our work. The English strand ensures that standards of
literacy are a focus and that, right from entry into the Academy
at reception age, students’ vital reading, writing, speaking and
listening skills are developed in order to enhance learners’
ability to access the curriculum. Through the use of new
technologies students are given extra support with numeracy
and ICT skills, not just in subject-specific lessons but also
across the whole curriculum. In addition, confidence and ability
in dealing with technological advances helps students develop
skills which will make them far more employable when they
enter the world of work. Both our specialisms are especially
helpful for students who join the Academy later, enabling them
to catch up with other learners if necessary.
About our namesake
Samuel Ryder
Samuel Ryder (1858-1936) was one of St Albans’ most
prominent citizens as a notable businessman, churchman
and local politician. His initial success came from his seed
trade but he was also interested in local politics and was a
local councillor from 1903-1916. He was elected as Mayor in
1905 and also served as a magistrate. Taking up golf for his
health, he sponsored many professional tournaments before
establishing, in 1927, the tournament that bears his name to
this day. He had trained as a teacher and was very involved in
Sunday Schools and the religious education of children.
As someone who combined an interest in education with great
entrepreneurial skills, a healthy lifestyle and a commitment to
his community, Samuel Ryder embodied many of the qualities
that we are looking to develop in students at the Academy and
we are proud to be associated with such an important
local figure.
About our sponsor
Sir John Lawes School
Sir John Lawes School is a high-performing secondary school
which has demonstrated a consistent record of improved
standards at all levels over recent years and was judged to
be ‘Outstanding’ by Ofsted. Key to this improvement has
been a flexible and innovative curriculum which has enabled
learners to follow individualised pathways to suit their abilities
and aspirations and has raised results whilst lessening
disaffection and underachievement. In addition, as a Teaching
School, Sir John Lawes has a reputation for excellence in
staff development that is being used to support Samuel
Ryder Academy in developing a programme of professional
development, thereby ensuring that learners receive a
consistently high-quality teaching and learning experience
during their time at the Academy.
Since 2009, Sir John Lawes has been a designated National
Support School, recognised by the DfE for its ability to work
with schools in more challenging circumstances to bring about
improvement. Most recently, Sir John Lawes School was the
Educational Sponsor for the new Bushey Academy in
South Hertfordshire.
You can find out more about Sir John Lawes School by visiting
their website: www.sjl.herts.sch.uk
“I’m really excited about using the ipad
and itouch in lessons and how
it will change our learning.”
Frankie Craig – Year 11 student
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“I want to be a dance teacher when I leave Samuel Ryder Academy so to have the
chance to be able to help with the Ballet classes for the younger children is brilliant.”
Beth Farrow – Year 11 student
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Samuel Ryder Academy | Prospectus | 2012-2013
The curriculum
Foundation Stage and Key Stages 1 and 2
The Academy teaches a broad and balanced curriculum at
all stages. In the Foundation stage we teach the Early Years
Foundation Stage (EYFS) and in Key Stages 1 and 2 we will follow
the National Curriculum.
Each class will be under the care of their class teachers for the
majority of their subjects and activities (particularly the youngest
students). However, the all-through nature of the Academy means
that students will have access to specialist teaching and facilities
in certain subjects, for example languages, PE, science or the
creative arts, far earlier than might be the case in other schools. In
addition, we encourage a ‘stage not age’ approach for students
so that they can work with others of similar ability not just the
same academic year. This will provide a challenge for some from
an early age and also mean that support can continue as long as
it is needed for others.
The Sixth Form
In the Sixth Form we offer a wide and stimulating range of AS
and A2 opportunities for our Sixth Form students. By working in
consortium with other local schools we are able to extend that
offer so that students have access to as broad a choice as
possible. Guidance and support, particularly at transition and
during the process of applying for university, is provided by the
dedicated team of Sixth Form staff. While academic excellence is
at the heart of everything we do, we also offer extensive
extra-curricular and enrichment activities to our students such
as the opportunity to take part in Young Enterprise schemes, the
Duke of Edinburgh Award scheme and many others.
Key Stages 3 and 4
At Samuel Ryder our Key Stage 3 curriculum lasts only two years
rather than the usual three. This enables us to be far more flexible
in the provision we can offer our students as they prepare for
their GCSEs. As a result of creating extra time at Key Stage 4
some students begin GCSE courses early, other students receive
extra support that couldn’t previously be fitted into the GCSE
programme, and we have a range of new courses introduced
to engage, enthuse and extend students. We believe that these
enrichment courses provide students with extra motivation which
impacts on their core studies and also allows them to get a taste
of subjects for which there used not to be room in the traditional
curriculum, hopefully sparking interests and creativity that will stay
with them throughout life.
“As one of the first Sixth Formers
of the Samuel Ryder Academy I’m
looking forward to helping to build
a school community and working
together with all members of our
new school.”
Nayem Abir – Year 12 student
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Samuel Ryder Academy | Prospectus | 2012-2013
Facilities and resources
Students at the Samuel Ryder Academy benefit
from excellent facilities and resources.
The Academy’s younger students will primarily be housed in brand
new purpose-built accommodation which will enable them to
learn in bright, flexible surroundings designed to create the best
possible learning environment. At the same time they will be able
to make use of the specialist facilities of the Academy’s secondary
accommodation, such as the science labs and numerous
ICT suites.
All students, but especially the older ones, benefit from the
Academy’s existing excellent facilities such as the industrystandard
food technology classroom and the outstanding sports
facilities including the sports hall with purpose-built dance studio
and the well-equipped gym. As part of the development of the
Academy a new learning resource centre will be created at the
heart of the school as a facility for all students.
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Personalised learning
and development
Every student is unique and the Samuel Ryder
Academy adapts to the needs of the individual.
We believe that students should have the opportunity to move
onto the next stage of their education at the time suitable to
them and should not be held back until they have reached
predetermined ages so that they are able to progress at the
pace and time most suitable for them. At secondary level this
includes fast tracking in certain subject areas or alternatively if
they are in need of extra support then this is provided.
The curriculum has been developed to be flexible allowing both
increased challenge and support as required. As students
progress and develop through primary years, the use of
specialist teachers and facilities increases. In secondary this
allows students to access a wide range of academic and
vocational subjects particularly at Key Stages 4 and 5.
We have a very experienced and well-qualified Learning
Support department who are able to ensure that students
with special educational needs maximise their full potential.
Appropriate arrangements are made for disabled students
to access all areas of school life.
“It’s an interesting time for us at the
Academy as many teachers are new
and we are using new technologies in
the lessons. I’m really looking forward
to seeing how the school develops.”
Where students are gifted or demonstrate a particular talent
in a certain area then a range of opportunities are in place for
them to maximise this potential. Being an all-through school
provides an increased range of opportunities in this respect.
We believe that we are developing the leaders for the future and
all students are able to take on leadership responsibilities such
as becoming a Form Representative, taking part in interview
panels and leading extra-curricular clubs.
An important aspect of personal development is
understanding one’s place in the wider society. We therefore
encourage all students to get involved in charity work and
fundraising. As well as giving students a strong sense of
community this also allows them to develop enterprising skills
relevant to them in later life such as time management
and organisation.
House system
The Academy has a very active House System. This links
students from different year groups and helps them to get to
know each other across the Academy. Students earn points for
their houses either through gaining merit marks for good work,
effort or behaviour or through joining in with specific house
competitions such as the general knowledge quiz, the tableaux
competition or the Battle of the Bands. Our House System is
a great way of promoting skills such as leadership, teamwork,
organisation and friendly competition.
Daniel Handscombe – Year 9 student
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Samuel Ryder Academy | Prospectus | 2012-2013
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Care, guidance and support
For children to maximise their potential and become successful students they
must feel happy, safe and supported.
From these foundations children are able to become creative,
confident, resourceful, resilient and motivated students, willing
to question and take risks. Frequently, these attributes will allow
students to achieve more than they thought they were capable of.
Along the way students will make mistakes and this is seen as part
of the learning process allowing improvement and refinement.
All students become a member of a form group comprised of
students of the same age and in the primary years much of the
learning takes place within this safe and nurturing environment
under the close guidance and support of a class teacher. At
secondary age, little is taught as a form group but the relationship
between the Form Tutor and the students in the form group
remains a key one and also forms an important link between home
and school. From the moment a child joins Samuel Ryder, the
Form Tutor maintains an overview of the child’s progress, both
academic and personal.
The important role of the Form Tutor is supported by a number
of other people in the school. This includes the Head of Year,
Key Stage Co-ordinators and senior staff. The expertise and
experience of other professionals such as the School Nurse,
Careers Advisor and School Counsellor are available and can be
accessed should the child need this kind of specialist support.
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Samuel Ryder Academy | Prospectus | 2012-2013
Extended learning opportunities
Striving for academic excellence is at the heart
of all we do at Samuel Ryder Academy.
However, we believe education is about much more than just
what goes on in the classroom. Students at the Academy have
the opportunity to take part in a wide variety of extended learning
opportunities such as theatre trips, field trips in the humanities
and trips to support language learning. Lunchtime and
after-school clubs are available, led by staff and students, to
support work in the curriculum and also to enable students to
learn new skills whilst having fun and making new friends. When
not in lessons, students take part in one of these activities, or
attend sports and music practices or rehearsals for a
school production.
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Student voice
Students of the Samuel Ryder Academy are
prepared to be the leaders of the future. They
develop their skills and aspirations by contributing
ideas, collaborating with staff and taking an active
role in decision-making across the school. Student
consultation has already influenced the choice of
name and badge for the Academy as well as the
uniform and numerous other important decisions.
All students have an opportunity to be part of the Student
Parliament and students are represented by the executive called
the Junior Leadership Team (JLT), under the oversight of the Head
Boy and Girl. The JLT has regular meetings, a formal constitution
and recognised members with representatives from all Key
Stages. Care is taken to ensure that the youngest students are
listened to as carefully as the oldest with sub-committees for the
different Key Stages where appropriate support is given.
This ensures a fair voice for all students, clear communication
links and an opportunity for everyone to contribute to key
decisions. Students on the JLT meet with their counterparts on
the Senior Leadership Team to enable them to make a prompt and
genuine difference. As a result, the experience of citizenship at
the Samuel Ryder Academy will prepare students to become fully
fledged members and leaders of our democratic society.
Not only do children who receive an education at the Samuel
Ryder Academy leave, as adults, ready to make their mark on the
world, but student voice also shapes the future of the organisation
itself. Staff at all levels listen very carefully to what the students
say and take action as a result. There are regular written and
spoken consultations about the curriculum, the quality of teaching
and learning, pastoral provision and other aspects of Academy
life. Students with strong views about important issues such as
sustainability and charity are encouraged to join and even set up
clubs and groups to help bring about change for the better in the
community. The Samuel Ryder Academy sets the pace in terms
of student contributions to educational improvement as part of its
constant drive for excellence.
“An all-through school is good
because you don’t have to change
schools - I didn’t like changing schools.”
Leon Hopkins - Year 8
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Samuel Ryder Academy | Prospectus | 2012-2013
Partnership with parents
Good relationships with parents are vital if children are to make the best
progress possible. A good partnership involves transparency, honesty and clear
channels of communication so that you are fully informed about your child’s
learning and development.
There are a number of ways in which parents can become
even more involved in their child’s education at Samuel Ryder
Academy. Some of the formal opportunities are listed below but
parents are encouraged to contact staff at the Academy at other
times if they have any concerns or queries.
Parent consultation evenings
Parents from all year groups are invited into the Academy once
a year for a formal consultation evening with members of the
teaching staff. These evenings allow discussion regarding student
progress, behaviour issues and targets for future success.
Parent information evenings
Various information evenings are held throughout the year where
we get together with parents to discuss the latest educational
issues facing their children. Our induction days and evenings allow
parents to begin their partnership with the Academy where they
meet staff and see the Academy for perhaps the first time. Further
information evenings for different age groups covering topics such
as internet safety, drugs and sex education are also arranged.
These complement our Academy-based information evenings
which include study skills and revision strategies for SATs, GCSEs
and beyond.
New Sixth Form students and their parents receive further
information evenings about supporting their start to Sixth Form
life, revision strategies and careers guidance.
Parent surveys
Electronic surveys of parental opinions will be carried out at
consultation evenings by teams of specially trained students.
Online surveys will also be used to gain parents’ views as part
of other specific projects.
Parent Governors
The Governing Body of the Academy includes a number of Parent
Governors who are there to represent the views of parents and to
ensure that parents have a say in the strategic decision-making of
the Academy.
Parents’ Association
A Parents’ Association provides a full calendar of events
throughout the year. Parents are actively encouraged to either
join the Association or to become involved in the events as
they happen.
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As an all-through school, providing education from 4-19 on the same site, the
Academy is uniquely placed to ensure the best possible progression for its
students as they move through the key stages, and to use the best pedagogical
practice from primary and secondary education in order to address their needs.
Questions?
More detailed information about the school can be found on our website.
www.samuelryderacademy.co.uk
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Samuel Ryder Academy | Prospectus | 2012-2013
Headteacher
Matt Gauthier
Address:
Samuel Ryder Academy
Drakes Drive, St Albans, Herts AL1 5AR
Tel: 01727 859382
Fax: 01727 810199
Email: admin@samuelryderacademy.co.uk
www.samuelryderacademy.co.uk