LHS Year 10 Info Booklet

Contents
Page 3 - Welcome from our Co-Principals
Page 4 - Year 10 important dates
Pages 5 - 7 - Teaching and Learning : Homework at LHS
: Marking & Assessment
Pages 8 - 10 - Outcomes for Students : Progress
Page 11 - Subject information
Pages 12 - 14 - Student Support
Pages 15 - 18 - Attendance and punctuality
Page 19 - E safety
Pages 20 - 25 - CEIAG (Careers Education, Information, Advice & Guidance)
Page 26 - Pupil Premium Information
2

Welcome
from our Co-Principals
Leading Litherland High is an honour and it is our privilege to welcome you to our parents
information evening programme.
The purpose of the event is to keep you informed of important aspects of school life as well as giving
you the opportunity to help your son/daughter both academically and emotionally as a supportive
parent/carer.
By continuing to work in partnership we can maximise the potential of your son/daughter.
Mr R Rogers /Ms M Sharratt
3

Key Dates Year 10
Event
Date
Interim report 1 sent home Week commencing 12th December 2016
Year 10 Careers Workshop Friday 27th January 2017
Interim report 2 sent home Wednesday 4 th January 2017
Parents’ Evening Wednesday 26th April 2017
Year 10 Mock Exam Week Mon 26th June — Friday 30th June 2017
Year 10 Careers Week & Junior
Leadership Applications Week
Week commencing 3rd July 2017
End of Year Reports sent home Week commencing 10th July 2017
Year 10 Celebration of Achievement
Evening
Wednesday 12th July 2017
4

Teaching & Learning: Homework at LHS
Litherland High School uses the program ‘Show my Homework’. It allows staff to upload all homework
quickly and easily. Students all have log in details and can access their homework tasks, completion dates
and relevant resources from the website. It allows parents/carers the opportunity to support in their
child’s learning and know what homework is being set.
Rationale:
Learning is a life-long process both inside and outside of school. We believe that homework provides
invaluable opportunities for students to engage with their learning outside of the classroom environment.
Homework aims to enhance the learning of students, assist their progress and allow for consolidation of
their work. It promotes independence, time management and drives students to take an active role in
their learning and in their progress.
Aims:
To encourage students to take more responsibility for their own learning.
To promote self-reliance and self-confidence and encourage the habit of independent learning.
To widen the learning experience by encouraging students to use materials and sources of information
not available in the classroom.
Allocated Homework Time:
The purpose and value of homework activities are more important than the precise amount of time devoted
to them. However, the time allocations indicated allow for meaningful tasks to be completed and is
a reasonable time in line with national average.
Key Stage 4 (Years 9,10 and 11)
Please Note: Departments may choose to set weekly tasks, daily activities or projects for homework.
Subject
Mins Per Week
Maths 60
English 60
Science 60
Spanish 45
RE 30
Options 60
5

Teaching & Learning: Marking and Assessment at LHS
The purpose and value of marking and assessment:
To support Litherland High School’s drive for outstanding learning and teaching.
To acknowledge the link between quality marking and excellent standards of attainment and
achievement.
To celebrate success.
To support student progress and independent learning.
To inform future planning, monitoring and appropriate intervention.
To indicate to students and their parents/carers how well they are progressing towards their target
and what they need to do to improve.
To assist students when preparing for public examinations.
Formative Assessment:
Formative assessment is an integral part of teaching and learning. It does not contribute to the final mark
given for the module; instead it contributes to learning through providing feedback. It should indicate what
is good about a piece of work and why this is good; it should also indicate what is not so good and how
the work could be improved. Effective formative feedback will affect what the student and the teacher do
next.
Summative Assessment:
Summative assessment demonstrates the extent of a student's success in meeting the assessment criteria
used to gauge the intended learning outcomes of a unit of work or programme of study and which
contributes to the final mark given for the unit. It is normally, though not always, used at the end of a unit
of teaching. Summative assessment is used to quantify achievement, to reward achievement and to
provide purposeful data.
High quality feedback consist of:
Written feedback on written work.
One to one conversations.
Individual and whole class verbal feedback.
Peer and self-assessment evaluations structured by teachers.
All teachers at Litherland High School should provide feedback that:
Is encouraging and constructive.
Supports students in the ‘next steps’ of their progress.
Is relevant to the learning objectives and success criteria.
Is explicit.
Makes comments directed as questions/ prompts to stimulate students to respond.
Allows students sufficient time to act on feedback.
Includes a balance of discussion and written comments.
6

Response and Progression Time:
Time must be built in to lessons and schemes of work to allow students to reflect and edit their work to
help move forward in their learning. Comments given by teachers need to be precise, specific and
appropriate to the student, subject and topic.
Students will comment on their work in response to their teacher’s points and will do this in red pen.
The time allocated can be at the beginning of the lesson, end of the lesson or set as a homework task but
it must give students the opportunity to action the recommendations of the teacher.
Verbal Feedback:
It is expected that oral feedback is given to students on a regular basis. This can be shown in books by
either the teacher comment or student response, however, it will sometimes be unnecessary to record
this and should only be done when appropriate to do so. Verbal feedback can be done as a class or on a
one to one basis and can be effective following a formative/summative assessment task. Whole class feedback
can be useful to share good practice of the work and for students to identify examples of high quality
work.

Outcome for students: Progress
Changes to GCSE grading
GCSE grades for English language, English literature and maths are changing in 2016. They will be reported
as a number ranging from 9-1. A number of other subjects will be graded from 9-1 from 2017. This
approach will mean:
Broadly the same proportion of students will achieve a grade 4 and above as currently achieve a
grade C and above.
Broadly the same proportion of students will achieve a grade 7 and above as currently achieve an A
and above
For each examination, the top 20 per cent grades at 7 or above will get a grade 9 – the very highest
performers
The bottom of grade 1 will be aligned with the bottom of grade G
Grade 5 will be positioned in the top third of the marks for a current Grade C and bottom third of
the marks for a current Grade B. This will mean it will be of greater demand than the present grade
C.
8

Reporting to parents/carers
Parents and carers will receive three monitoring reports during the academic year. The information contained
within the report is shown below:
Learning
Profile
5
4
3
2
1
Description
x is a self-motivated and co-operative learner who applies him/herself to
the best of his/her ability at all times. S/He is willing to undertake additional
work to support his/her learning and is determined to succeed.
X is a self-motivated and co-operative learner who concentrates on making
progress and achieving his/her learning goals.
X is usually motivated to learn and is usually co-operative. S/He will remain
on task with support but needs to take more responsibility for his/her
learning.
X has little motivation to learn. Tasks are frequently incomplete. S/He
does not take responsibility for his/her progress.
X lacks motivation to learn and appears unwilling to co-operate despite
considerable teacher input. Progress is a significant cause for concern.
Homework Description
+
Homework submission
and standard are good.
=
Homework submission
and/or standard are
satisfactory. There are
some areas for
improvement.
-
Homework submission
and/or standard are
unsatisfactory.
Significant improvement
required.
Subject
Expected
outcome:
End of
Year
Current
Assessment
Monitoring Point 1
Learning
Profile
Maths 5 4+ 5 =
English 5 5- 4 +
Science 5 5- 4 +
History 5 5+ 5 +
Hmwk
Expected outcome relates to the end of Year 10
target grade for the subject. For most subjects
including English, maths, science, geography, music,
Spanish, art, computer science, history, P.E. and R.E.
grades will range from 9-1. Business Studies and
Design Technology will be graded from A*-G.
Current assessment relates to current working
grade. For most subjects, the grade will range
from 9-1.
+ Has a comprehensive understanding of the
knowledge and skills required at the grade
shown
= Has a secure understanding of the knowledge
and skills required at the grade shown
- Is developing an understanding of the
knowledge and skills required at the grade
shown
9

Parents’ Evenings
There will a Parents’ Evening during the academic year. This event provides an important opportunity for
you to discuss any issues or concerns relating to progress and to identify the next steps your son/
daughter needs to take to maximise their achievement.
Following each assessment point, the Progress Co-ordinator for Year 10, Heads of Subject, Class
Teachers and Senior Leadership Team review current progress and identify any interventions that may be
required to support your child. If you would like to discuss your son or daughter’s progress at any time,
please do not hesitate to contact the school.
A new booking system has recently been implemented which enables parents and carers to book their
appointments for Parents’ Evening on line. Parents and carers are welcome to contact the school to
discuss progress at any time. To book an appointment go to https:/litherland.parentseveningsystem.co.uk/
and fill in your child's details to access the system. (Please note, you will only be able to book appointments
approximately 2 weeks prior to the evening, you will be informed when the appointments go live.)
10

Subject Information
For more information about subjects visit our website at www.litherland-high.sefton.sch.uk. Click on the
‘Curriculum’ menu and select ‘Subjects’. Each subject has a set of Quick View documents which are
located on the right of each page.
11

Student Support Service
Litherland High is committed to ensuring consistency of professional practice in order to provide a secure,
calm and productive learning environment. A student support team has been created to provide
support for the personal development, behaviour and welfare of all students.
The student support team aims to support students in the following areas :
Progress
Attendance & Punctuality
Safeguarding
Behaviour
Anti-Bullying
Mental Health & Wellbeing
Counselling
General support
Year 10 Student Support Team
Progress Co-ordinator
Behaviour & Welfare Officer
10L
10I
10T
10H
10E
10R
Leadership Link - Assistant Principal
Assistant Principal
Mr C Wilson
Mr S Coleman
Mrs Glover/Miss Loughlin
Miss Houghton
Mrs Walshe
Mr Greene
Mrs Hamer
Miss Carlin
Mrs K Campbell
Ms C Murphy
Behaviour & Welfare Team
Behaviour & Welfare Officers work with students to remove barriers to learning and promote high
standards of behaviour. By monitoring and tracking students, Behaviour & Welfare Officers provide early
intervention to help improve behaviour and progress. They encourage students to value their education,
rarely miss a day off school and be punctual to school and lessons. Safeguarding students is a priority,
ensuring students are safe and feel safe at all times. Behaviour & Welfare Officers support students with
their emotional and mental wellbeing and sign post to professional services when required.
12

Uniform
School regulations regarding uniform are as follows:
Item Description Standard
Navy blue blazer
Official school badge
Navy blue skirt/pinafore Regulation style No fashion skirts
Dark grey trousers Tailored style Not jeans or canvas
Light blue shirt/blouse Buttoned to the collar, short or long sleeved Must be tucked in
Official clip-on tie
School tie
Blue for Years 7-10
Red for Year 11
Worn outside the shirt – not
tucked in
(Available from school)
Navy blue jumper/cardigan V-necked Not zipped
Socks/tights Navy, white socks or neutral, navy or black tights No patterned tights
Black shoes
Low heeled, plain black leather
Boots (knee high or ankle)
not allowed. No pumps or
trainers. No logos.
Hair
Hair should be of an appropriate style for school. Extreme hairstyles are not acceptable.
Make up
Make up and nail varnish are not allowed. Students wearing make-up will be asked to remove it.
Students wearing nail varnish or false nails will be asked to remove them.
Jewellery
One pair of small earrings may be worn. Earrings should be worn in the lobes of ears and not the top
or middle sections. No other jewellery should be worn. No nose studs, tongue studs or facial
piercings.
Mobile Phones
Students may bring mobile phones to school but they are to be kept out of sight throughout the entire
day including when leaving the building. Any student using a mobile phone on the school premises will
have it confiscated for the day. Parents/guardians will be asked to collect mobile phones should a
student continue to use it in school hour detention after school that day.
13

Student Support
Ready to Learn Card
To ensure standards of uniform are maintained, each student will carry a Ready to Learn Card. If uniform
is being worn incorrectly or make up or jewellery worn, a member of staff will sign and date the card. If
the card is signed three times, a detention will be arranged by the student’s Behaviour & Welfare Officer.
Uniform Agreement Card
If a student has a serious issue with uniform, such as the need for a new pair of shoes, the tutor or Behaviour
& Welfare Officer will issue a ‘Uniform Agreement Card’. This card clearly states the issue and the
date by which the matter will be expected to be resolved.
Responsibility for Learning Room
If a student chooses to disrupt the learning of others, not engage in learning or stops the teacher from
teaching four times they will be withdrawn from the lesson. The student will be taken by a member of
staff to the Responsibility for Learning Room and will stay there for the lesson they were withdrawn from
and the following lesson (including break and lunchtime). The student will then complete a one hour detention
after school that day.
14

Promoting regular attendance:
Helping to create a culture of engagement and success through good attendance is the responsibility of
parents and carers, students and all members of school staff. Ensuring regular attendance at school is
the legal responsibility of parents and carers. By law, all children of compulsory school age must attend
school. Poor attendance not only undermines a child’s education and future life chances, it can also put
children at risk and there is some evidence to suggest it can lead to anti-social behaviour.
Parents and carers should:
Familiarise themselves with the school’s Attendance Policy.
Ensure their children attend school regularly and punctually.
Contact school on the first and each subsequent day of absence.
Provide a note if their child needs to leave school during the day for any reason which will be
exchanged for an Exit Note.
Contact school early where problems with attendance are emerging.
Support the school in intervention and action plans, including attendance meetings as required.
Participate in Attendance Panels/Parenting Contracts.
Avoid taking holidays during term time.
Students must:
Attend registration and lessons punctually. Students are expected to be in class by 08.50.
Meet or exceed the Government’s minimum individual attendance requirement of 95%.
Provide a note of explanation to the school office from a parent/carer on the day of return after a
period of absence.
Participate fully when action plans are put in place.
Collect an Exit Note from the Attendance Officers if they need to leave school during the day.
Report to the school office if leaving (with an Exit Note) or arriving at any time during the school
day.
School will:
Provide an education which prepares students for the opportunities, responsibilities and experiences
of life.
Promote a culture across the school which identifies the importance of regular and punctual attendance.
Reward good or improving attendance.
Make attendance and punctuality a priority for all students, parents and carers, teachers and governors.
Promote and further develop positive and consistent communication between home and school.
Operate a robust absence management system.
Actively discourage holiday absence or extended leave of absence during term time.
Operate a consistent approach to applications for leave of absence during term time, working
within the Government guidelines and statutory targets.
15

Attendance Stages Protocol
Attendance Stage 1:
If a student’s attendance is at 95% or below, it is identified as a ‘cause for concern’. Contact will be made
with parents/carers and medical evidence will be required for all future absences.
Attendance Stage 2:
If, after two weeks, there is no improvement the student will be placed on an Attendance Report which
will be monitored by the Tutor.
Attendance Stage 3:
If during this two week period there is not full attendance, the monitoring will be continued by the Senior
Parent/Pupil Support Officer. There will be increased contact with home and the student will work
with the SPPSO to address any issues which emerge.
Attendance Stage 4:
If after a further two weeks the student’s attendance has not improved, an Attendance Review will be
held. The student, parents/carers and the Assistant Principal will be present at the Review. Individual
barriers to learning will be discussed, targets set and support identified. The student will be placed on an
Attendance Action Plan. The Attendance Officer will continue to undertake home visits. A student who
has an attendance of 90% or below will be regarded as Persistently Absent and will move immediately to
this or a higher Attendance Stage.
Attendance Stage 5:
If the Attendance Action Plan is unsuccessful in bringing about a significant improvement in the student’s
attendance at school, a Fixed Penalty Notice may be issued. The Local Authority will become involved
and will commence legal proceedings. The Fixed Penalty Notice is a fine of £60 to be paid within 21 days
or £120 if paid up to 28 days after issue. If the fine is not paid after 28 days, Government guidelines stipulate
that prosecution and a court appearance may follow.
Attendance Stage 6:
If a student’s attendance remains a cause for concern or if it has been at 90% or below for a significant
period of time, the student and parents/carers will be asked to appear before the Governors’ Attendance
Panel. Where Governors are concerned by a student’s level of absence, a Parenting Contract will
be drawn up. The Parenting Contract will be signed by the student, parents/carers, the Co-Principal and
a Safer Sefton Police Officer. It will clearly identify what is expected of the parents/carers in relation to
the child’s absence and will clarify the support which will be provided by the school. It will operate for a
fixed period of time.
Attendance Stage 7:
Where all efforts to ensure a young person’s right to an education have failed and where a parent/
carer’s legal responsibilities are clearly not being met, it will be considered that the student may be at
some degree of risk. In order to fulfil the school’s duty of care, a multi-professional Student Causing
Concern Meeting will be held to review issues relating to safeguarding and to determine what steps
need to be undertaken to ensure the well-being of the young person concerned.
With regard to unauthorised absence, the school can request a Fixed Penalty Notice at any time in accordance
with the Code of Conduct produced by Sefton Council.
At any point in this process, a student may be moved to a higher or lower Attendance Stage
should it seem appropriate or necessary to do so and particularly where concerns escalate
rapidly.
16

Attendance Stages Protocol
AS1
Attendance 95% or below is a CAUSE FOR
CONCERN.
AS2
No improvement: ATTENDANCE REPORT.
AS3
No improvement: ATTENDANCE REPORT.
(Senior Parent/Student Support Officer) Home
Visits and Student Support.
AS4
No improvement or attendance at 90% or below:
ATTENDANCE REVIEW
ATTENDANCE ACTION PLAN
HOME VISITS
at 90% or below declared ‘PERSISTENTLY
ABSENT’.
AS5
No improvement:
LOCAL AUTHORITY INVOLVEMENT
FIXED PENALTY NOTICE
possible COURT APPEARANCE.
AS6
No improvement:
GOVERNORS’ ATTENDANCE PANEL
PARENTING CONTRACT.
AS7
No improvement:
Multi-professional STUDENT CAUSING
CONCERN MEETING.
At any point in this process, a student can be moved to a higher or lower
Attendance Stage should it seem appropriate or necessary to do so and particularly where concerns
escalate rapidly.
17

The Impact of Absence on Learning
Days absent… Which is approximately
weeks absent…
95% 10 days 2 50
Attendance during one
school year…
Which means this number
of missed lessons…
90% 20 days 4 100
85% 30 days 6 150
80% 40 days 8 200
75% 50 days 10 250
70% 60 days 12 300
65% 70 days 14 350
This chart shows that someone who is absent for 10% of one school year will miss 100 lessons. Students
at Litherland High School now begin Key Stage 4 in Year 9, so a person who missed 10% each year would
lose the learning from 300 lessons. A student with 85% attendance would lose 450 lessons.
A great deal of research has been done on the impact attendance has on attainment. The latest figures are
for the GCSE results of 2012-13 for research presented in October 2014. This shows that for students
with less than 4% absence over the whole of Key Stage 4, 75% achieved five or more A*-C grades
including English and Mathematics, for those absent 6-10% of the time the figure was 55% and it was 21%
for those absent 20-30% of the time. For those who were only present for half their lessons, only 4%
achieved five or more A*-C grades including English and Mathematics. Students with poor attendance are
therefore almost certain to perform significantly less well in their exams than they would do otherwise.
They are at a disadvantage compared to students who attend regularly, even if they would expect to do
better based on performance at a younger age. In stark terms, those who attend more will get better
qualifications and can expect to get better, higher paid jobs with all the benefits that that entails for their
futures. In the case of genuine illness this is unavoidable, but where parents and carers have failed to
ensure attendance at school, it is a matter which requires very clear and honest reflection and which
demands action from the school and other organisations and agencies concerned with child welfare.
18

E-Safety
Mobile phones and computers are a source of fun, entertainment, communication and education.
However, we know that some adults and young people will use these technologies to harm children. The
harm might range from sending hurtful or abusive texts and emails, to enticing children to engage in
sexually harmful conversations online, webcam filming, photography or face-to-face meetings. The
school’s e-safety policy) explains how we try to keep students and staff safe in school. Cyber-bullying by
students via texts and emails, will be treated as seriously as any other type of bullying and will be managed
through our anti-bullying procedures.
Chatrooms and social networking sites are the more obvious sources of inappropriate and harmful
behaviour and students are not allowed to access these sites in school.
If you would like any help or support with any aspects of E-safety the following websites offer excellent
parental guidance.
https://www.thinkuknow.co.uk/parents/
http://www.nspcc.org.uk/help-and-advice/for-parents/keeping-your-child-safe/using-the-internet/internetsafety
We would also like to draw your attention to the following videos which highlight some of the common
risks facing our young people on a daily basis:
https://www.thinkuknow.co.uk/parents/Secondary/Conversation-Starters/Go-to-the-movies/
Consequences/
https://www.thinkuknow.co.uk/parents/Secondary/Conversation-Starters/Go-to-the-movies/Exposed/
https://www.thinkuknow.co.uk/parents/Secondary/Conversation-Starters/Go-to-the-movies/Matt-Thought
-He-Knew/
19

CEIAG: Post-16 Further Education and Training
Information for Students
Raising participation legislation requires you to continue on in education or training until at least your
18th birthday. Post-16 education and training providers vary so it is important to do some research and
think about where you would like to attend. This will be discussed and explored in detail during your
Careers Guidance interviews to support you to achieve a successful post 16 transition at the end of
Year 11.
Sixth Form
Attached to a high school.
Deliver level 3 courses only, these are normally A levels.
College of Further Education
Larger than a sixth form.
Deliver a wide range of courses including diplomas and A levels.
There are college courses for all levels of learners.
Steps to applying
At the start of year 11, you will be informed about 6th form and college open days. It is extremely useful
to visit a number of different providers. You can take your parents, carers or friends with you.
At the start of year 11, there will be presentations from local colleges and 6th forms in school.
You will have accessed Careers Guidance interviews and drop ins to discuss and explore your individual
pathway options.
You will have attended a variety of events to inform you about different post-16 provision such as taster
fairs and careers fairs.
When you have decided which course/s you want to apply for, complete the application form (this may
be on paper or based online). Deadlines vary but most should be completed by the end of January.
Make sure you respond to invitations made by college or 6th forms. If you are asked to go to an interview,
do your best to attend, or call to rearrange.
20

What can I do next?
After successful completion of a level 3 qualification, you could progress on to higher education and
access a foundation or honours degree.
Alternatively, you could progress on to a higher level apprenticeship or seek employment.
Apprenticeships
An apprenticeship is a job, with training, for which you will be paid a training wage.
Apprenticeships last 1-4 years and you will spend time working with your employer and also studying at a
college or training provider for work-related qualifications.
There are three levels of apprenticeship
Intermediate level apprenticeship – level 2 Advanced level apprenticeship – level 3 (equivalent to 2
A level passes)
Higher apprenticeships – Level 4 and above.
What are the entry requirements?
Some employers don’t ask for specific qualifications, but will expect you to have reasonable GCSE grades
in English and Maths, and perhaps other subjects too. Employers will also expect you to be interested and
keen to learn, so it is important that you ensure that an apprenticeship is for you. Applying for an
apprenticeship can be competitive, so try and collect as much information as you can. If you have not
achieved a minimum of a grade 4 in English and Maths you will be required to continue with these
subjects as well as your work related qualification.
What qualifications can I get?
On an apprenticeship you will work toward work-based learning qualifications such as an NVQ level 2,
functional skills and, in some cases, job-relevant qualifications such as a BTEC. The main qualification you
will achieve is the apprenticeship Framework Certificate which will license you to practise or work in the
trade you have learnt. All apprenticeships must include qualifications to show that you understand the
industry and that you can do the job competently.
21

What can I do next?
From an apprenticeship you could go onto the advanced level apprenticeship. In the long term you could
do a higher apprenticeship and may progress to a part time Foundation or Honours Degree.
There are apprenticeships in different job areas such as:
Accounts, Finance
Business and Administration
Childcare
Construction
Customer Service, Retailing and Wholesaling
Engineering
Hairdressing and Health and Beauty
Hospitality and Catering
IT
Manufacturing
Motor Vehicle
Travel and Tourism
Transportation
Where can I find an apprenticeship?
The National Apprenticeship Service is aimed at people looking for information and opportunities, so visit
the website to find out more information and to search and apply for apprenticeship vacancies:
www.appreticeships.org.uk. You will complete a CV which will enhance your application.
All students who wish to access an apprenticeship must also apply to college or 6th form. To ensure that
you have a guaranteed progression route in place. College and 6th forms applications are completed
(generally) by the end of January whilst apprenticeships are not usually advertised until later in the year.
Traineeships
Traineeships are a new programme for young people who want to work, but who need extra help to gain
a apprenticeship or job. Traineeships provide an opportunity to develop the skills and workplace
experience that employers require. Traineeships are available for 16 – 23 year olds (up to 25 for young
people with learning disabilities). Traineeships fit within broader study programmes for 16-19 year-olds.
22

Careers/Job Information
To find essential information on the career/s you are interested in including:
The work
The hours
Potential income
Entry requirements
New Kudos
Kudos gives you careers suggestions based on your career likes and dislikes. Careerscape holds a
database of job profiles and the subject links section provides you with information on the careers that
are available to you based on your option choices.
Look on: nationalcareersservice.direct.gov.uk (Go to: ‘Careers Advice’ – ‘Job Profiles’)
Apprenticeships
Register on the National Apprenticeship’s Service website to search and apply for local and national
apprenticeship and training opportunities.
www.apprenticeships.org.uk
University
The University Central Admissions Service
All the information you need on going to university including entry requirements and a course search.
www.ucas.com
23

Local Colleges and Sixth Forms
South Sefton Sixth Form - www.southsefton.com
Sterrix Ln, Litherland, Liverpool L30 2DB - 01606 810020
Hugh Baird College -www.hughbaird.ac.uk
Balliol Rd, Bootle, Liverpool L20 7EW - 0151 353 4444
King George V -www.kgv.ac.uk
Scarisbrick New Rd, Southport PR8 6LR - 01704 530601
Southport College -www.southport-college.ac.uk
Mornington Rd, Southport PR9 0TT - 01704 500606
The City of Liverpool College - www.liv-coll.ac.uk
Campuses on Myrtle Street, Bankfield Road, Clarence Street, Duke Street and Vauxhall Road. 0151 252 3000
LIPA - www.lipa.ac.uk
Mount St, Liverpool L1 9HF - 0151 330 3000
St Helens College - www.sthelens.ac.uk
Campuses: Town Centre Campus, Water Street, WA10 1PP – 01744 733766, Technology Centre Campus, Pocket Nock
Street, WA9 1TT- 01744 623580
Carmel College - www.carmel.ac.uk
Prescot Road, St Helens, Merseyside WA10 3AG - 01744 452200
24

Careers Education Information Advice and
Guidance (CEIAG)
From 2013 all schools are required by law to deliver CEIAG to students from year 8 upwards.
Litherland High takes its responsibility for impartial CEIAG seriously and has created a programme of
CEIAG from the age of statutory obligation that is fit for purpose in the 21st Century work place to guide
students to make the right choices for themselves. Each year group has a bespoke programme designed
with information which is relevant to them, aims to be impartial and is broad and balanced allowing them
to plot their ‘next steps’ journey with confidence.
PSHCE
A programme of CEIAG is in place in the PSHCE
programme
NEW KUDOS
The one-stop-shop for planning successful futures
where students explore their potential through a
personalised experience based on their interests and
aspirations
COMMUNITY
Students receive college, 6 th form and career advice
including weekly impartial drop in sessions
SENIOR
LEADERS
INTERVIEWS
Each student will be seen by the Senior Leadership
Team
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Pupil Premium: Information for parents
Introduced in 2011, the pupil premium is a sum of money given to schools each year by the Government
to improve the attainment of disadvantaged children.
This is based on research showing that children from low income families perform less well at school
than their peers. Often, children who are entitled to pupil premium face challenges such as poor language
and communication skills, less family support, lack of confidence and issues with attendance and punctuality.
The pupil premium is intended to directly benefit the children who are eligible, helping to narrow the
gap between them and their classmates.
Schools are given a pupil premium for:
Children who have qualified for free school meals at any point in the past six years. The school receives
£935 for each of these children.
Children who have been looked after under local authority care for more than one day. These children
are awarded a premium of £1900.
How do we spend pupil premium money at Litherland High School?
Extra one-to-one or small-group support for children within the classroom.
Employing extra teaching assistants to work with classes.
Employing Progress Coordinators to raise achievement.
Running catch-up sessions before or after school, for example for children who need extra help with
mathematics or literacy.
Running a school breakfast club to improve attendance.
Funding educational trips and visits.
Investing in resources that boost children’s learning.
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