Page 3 - Welcome from our Principal
Page 4 - Year 11 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 - 17 - Attendance and punctuality
Page 18 - E safety
Pages 19 - 25 - CEIAG (Careers Education, Information, Advice & Guidance)
Page - 26 - Passport to Prom
from our Principal
Leading Litherland High is an honour and it is a privilege to welcome you to our parents information
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
By continuing to work in partnership we can maximise the potential of your son/daughter.
Mr R Rogers
Key Dates Year 11
Interim reports 1 sent home Friday 20th October 2017
Guidance interviews with a member
of the Senior Leadership Team
Week commencing Monday 30th October 2017
Parents’ Evening 1 Wednesday 8 th November 2017
Pixl Mock English and Maths
Year 11 Trial Exam Period
Wednesday 15th to Friday 17th November
Monday 20th November to Friday 1st
Mock Exam Results Day Tuesday 9th January 2018
Interim report 2 sent home Friday 12th January 2018
Pixl Mock Science Examinations Week commencing Monday 15th January 2018
Interim report 3 sent home Friday 9th March 2018
Parents’ Evening 2 Wednesday 14 th March 2018
Easter School Revision Sessions Monday 26th March – Friday 6 th April 2018
GCSE EXAM period 14 th May – 21st June 2018
Year 11 Prom Friday 6 th July 2018
GCSE Results Day Thursday 23 rd August 2018
College and Sixth Form Open Evenings will be added once confirmed
Teaching & Learning: Homework at LHS
Litherland High School uses the program Class Charts to set homework. It allows staff to upload
homework quickly and easily. Students are issued with 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 their child’s learning and be informed about the homework set.
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.
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.
Mins Per Week
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
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 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
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.
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.
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.
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
Personalised Study Support
Personalised study support sessions will be offered throughout the year for a range of subjects. Students
will be directed to attend sessions to enhance their progress. It is essential that students attend the
sessions that they are allocated, parental support is much appreciated.
Outcome for students: Progress
Changes to GCSE grading
GCSE grades for English Language, English Literature and maths changed in 2017. Most subjects will be
reported as a number ranging from 9-1. 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
For each examination, the top 20 per cent grades at 7 or above will get a grade 9 – the very highest
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
Reporting to parents/carers
Parents and carers will receive four monitoring reports during the academic year. The information contained
within the report is shown below:
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
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.
and standard are good.
and/or standard are
satisfactory. There are
some areas for
and/or standard are
Monitoring Point 1
Maths 5 4+ 5 =
English 5 5- 4 +
Science 6 6- 4 +
History 6 6= 5 +
Expected outcome relates to the end of Year 11
target grade for the subject.
Current assessment relates to current working
grade. For most subjects, the grade will range
+ Has a comprehensive understanding of the
knowledge and skills required at the grade
= 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
There will be two Parents’ Evenings during the academic year. These provide 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 Head of Year 11, Heads of Subject, Class Teachers and Senior
Leadership Team will 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.
Appointments for Parents’ Evening are booked on line. To book an appointment , please visit https:/
litherland.parentseveningsystem.co.uk/and fill in your child's details to access the system. (Please note,
bookings are available approximately 2 weeks prior to the evening, you will be informed when the
appointments go live.)
For more information about subjects visit our website at www.litherlandhigh.com
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.
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 :
Attendance & Punctuality
Mental Health & Wellbeing
Year 11 Student Support Team
Head of Year
Behaviour & Welfare Officer
Leadership Link - Principal
Mr C Wilson
Mr S Coleman
Mrs V Glover
Mrs D Bromilow
Mrs L Walshe
Mr C Greene
Mr G Allwood
Miss K Carlin
Mr R Rogers
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.
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
Blue for Years 7-10
Red for Year 11
Worn outside the shirt – not
(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
Low heeled, plain black leather
Boots (knee high or ankle)
not allowed. No pumps or
Hair should be of an appropriate style for school. Extreme hairstyles are not acceptable.
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.
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
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.
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.
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.
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
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
Reward good or improving attendance.
Make attendance and punctuality a priority for all students, parents and carers, teachers and
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.
Attendance Stages Protocol
Litherland High School is committed to providing a positive and productive learning experience for all its
students. Attendance at school is the primary and most critical factor in ensuring this can take place. The
following ‘Attendance Stages Protocol’ is designed to clarify the steps school will put in place to address
concerns about the attendance, and consequently the learning and progress, of individual students.
Attendance Stage 1:
If a student’s attendance is between 97% - 100% they will be closely monitored by the form tutor and
encouraged to maintain high attendance.
Attendance Stage 2:
If student’s attendance is between 95% - 96.9% they are at risk of underachievement and will be closely
monitored by the Behaviour and Welfare Officer to address any issues which emerge to improve attendance.
Parent will be contacted.
Attendance Stage 3:
If a student’s attendance is between 93% - 94.9% they are at serious risk of underachievement and will
be closely monitored and tracked by the Head of Year. Parent will be required to attend an Attendance
Review meeting to discuss attendance and the impact on student progress. Individual barriers to
learning will be identified and an Attendance Support Plan will be drawn up.
Attendance Stage 4:
If a student’s attendance is between 90% - 92.9% they are at risk of severe underachievement and will
continue to be closely monitored by the Senior Parent/Student Support Officer and Senior Leadership
Team. Parent and students are required to attend an Attendance Panel meeting with SPSSO and SLT. 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 5:
If a student’s attendance is between 0 – 89% they are at extreme risk of underachievement and will be
closely monitored by the SPSSO, SLT and Education Welfare Service. Parent and student are required
to attend a Local Authority Attendance Panel which may result in court action. Fixed Penalty Notices
will continue to be issued. Students may be deemed to be at risk of neglect due to the parents failure to
carry out their legal responsibilities in ensuring their child’s right to an education is fulfilled. In order for
the school to fulfill its duty of care any Safeguarding concerns will be reported to Social Care on the basis
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
The Impact of Absence on Learning
Days absent… Which is approximately
95% 10 days 2 50
Attendance during one
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 commissioned 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
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
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:
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
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
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.
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.
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.
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:
Business and Administration
Customer Service, Retailing and Wholesaling
Hairdressing and Health and Beauty
Hospitality and Catering
Travel and Tourism
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 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.
Year 11 Career Plan of Action
Year 11 can be daunting with the additional pressure to apply for college courses, apprenticeships and
further training. This guide may help to plan and prioritise your time:
September – December (Autumn / Winter Term)
Career Research – via New Kudos – www.cascaid.co.uk/kudos. Use your personal login provided
Look on: nationalcareersservice.direct.gov.uk (Go to: ‘Careers Advice’ – ‘Job Profiles’)
Research local college / 6 th form options
Think about: courses on offer, qualifications available, progression routes, distance / logistics of
travel, reputation, open evenings
Attend School Careers Fair - this will help further with your research
Attend College / 6 th form Open Evenings
Speak to your Careers Adviser in school about your plans
Apply to college / 6 th form: note college application deadlines as some may be the end of
November / start of December. Get your applications in on time to ensure you have a good chance
of being offered a place.
Apply for at least one college / 6 th form (can be more)
Attend college / 6 th form interviews
January – April (Spring Term)
Continue to apply for college places but remember that some colleges have deadlines of before early
Research apprenticeships - you can register on the websites:
www.connexionslive.com and www.apprenticeships.org.uk
Start to compile a CV to use when applying for apprenticeships
Apply for suitable apprenticeships, open to school leavers (ensure you have a college back-up)
Speak to your Careers Adviser in school about your plans or if you want support applying for
Attend college interviews
April – June (Summer Term)
Attend college interviews
Continue to apply for apprenticeships via websites and attend interviews
Apply for apprenticeships using your CV, approach local employers. You can use www.yell.com to search
To find essential information on the career/s you are interested in including:
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’)
Register on the National Apprenticeship’s Service website to search and apply for local and national
apprenticeship and training opportunities.
The University Central Admissions Service
All the information you need on going to university including entry requirements and a course search.
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
Careers Education Information Advice and
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.
A programme of CEIAG is in place in the PSHCE
The one-stop-shop for planning successful futures
where students explore their potential through a
personalised experience based on their interests and
Students receive college, 6 th form and career advice
including weekly impartial drop in sessions
Each student will be seen by the Senior Leadership
Ticket to Prom
Students will receive their own ticket to the Year 11 Prom at Formby Hall Golf & Spa Resort on
Friday 6th July 2018.
Prom Package includes:
Return coach transfer from LHS
Red carpet on arrival
Retro tuck shop
Student & staff awards
Passport to the Prom Criteria
Student’s attendance at the Prom will depend on the following;
Attendance (95% +) & punctuality
Good behaviour & attitude to learning
100% attendance to GCSE Examinations
Attendance to compulsory study support sessions
Completion of regular homework
A final decision regarding attendance to the Prom will be made by Friday 25th May 2018.