GOVERNORS' ANNUAL REPORT TO PARENTS ... - Highcliffe School

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I n this report we have included s ome examples of policy to illustrate our work. Our newly formed I nclus ion Policy, for example, also s ets the ethos and practical requirement to develop our Rewards Strategy to encour age and reward s tudent participation in trying out many oppor tunities to dis cover their interests, talents and potential. We have been developing the Highcliffe Challenge for some time and have j us t launched it this year. Essentially it is a lear ning fr amewor k to over lay across the curriculum and is cumulative acr oss a K ey Stage and ar eas of experience. Again, we aim to pr omote a “have a go” ethos in a s uppor tive cultur e. To develop s tudent responsibility and lear ning s kills the MyHighcliffe ar ea has proved popular with our students. With experience and r efinement, it should prove to be a power ful learning tool suppor ted by our academic tutor i ng provision. Parent access to MyHighcliffe will shortly be made available and par ents will be informed s epar ately about this. We have als o included our SEN policy which is currently being r edr afted to meet the new requirements which have been introduced. P olicies renewed/updated P olicies to be r eview ed Admissions Policy Child Pr otection Anti-Bullying Policy Collective Wor s hip Assessment Policy Data and I nfor mation Management Attendance Policy Governing Body Standing Or der s & Arrangements Behaviour Management Policy Lettings Career Education & Guidance Policy Literacy Policy Work Experience Policy Modern Languages Spelling Policy I nternational Policy Non-S moking Policy Work Experience Health & S afety Policy Numeracy Policy Citizenship Policy S ixth Form Version: Home S chool Agreement Cover Policy S pecial Educational Needs Curriculum Policy S pelling Policy Dress Code S uppor ting Pupils with Medical Needs Drugs & Drugs Abuse Policy S chool Security Policy Gifted and T alented Policy Home S chool Agreement Home S tudy Policy I nclusion Policy I nformation & Communication T echnology Marking Policy Performance Management Racial Equality Policy Rewards Policy S ex & Relations hips Education Policy Continuing Pr ofes s ional Development Accessibility Policy I NCL U S I ON POLI CY Nat ional Curriculum T his school endorses the National Curriculum statement on I nclusion which states the pr inciples essential to the curriculum. This statement embodies the intent that disapplication from any part of National Curriculum should be kept to a minimum.
Definit ion I nclus ion means providing effective lear ning oppor tunities for all students. An inclusive curriculum: a) S ets suitable lear ning challenges for all b) Responds to the diver s e lear ning needs of all c) Overcomes potential barriers to lear ning and assessment for individuals and groups of students. I nclus ion becomes a par ticular issue for students who: Have s pecial educational needs S how ability much above or much below their chronological age Have emotional/behaviour al barriers to lear ning Have a native language other than English Have a physical condition which impairs their sight, hearing, speech, mobility Have interrupted s chooling becaus e of illness or parental mobility Det ails of the I nclusive Curriculum a) Learning challenges T eachers need to adapt the pr ogr ammes of study to take account of the abilities of their students, where necessary using content from earlier or later Key Stages. In providing for more able s tudents , teachers may plan further differentiation by extending the br eadth and depth of study or by drawing on the content of different subjects. Students falling s ignificantly below expectations for the Key S tage, may need to us e the Pr ogr amme of S tudy as a context for appr opr iate lear ning. b) Diversity of needs T eachers should have high expectations of all, regardless of sex, ability, disability, social/cultural/ethnic back gr ound, linguis tic back gr ound. Teachers need to plan their teaching s tr ategies so that all can make effective us e of lessons. They should: ♣ create effective lear ning environments ♣ secure s tudent motivation ♣ provide equality of opportunity through teaching appr oaches ♣ use appr opr iate assessment procedures ♣ set targets for learning. c) Overcoming barriers Barriers to lear ning may exist because a s tudent has a s pecial educational need (which can have a var iety of causes), a dis ability or has insufficient knowledge of the language of delivery. S pecific action to pr ovide access to lear ning might include additional planning, language s uppor t, helping s tudents manage their emotions and behaviour and enabling s tudents in KS 4 to pr epar e for work. P r ovis ion for Inclusion I n Highcliffe S chool, the following methods are us ed to ens ur e inclus ion: 1. Documentation – the ideals of inclusion are embodied in: School Prospectus, Staff Handbook, Home-School Agreement
Page 1 and 2: GOVE R NOR S ’ ANNUAL REPORT TO P
Page 3 and 4: ANNUAL PARENTS' MEET I NG 4 t h DE
Page 5 and 6: H ighcliffe S chool 11 - 18 Foundat
Page 7 and 8: T his will include - 1. Current stu
Page 9 and 10: H I GH CL I FFE SCHOOL: PROFILE Cat
Page 11 and 12: S chool Based T eacher Training ( S
Page 13 and 14: Attendance P olicy By law, all chil
Page 15 and 16: Progression routes being taken by Y
Page 17 and 18: GOI NG F OR IT IN 2003/04 S por t s
Page 19: T he Key Stage 3 Strategy 14-19 dev
Page 23 and 24: not appr opr iate to their needs .
Page 25 and 26: • Become a member of the S chool
Page 27 and 28: R E W AR DS AND MOTIVATION November
Page 29 and 30: S E N POLI CY (under Review: curren
Page 31 and 32: E NT R I E S FOR PUBLIC E XAMI NAT
Page 33 and 34: S ixt h Form Highlights Year 13 had
Page 35 and 36: As part of our ongoing wor k in dev
Page 37 and 38: Hands. As a r es ult, increasingly
Page 39 and 40: H ighcliffe S chool Association T h
Page 41 and 42: account of staff pay awards and com
Page 43 and 44: programme of works requires a ver y
Page 45 and 46: R et ur n to Form T utor T ut or Gr
Page 47: SCHOOL FUND 2003/04 REPLY SLIP High

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