BSF Witton Park

8/9/2019 BSF Witton Park

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Witton Park School Strategy

For Change Summary

Witton Park School

Strategy for Change Summary


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Blackburn with Darwen is a compact,predominantly urban authoritymade up of two towns each with astrong local identity. The boroughs

communities are diverse in terms ofethnicity, faith, inclusion, aspirationand economic well-being. Around aquarter of the population is of Indianand Pakistani heritage and theproportion of the school populationfrom these communities is nearly athird and increasing. Large areasof the borough are highly deprived,with just over a third of the longterm unemployed under 25, andthe gures for the number of young

people not engaged in education,employment or training are roughlydouble the national average.

Successful initiatives to close theachievement gap and improveattainment levels have beendeveloped and implemented. Achange in Blackburn with DarwenCouncils status to a unitaryauthority in 1998, saw excellentprogress made with levels of 5A*-C GSCE grades increasing bymore than 15%. Blackburn withDarwen Council and its communityof schools recognise there are still

key areas of underperformance thatneed to be addressed and viewBuilding Schools for the Future(BSF) as an exciting opportunity to

support this.

Blackburn with Darwen BoroughCouncil joined the BuildingSchools for the Future programmein January 2007 and will beawarded approximately 202mto develop schools t for the 21stcentury. Building Schools for theFuture investment will accelerateimprovements designed to transformlearning and community facilities

within the borough, to ensure betteroutcomes for all pupils, their familiesand the wider community.

The scheme will have a signicantimpact on nine learning centres,developed on eight sites, andconstruction is scheduled to takeplace between 2010 and 2015.

Each school, with support from keystakeholders and the Council, hasdeveloped an individual SchoolStrategy for Change (SSfC). Thisdocument highlights the schoolsvision for the future and incorporates

a high level inspirational designbrief. Briefs have been developedto provide architects with a guideto the schools aspirations and

the needs of the wider schoolcommunity. References to physicaldesign are absent, in recognitionthat this is an area best left to theprofessionals.

SSfC documents support andcomplement the Councils keypriorities, identied in Blackburnwith Darwens outline Strategyfor Change, which links to sevenstrategic themes:

ensuring diversity, cohesion,choice and accesstackling underperformingschoolspersonalising learning andenhancing e-learningensuring effective integrationthrough Every Child Mattersproviding a full 14-19entitlementpromoting inclusionimplementing successfulchange management.

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Background


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All schools, with the support of the Council, have developed a comprehensivestakeholder communication and engagement strategy and plan to

complement and enhance the wider consultation activities undertaken bythe Council. Communication plans have been designed to ensure all keystakeholders, including the wider school community, partner agencies andespecially students, are provided with ample opportunities to genuinely andconstructively inform all aspects of the schools transformational changeagendas and subsequent developments. Communication plans will remainliving documents throughout the lifecycle of the programme, to ensure theneeds of school communities are met both now and in the future.

All key stakeholder groups have contributed to the development of SSfCdocuments and their accompanying appendices.

Communication and engagement Sample schemes

Change management

All schools recognise the challenges a major change programme such asBSF presents. To address this schools, with the support of the Council andother key partners, are developing robust plans and initiatives to ensuredisruption to pupils, staff, families and communities are minimised and thetransition period runs as smoothly as possible.

Two schools, Darwen Vale HighSchool (a major remodel) and

Pleckgate High School (100%new build), have been selected assample schemes for the project.The sample schemes will formthe baseline for other schoolsin the Blackburn with DarwenBSF program, as well as schoolsimpacted as a result of BoltonCouncils BSF program our jointprocurement partners.

This document provides a

summary of the informationcontained in Witton Park HighSchools SSfC. A copy of the fullSSfC can be obtained on requestto [email protected]. As partof the BSF programme WittonPark High School will beneftfrom a complete new build on theexisting site. Construction workis scheduled to commence in 2010and it is anticipated that the newschool will become operational in2012


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Witton Park High School is an inclusive school withstrong values that puts the needs of its students rst. Weaim to provide our students with a positive experienceand opportunities with clear progression routes to

employment, training or higher education

The schools Ofsted report described the school to be agood school which has many substantial strengths andfew weaknesses and provides good value for money.

The school acquired specialist status in Businessand Enterprise in 2004 and Science in 2009. WittonPark is one of two schools in the borough to host a

City Learning Centre which the school has access toand serves the community. The school has gained theHealthy Schools Award, the Basic Skills Award and isan Investor in People.

Witton Park high school

Witton Park High School is an inclusive school withWitton Park is a high performing 11-16 school with

1,050 pupils on roll. The school has the advantage ofbeing set in the surrounding beauty of Witton CountryPark. The school has a catchment area with locationsthat are economically and socially deprived. Almost40% of our pupils live in areas classied as beingin the bottom 10% nationally. There are four mainfeeder schools, namely Wensley Fold, Grifn, AudleyJuniors and Longshaw Juniors. Witton Park plans to

futher develop its existing strong relationship with withMyerscough College, who are based within Witton

Park itself. Raising attainment levels, particularly inmaths and English is a school priority. A commitment toensuring all pupils achieve their potential has resultedin a rise in attainment at Key Stage 3 and Key Stage4 and has achieved a Combined Value Added (CVA)rating signicantly above expectations for the last threeyears. CVA is a Government process to assess aschools overall effectiveness.

Witton Parks Catchment

The school acquired specialist status in Business andEnterprise in 2004. The vision for enterprise is fortheir aims to be based on co-operative values whichhave been agreed upon by students staff, parents andgovernors. These values should be evident within thecollege and spread out to the community both locallyand internationally through links with other schools, bothprimary and secondary, further education, business,charities and other organisations. The schools is todevelop their own enterprise skills by helping others.

In February 2009 the school was recognised by theDCSF as being a High Performing Specialist School.The award was given following a good Ofsted and very

good Key Stage 4 examination results. The schoolsCVA is signicantly higher than some schools withsimilar intakes. Witton Park has since gained ScienceCollege specialism. This will provide students withfantastic opportunities embracing science, technology,engineering, and maths in the curriculum. The schoolintends to use their new science specialism to furtherestablish strong partnerships with employers, trainingproviders and local colleges. This will allow Witton Parkto develop a Science, Technology and Engineering(STEM) Curriculum that is innovative and provides well

dened pathways of progression for all learners, leadingto a wider range of Post-16 science opportunities.

Witton Parks Specialism

The schools transformation brief can be summarisedas Achievement for All. This is an exciting opportunityfor both Witton Park and Neweld schools. The new

school will provide transformational learning spaces for1,200 students from Witton Park and up to 30 studentsfrom Neweld Special School. The partnership work

between both schools will ensure that together they canensure Achievement for All

Underpinning Achievement for all, are some keyeducational drivers:

Witton Parks Transformational Brief


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Lifelong

learning and

extended

school

Witton Park

Business andEnterprise

College

Citizenship

Inclusive

Personalised

and innovative

Curriculum

diversity

Educational drivers


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1. Curriculum diversity- linking with vocational courses and Newfeld school

A strong feature will be personalisation, to meet the needs of all pupils

2. Lifelong learning and extended school

Preparation for post 16 opportunities, enriching the formal curriculum and involving thecommunity and outside agencies

3. Personalised and innovative

ICT and new technologies will underpin learning through collaborative process and sharedresources

4. Inclusion

Permeates and embraces our school vision- achievement for all, focusing on ECM

regardless of gender, ethnic disability, SEN and the more able

5. Good citizenship

Responsible and knowledgeable global citizens, providing support for learning in the localand wider community

Witton Park high school: key principles

Witton Park High School, BusinessEnterprise and Science College, iscommitted to Building Schools forthe Future, and remains dedicatedto providing an inclusive andsupportive environment.As a Business Enterprise andScience College, the school aims toraise attainment across the wholecurriculum through a culture ofEnterprise, Business, and Sciencealong with improvements in ICT. Ourrst phase of specialism has seen

an embedding of enterprise in allaspects of school life and sustainedhigh achievement in business andICT curriculum areas.

Integral to its transformation theschool will embrace advancementsin technology in order to enhanceand personalise the learningexperience, whilst challenging andsupporting achievement for all.

Success, along with the desire towork collaboratively with others iscentral to the ethos of the school.The school has extended itspartnerships with the communityand is the lead school for pathnder

in the borough. Staff and pupilswill continue to work together topromote an open, fair and equitablecommunity. The specialism hascontributed to the school provision,

with after-school study support,ICT courses for parents and KS2support sessions all on offer.

The school is optimistic in itscommitment to building a sustainableculture and curriculum which takesinto account the richness anddiversity of all those with a vestedinterest in its success.

The Witton Park vision


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The Witton Park vision

The transformation of educational opportunity affordedthrough BSF has enabled Witton Park High School

Business and Enterprise College with Neweld Schoolto propose an exciting and innovative partnershipwhich addresses the difcult choice that parents makebetween mainstream and special school education.Through this partnership all young people who havecomplex needs will have a Personalised PartnershipPlan (PPP) which entitles them to the best opportunitiesthat Witton Park and Neweld can offer. Each PPP willexibly select elements of the curriculum and extendedoffer. Neweld pupils will be dual registered at bothWitton Park and Neweld Schools to enable access tothe best of both worlds.

Both Witton Park and Neweld have a history ofseparately meeting the needs of children with complex

needs on a full time basis and are conscious of the'loss' that has been inevitable when that choice hasbeen made. Together the schools intend to shareexpertise and resources to ensure that pupils whocome through our schools will have access to 'the bestof both worlds'.

Witton Park shares a vision with Neweld School thatyoung people with complex needs have the right to ahigh quality learning experience where genuine choiceand diversity are available and where the presenceand participation of all enriches the learning lives of all

pupils and staff.

Working in Partnership with Neweld School

ICT will create a learning environment whichpromotes and inspires pupils and underpins learning.It will be an integral part of learning which will allowengagement with learning anywhere anytime. Itwill underpin learning both in school and throughextended opportunities for e-learning away fromschool and will reflect our Business and EnterpriseCollege specialism.

Anywhere any time access will be available toall pupils through a variety of devices. Pupils willhave access to assessments easily, target setting,resources and will inform future learning through theVirtual Learning Environment (VLE). It will provide anexciting learning opportunity for all, allowing pupilsto have full access to their work and resources athome, and giving them the ability to absorb newtechnologies with confidence.A seamless system is envisaged that integrates all

areas of the school curriculum and administrationsystems. ICT technology will support parentalengagement and information sharing andthe development of extra curricular learningopportunities.

ICT will enhance deeper learning. Through a greateruse of ICT learning and teaching resources, pupilswill be empowered to take greater control of their

learning.

ICT is a consistent aspect of accessibility that willfacilitate greater learning opportunities for studentswith special educational needs and provide continuityand consistency for students who are dual placedfrom Newfield School. The school will have a smallernumber of dedicated ICT spaces as it is anticipatedthat ICT will be embedded throughout learning zonesand across the school.

ICT strategy

Witton Park want their new school to be an innovative andtransformational building which supports and enables allour pupils to achieve. Through exibility in the design ofinternal spaces, walls, partitions and utilities, the schoolwill enable innovative practice to evolve to maintainlearning into the future, incorporating new technologies,methods and pedagogy. By providing exibility in internalload bearing, re-modeling will be possible as the schoolmoves towards transformed learning and the demands

of learning in the 21st Century. Learning spaces willallow for a variety of learning group combinations, fromlarge master classes (e.g. for half a year group 125students), project activities for larger groups (e.g. 50 60 students) to intimate group discussions (for 2 15students). Accessibility in all aspects of learning andteaching will ensure that the needs of students withspecial educational needs are continually met.

Innovation and Creativity through design


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Inspirational Environment

In order to achieve this, the design will incorporatespaces that are agile, exible and adaptable:

Agile spaces will be capable of being tailored tothe activity being undertaken at that particulartime, on a lesson by lesson basis.Flexible spaces will allow a theme, or specialevent to be set up, support alternative variations ofspace or organisation of teaching to be trialed, on

a weekly or termly basisAdaptable spaces will allow the more permanentchanges associated with the ongoing life of theschool, without impact on the teaching or day today running of the school.

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The school views an initial pedagogy having its mainlearning areas organised into 5 main learning areas(zones) to provide;

Year 7 Learning ZoneYear 8 Learning ZoneSTEM science, technology, engineering andmathsGlobal and Communications Zone English,

history, geography, religious education, modernforeign languages, business informationcommunication technologyPerformance Zone Physical Education, Drama,Music and Art

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How the new school will be organised

Witton Park want their new school to be an innovative and The school wishes to explore design options whichfully support the transformation of learning. Current ideas include a zonal pedagogy supporting the development

of each students personalised learning programme. This extends to meeting the needs of all learners includingthose with special educational needs as part of the partnership between Witton and Neweld.

TTON PARK HIGH SCHOOL - ORGANISATION OF LEARNING

GLOBAL &

COMMUNICATIONS

SLRC

ENHA

NCEMENT

PERFORMANCE

STEM

Shared Facilities

Science / Tech

Prep

Learning

Studios /

Faraday Lab

External Play /

Learning areas

External Play /

Learning areas

External Play /

Learning areas

To External

Sports

Facilities

Sports

&Outdoor

Performance

Kitchen

DiningAuditorium/

Drama

Small Visitor

Cafe

Staff

Social

Base

Admin /

Management

Reception

Entrance

Business

&

Enterprise

Year 7

Homebase

Year 8

Homebase

H E A R T

NURTUR

E

MULTI

AGENCY

Seclusion

However, this initial organisational arrangement may not continue for the next 20 years. The building designshould enable the organisational pedagogy of the school to ex and change over time.


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Inspirational Learning Environment

The new school buildings will model sustainable andrenewable technologies in order to provide exemplarsources for learning. It will have a clearly identiableand minimised carbon footprint and incorporate and

integrate recycling as well as energy/resource savings.

Learning areas will offer exibility in terms of learningspaces, storage and types of learning. There will behigh internal visibility and effectively use natural lightand passive ventilation. There will be access to smallerspaces for individual or small group activities such asmentoring or project planning. Spaces will be resourcedappropriately for learning within and across subjects.Colour will reect ownership (eg in the Y7, Y8 learningzone)Clearly identiable specialist areas (e.g. science,

technology, PE) will provide learning over extendedperiods with a variety of learning spaces and learningresources. It is not necessary or desirable, for example,for all science teaching to be carried out in a laboratory-type space. A variety of spaces will be needed tosupport practical science activities as well as researchand study activities. There will be a general vocationallearning area/centre with specialised resource areasand a Simulated Ofce Environment to support theteaching of the Business and Finance diploma.Communal areas will be light, clean and adaptable to

enable the effective use of larger spaces for canteens,assemblies, performance and examinations. Thetechnology used to manage these areas will be visibleto learners. These spaces will encourage independentpersonalised learning and provide personal space for

learners to store their learning materials, possessionsand outdoor clothing. The school has concerns aboutthe quality of natural light reaching all learning areasand about acoustics neither should impact negatively

upon learning.Toilet facilities will be modern, refreshing and safe.Facilities will be dispersed across the school and offerprivacy whilst being passively supervised. Specialistcare and medical facilities for students with specialneeds will ensure their needs are fully met.Extensive display areas, combining traditionalwall displays with cutting edge ICT, will celebrateachievement, model excellence through exemplar workand stimulate and guide learning. We wish to continueour practise of extensively displaying students work

through stick up displays, static boards, LCD screensand wall projections.

Movement areas will be clear and wide with good sightlines. Corridor space should be kept to a minimum.Signage needs to be symbolic, contemporary andaesthetically pleasing. Students know where they areand can easily identify where to go. Signage needs tobe welcoming and clear to visitors. They will provideswift and direct access to learning areas and communalspace. External routes will be protected by coverings tocreate inside outside space with fresh air but weather

protection. Students with special needs will have accessthroughout the premises and grounds. The restaurantwill be sited to allow exibility in breaks, lunches andbefore and after school refreshment facilities.


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Inspirational Learning Environment

The school is located in the surrounding beauty ofWitton Country Park and offers an incredible location forthe new school. The school will seek a design which willmaximise the aesthetic nature of the site and allow thevistas of open country to inspire students. The externalenvironment should be fully developed to maximise thepotential of the whole school site for outdoor learning.Skilful design, siting and orientation should maximisethe natural site and vistas to enhance the learningexperience and inspire young people.

The external environment and extended schoolgrounds should be fully developed as a resource forall curriculum areas. It must also include a variety ofrecreational areas for active play, adventurous play and

controlled risk taking, socialising and quiet reection. Allsuch areas should be safe and welcoming and includeelements of shelter from wind and rain appropriateto their function. Environmental issues should alsobe highlighted through the design with the externalenvironment.

Teachers, staff and learners should be drawn effortlesslyfrom the indoors to the welcoming outdoor learning

spaces and from there they should be attracted to theoutdoor learning features in the extended groundsbeyond. The indoors should ow seamlessly in to theoutdoors, giving students and staff the opportunity tochoose their learning environment. The idea of doorsto the outdoors should be maximised and there shouldbe good direct or easy access from each internal zoneto their corresponding external learning zone. Specicresources for each learning area should be includedin each outdoor learning zone to promote learning,investigation, creativity and inspiration.

Interesting, inspiring and functional use of terracesand decks within and around the building should beconsidered to provide additional outdoor learning

spaces. An outdoor performance area/ meeting spacefor a large group of students would also be desirable.

There should be opportunity for students with specialneeds to access all play and leisure areas: For exampletables and seating at appropriate heights for wheelchairsand access to outdoor performance areas. Surfaceswill have to be user friendly for wheelchair access toreduce vibration and user discomfort.

External Environment

Communal staff areas will provide a social and sharedlearning resource for all staff within each of the zones.Whilst the predominant internal communication willbe via electronic systems, face to face interaction isimportant and will be encouraged through relaxation andrefreshment areas as well as work areas for individualsand for groups of staff engaged in joint planning orlearning activities. Some learning spaces will provideopportunities to share pedagogy and practice throughrecording and observation facilities.Within zones, staff work areas and private spaces will

be available to all staff. All work areas will have accessto the ICT infrastructure and learning resources throughappropriate devices. Staff areas will focus upon learningtogether and provide personal space to individuals as

well as on-hand storage, refreshment and shower/toiletfacilities.

A comfortable centralised social staff room is requiredto maintain the collective ethos of the work force.A variety of new and developed support staff roles willenable teachers and facilitators to concentrate uponsupporting and guiding learning. These will includedata administrators; in-class technicians; Internet andIntranet resource managers; media assistants; andhealth and welfare professionals, as well as vocational

providers. Staff will also need workforce developmentin relation to meeting the needs of a more diversepopulation of students with special needs.

Staff satisfaction and the workforce


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Witton Park high school: key principles

As enjoyment is a central pillar for this vision, the schoolwill incorporate facilities and resources that enable our

learners to make the most of their learning opportunitiesand to enjoy their learning. Open access to a secureand safe ICT environment; sufciency of shelteredrecreational areas and safe pleasant toilets; access to

support and guidance mentors and tutors; extendedhours for learning and off-site learning; and high quality

sports facilities will enable learners to engage with theschool and to succeed personally. Learners will beproud to attend Witton Park High School and the schoolwill be proud of its learners.

Student satisfaction

Witton Park is an inclusive school and will continueto cater for and improve the life chances of pupils ofdiffering abilities and aptitudes. The school will provideappropriate accommodation, rst class facilities andresources to support learners to encourage a fully

integrated, multi-cultural, multi-faith community valuingand celebrating diversity. The school shares a vision

with Neweld School that all young people with complexneeds have the right to a high quality learning experiencewhere genuine choice is available. An atmosphere willbe fostered where the presence and participation of allenriches the learning lives of all pupils and staff.

Inclusion

Through a well designed school building and theaspiration for enhanced facilities on the schoolsite, Witton Park High School will contribute to theneighbourhood resources that are available to the localand wider community whilst maintaining the security ofyoung learners in its care. Accessible school resources

will include the Social Learning Resource Centre;managed recreation and sporting facilities; meetingareas, and access to health provision. The schoolwould like to offer a base to neighbourhood community

police and has medium term aspirations to link with apre-school facility for its own staff and for local parents.Access to the performance space would be a bonus.

The school has been identied as a community hubsite with extended community access outside school

hours. This access would allow casual access andskills development, in addition to pre booked groups,clubs and events

Community involvement


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Where we are now...

The transformational process

...and where we will be

Evolving

curriculum

Integration

-links with

special

schools

Poor

building not

fit for

purpose

CPDprovision

Class

based

learning

Limited

integration

of Newfield

pupils

Goodrange of

before and

after clubs

2008

Learning

aones

Parentsactive in

childs

learning

Motivated

highly and

well trainedstaff

Creative

and

personalised

curriculum

Inclusion

PPP

Fully

extended

school

High

achieving

pupils who

are good

citizensNewbuilding fit

for purpose

2014


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8.00: I arrive at school and lock my bike in the bike park. As I enter the building, the auto recognition system logsmy entry into school. Walking through the atrium I take some time to check the large display screens showingstudent notices for the day. I really like this area because it is light and spacious, I am particularly interested in the

advert for new members to join the Community Group, I must email to say I am interested. As I walk through, theatrium, I speak briey to some of the new friends I met on the year 7 residential trip that we went on last month.Each morning there are a number of breakfast clubs that run. I like to go to the sports area to use the dance matsbut there are also lots of other getting ready to learn activities- no time today though!

I now head to my home base where I turn on my handheld PC, which automatically logs me into the school wirelesssystem. I really like using these as I can access my work from anywhere. I can access learning resources, guides,see and track my targets for the term, check my rewards and share work with others. I receive an instant messageto remind me that I am playing netball tonight, for my local team. I quickly send an instant message to my peermentor to see if she can meet me for lunch to talk about tactics for tonights game.

8.30 - 9.00: In the home base I meet up with other pupils I like working in this area as we have all got to know

each other quite well. I also notice that one of our home base tutors has put a display on the plasma screens onour science project we did on climate change-it looks good. Our learning supervisor outlines the topic work weare doing and I set my learning objectives for the day. Todays topic is on Healthy Living. This will build into ourcore learning for English and Maths by calculating calories and then producing some persuasive writing about thebenets of healthy eating-I really enjoy this way of learning. We split into small groups to work on the task. Oneof my group is Harry who spends part of his time at Neweld Special School and part of his time here at WittonPark. Harry is physically disabled but the layout of our school means he is always fully included. I like workingwith him because he has an interesting way of looking at things! His electronic wheelchair has sensors in it toprevent her bumping into furniture

10.15: I take a exi- break and head down to the caf area. This is really good as they serve food more or lessall day so that you re not tied to certain times and there are no massive queues! I choose the healthy option- wellI have to really after what we are learning about this morning! I use the cashless catering to get a healthy option

of a smoothie which gives me healthy points. I meet my peer mentor and we discuss the game. I really like thedining area as there is always a good atmosphere.

10.35: We all meet in the lecture theatre where my teacher has organised a video link with a college professor inFrance who has done a study on ways of improving healthy eating and lifestyles amongst teenagers. We are ableto pose questions using one of the three cordless microphones available to the class. This gives us lots of usefulinformation to put into our English work and gives us a chance to practise our languages! We meet back in thehome base and share our thoughts in small groups. I plan out my work and access two additional articles from theschool resource site and start to write. My learning supervisor is on hand to give guidance. At 11.00 I decide thatI need some data for my project so I set up a survey in my homepage on the VLE and send an instant messageto every year 7. I start to write up my project so far

12.15: I have 15 minutes before I have to meet my friends for lunch. I quickly go to a working pod on the corridorto check my progress le and targets in preparation for the meeting with my progress tutor tomorrow morning -Ithink I have made really good progress so far. My mum and dad can also access this le and I am sure they willbe very happy, although they have one or two questions attached for my progress tutor. There is a message toremind me that my homework from DT needs to be submitted and some feedback form my humanities homework.I submit the homework and download the feedback to study later

Day in the Life of Rosie - Year 7 (2014)


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1.00: I meet my friends in the caf to get a quick sandwich and a drink. We nd one of the free social areas to sitand chat and listen to music. We then decide that we need some fresh air so go for a walk around our beautifulschool grounds. I take some pictures for my homepage as it is such a fantastic day, it is cool, press a button andit is uploaded! A couple of our friends have volunteered to help out in the community crche for half an hour so we

will meet up with them later

1.45: Back at the home base we are given a topic in humanities involving mapping skills; we will be working ingroups for this activity. Our home base tutors show us a map of the area which we all download onto our PDAs.The map is of the surrounding park which we will be following. At point 10 during the walk, we have to stop andregister our positions-this shows the teacher if we are reading the map properly. Tomorrow we will share our workand collectively work on our video presentation about the importance of GPS; I am responsible for writing thescript. I will then record a copy of my nished project to the school network.

3.00: I go into the one of the mini conference rooms within the library learning centre to join the Community Group;I am really interested in taking part in their new project, Mr Smith from a local IT business is coming to speak atthe next meeting about how to get our project started. It is only a short meeting as the room is being used by the

green thumbs, gardening group at 3.30.

Some of my friends head off to the multi media centre where the music studio is locateda local DJ is coming toshow them how to do some mixing. I must write myself reminders about the maths booster session tomorrow at4. Ill set an alarm on my PDA.

3.30: As I have got to be back for my match, I cycle home to get something to eat and collect my sports kit. I justhave enough time to access some information in my technology I book which I need to read before tomorrowstechnology lesson and upload a copy of my presentation to my mentor.

6.30: Luckily my dad is doing an ICT course at school, so he will be able to give me a lift back for my match.

7.00: The netball match is against another local ladies team which we win thanks to a last minute goal by me!Whilst I am waiting for my dad, I decide to watch the basketball match which is being played in the sports hall.I meet my dad in the community caf area; he is really pleased with his course. I never thought I would see mydad back at school at his age! Tomorrow is my favourite day as we have technology and sport. Although it is lateI email my rst English draft to my teacher who will give me feedback during tomorrows lesson

Things I particularly like about school

Being able to take some of my GCSE exams early

Working with pupils from Neweld school

Water available throughout the school

Social areas around the school with comfy chairs!

Fantastic sports facilities and lots of extra curricular activities

I always know how I am getting on in all areas and what I need to do to improve

Lots of project based work

Email and msn

I get to work with students from other years and sometimes from other schools

Day in the Life of Rosie - Year 7 (2014)


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Contact details:

BSF team

Innovation Centre

1 Evolution Park

Haslingden Road

Blackburn

BB1 2FD

Tel: (01254) 584476

Email: [email protected]

Web: www.blackburn.gov.uk/bsf

Documents

BSF Witton Park