Pupil Handbook 2015-2016

KING'S LEADERSHI PACADEMY WARRINGTON

Aspiration, ambition and achievement Developing a full

understanding of one’s self

Being proud of one’s self and acting correctly

Being honest and truthful For one’s self as an

ambitious learner, one’s peers and one’s environment

The ability to work hard to achieve one’s dreams

ASPIRE in the Curriculum

ASPIRE is at the heart of King's. The code will not just be discussed in ASPIRE time with Academic Tutors but will be a part of every lesson taught at King’s. You will hear your Maths teacher refer to how you can endeavour to solve a difficult maths challenge, or your History teacher ask which of the ASPIRE values a King or historical leader has shown. You will study famous leaders by focusing on the ASPIRE values and researching how leaders show these values. As a King's student, you should endeavour to use the 7 ASPIRE values in your own language when responding to written and spoken tasks.

Integrity

ASPIRE

KINGS Collaborative CONTRACT

Aspire at King’s At King’s School we firmly believe that strength of character is the fundamental cornerstone of academic success. Each letter of the

word ASPIRE represents the qualities that we wish to see you develop. Aspiration as in having a real ambition and dream in life and Achievement of your goals through high expectations and sustained effort. Self-awareness as in developing a full understanding of yourself. Professionalism as in self- pride and acting correctly in all that you do. Integrity as in being honest and truthful at all times. Respect for yourself as an ambitious learner, your peers and environment. Endeavour as in your ability to work hard and achieve your dreams.

At King’s we firmly believe in each of these qualities. Our motto is ‘Credimus’, Latin for ‘we believe’. As a student of King’s Leadership Academy, I agree to: • Follow the ‘ASPIRE’ code • Follow all classroom routines quickly and quietly • Be of my best behaviour at all times, and • Work hard to achieve all of my Aspire targets

Signed __________________________Date __________________________

As a parent of King’s Leadership Academy, I agree to: Support our child and help them become a successful student at King’s Leadership Academy Signed __________________________Date________________________

As your Academic Tutor at King’s Leadership Academy, I agree to: Work hard on your behalf, and to help you develop the academic skills, intellectual habits, qualities of character and leadership traits necessary to succeed at all levels and become a successful citizen in tomorrow’s world. Signed __________________________ ..Date______________________

Contents

5 6 7 8 9 10 11 12 13 14 15 16 17 18 19

Appearance and uniform Additional guidance Term dates Learning cycle breakdown and dates ASPIRE Code ASPIRE Shout out information Leader system Student duty monitors Duty responsibility flowchart First things first principle – 7 good habits King’s Flight Path Assertive classroom discipline strategy Positive rewards policy Bully council process Home communication page

20 21 22 25 26 30 31 32 34 35 38

Important information Academy day structure and lunch Staff at Kings’ Review evening information Attendance section Personal absence record table King’s marking policy Reading log section Blooms pyramids King’s passport section ASPIRE Spirit awards and nominations 37

39-53 Mentoring section (LC target setting, mentoring record, premiership word logs) 54 My home learning flowchart

Uniform and Appearance King’s has its own uniform and PE kit which has been selected so that pupils will feel part of the school community. Items of clothing have been chosen carefully so that they are not unduly expensive, but are smart. It is the policy of King’s that uniform should be worn by all pupils. This is because personal presentation is important in the world of work and we want to make sure that our pupils develop a sense of pride in how they are turned out. We would advise that all items of clothing are clearly marked with your child’s name. BOYS Uniform Blazer

Shirt

King’s Blazer with wine trim and logo

Plain white with tidy stiff collar (long sleeve design with no patterns or trademarks).

King’s tie knotted close to the collar with the King’s emblem showing (this will be provided by school). The length of the tie must extend to the trouser belt, short ties are not permitted. King’s pullover only, grey with wine collar stripe. Dark charcoal grey, plain and of sensible style. Denim, cords or cotton trousers may not be worn. Plain and black.

GIRLS Uniform Blazer

Shirt

King’s Blazer with wine trim and logo

Plain white with tidy stiff collar (long sleeve design with no patterns or trademarks).

King’s tie knotted close to the collar with the King’s emblem showing (this will be provided by school). The length of the tie must extend to the trouser belt, short ties are not permitted. King’s pullover only, grey with wine collar stripe. Dark charcoal, box pleated worn to knee length. Skirts above knee length are not permitted. Trousers are permitted during inclement weather. Please refer to guidance for boys above, only plain straight legs styles are allowed. Black tights (not sheer); if socks are preferred they must be black in colour, plain and knee height, trainer socks are not permitted, Black polished and lace tied shoes of a plain style. Trainers, suede shoes, boots, shoes with coloured stitching or pump type shoes are not permitted. Indoor Sports: King’s Tracksuit; King’s black short sleeved polo shirt, plain black shorts, plain black sports trainers (lace tied), plain white sport socks, King’s drawstring bag. Outdoor Sports: King’s Tracksuit; King’s long sleeved outdoor top; thick football type black socks; shin pads and plain black football boots and trainers, King’s drawstring bag. Pumps, plimsolls or high-tops are not acceptable for P.E. lessons since they do not provide adequate ankle support.

School Coat Plain dark sober anorak style to cover blazer. Hoodies are not permitted

Tie Tie

Pullover Trousers

Socks Shoes

P.E.

Pullover Skirt

Socks Black polished and lace tied shoes of a plain style. Trainers, suede shoes, boots, shoes with coloured stitching or pump type shoes are not permitted.

Shoes Indoor Sports: King’s Tracksuit; King’s black short sleeved polo shirt, plain black shorts, plain black sports trainers (lace tied), plain white sport socks, King’s drawstring bag. Outdoor Sports: King’s Tracksuit; King’s long sleeved outdoor top; thick football type black socks; shin pads and plain black football boots and trainers, King’s drawstring bag. Pumps, plimsolls or high-tops are not acceptable for P.E. lessons since they do not provide adequate ankle support.

School Coat Plain dark sober anorak style to cover blazer. Hoodies are not permitted

Stationary King’s pencil case, 2 black King’s pens, 2 King’s pencils, ruler, protractor, eraser, tipex is not permitted

P.E.

Stationary King’s pencil case, 2 black King’s pens, 2 King’s pencils, ruler, protractor, eraser, tipex is not permitted

ADDITIONAL GUIDANCE SECTION

Travelling to and from school full uniform must be worn, this demonstrates pride in the school. School bags A King’s bag is compulsory. There are only 4 styles of bag which are permitted in the following styles: Satchel, rucksack, sportsbag, drawstring. Handbag / fashion style bags are not be permitted.

King’s scarf. A scarf will be available from September, this is optional but if pupils choose to wear a scarf, only the school scarf is allowed. PE Regardless of illness or injury, pupils are expected to bring a full College P.E. kit to all lessons in order to participate in a variety of roles. Hair and Makeup Pupils are expected to wear hair in a neat and acceptable style. Hair must be of one colour, natural in appearance. Hair styles (including shaved heads) judged to be extreme by the Principal are not permitted. Make-up, including coloured nail varnish, lip gloss and fake tan, is not to be worn. Hair fashion accessories are also not to be worn. False nails or other such accessories are not acceptable. If hair bands are worn they should be black only. At King’s School we expect the highest standards in everything we do, this includes appearance. Pupils who do not conform to the school’s uniform and appearance policy will be subject to the school’s assertive discipline procedures.

Jewellery Unfortunately, apart from watches, jewellery (including studs, rings, earrings or any other body/facial piercings) are not to permitted. This is because of the potential risk from accidental damage when wearing such items, students wearing jewellery will having their items confiscated. The only exception to this rule is at the Principals discretion, who may permit a small transparent plastic stud earring to be worn where ears have been recently pierced.

We will do our best to assist your child in safeguarding their property. However, the school does not take any responsibility for the loss of or damage to personal possessions brought on to site. Large amounts of money or items of value (including personal audio equipment [such as MP3 players, expensive phones], electronic games) are best left at home. Such items may be confiscated by staff if they are visible in lessons or on corridors without a teachers permission, under these circumstances a receipt will be issued and the property can then be collected by parents from the registrar at the school reception.

Mobile Phones We advise that pupils do not bring mobile phones into school. However, we do recognise that some parents may wish their child to have a mobile phone with them as they travel to and from King’s. Any mobile phones brought in must be both switched off and put away whilst on the premises. We do not take any responsibility for loss of or damage to mobile phones. Inappropriate use of phones in school will result in confiscation without notice (under these circumstances a receipt will be issued and the property can then be collected by parents from the registrar at the school reception). Should you need to contact your child in an emergency, please use the main school number which will be available on our website from September.

The Principal reserves the right to make the final decision on what is or what is not appropriate.

IMPORTANT: Insurance Notice We recommend that parents/carers make their own arrangements for insurance of bags, clothing, watches, mobile phones, pens, bicycles etc. - usually by an extension of your home insurance. Please never allow your child to bring anything expensive or of sentimental value into school, particularly pens, watches, jewellery or large sums of money. Students should report anything lost to staff immediately.

Term Dates September 2015 to July 2016

First Half Second Half

Finish FinishStart Start

AutumnTerm

Year 7Thursday 3rd September2015All school in

Friday 4* September 2015

Half-TermBreakFriday 23rd October

2015Monday 2nd November2015

Friday IS"' December2015

ChristmasBreak

SpringTerm

Tuesday 5* January 2016 Friday 12* January2016

Monday 22nd February2016

Friday Is' April 2016Half-TermBreak

Easter BreakMonday 18* April 2016 Friday 27* May 2016 Monday 6*June Tuesday 19*JulySummer

Term

Other useful dates

Easter weekend: School Bank Holiday Friday 25th April 2016Easter Bank Holiday Monday 28th April 2016

May Bank Holiday: Monday 2nd May 2016

The school will be closed to students on:Tuesday and Wednesday 1JI and 2nd September 2015- InsetMonday 4,h January - InsetWednesday and Thursday 21'1 July- Inset |

Tables of Learning Cycle dates and information

Autumn/Winter Winter/Spring Summer

Learning BREAKDOWN DATES Learning BREAKDOWN DATES Learning BREAKDOWN DATESThursday 3rB September toFriday 6tl’ NovemberTotal Length = 8 weeks 2 days

Cycle

THREEMonday 11th January toFriday 4th MarchTotal Length = 7 weeks

Monday 9 May to Tuesday19th JulyTotal Length = 9 weeks 2daysNormal teaching weeksStudent Summer Holiday1LC1-5 Review TeachingWeekSynoptic Assessment WeekAnnual ReviewSuper Learning Experience:Lead Faculty: MFL

ONE FIVE

3/9 -7/98/9-16/1019/10-23/102/11-6/1126/10-1/11Weekbeginning19/10

11/01- 05/0208/02 - 12/0215/02 - 21/0222/02 - 26/0229/02 - 4/03

09/05 - 17/0630/05 - 05/0620/06 - 24/0627/06 - 01/0704/07 - 19/07Weekbeginning27/06

3 Day ASPIRE InductionTeaching weeks 1-6Assessment WeekGAP Teaching WeekStudent October HolidaySuper Learning Experience-Lead Faculty: Humanities

Battle of Hastings

Teaching weeks 1-4Assessment WeekStudent February SpringHolidayWeek 5 TeachingGap Teaching WeekSuper Learning Experience- Lead Faculty: Science

Weekbeginning08/02

Brathav 2015/16Learning BREAKDOWN DATESLearning BREAKDOWN DATESCycle

FOURMonday 7th March toFriday 6th MayTotal Length = 7 weeks

Monday 9th November toFriday 8th JanuaryTotal Length = 7 weeks

Year 7: Thursday 5th- Friday 6T- NovemberYear 8: Wednesday 10th-Friday 12th February

TWO

07/03 - 22/0404/04-17/0418/04 - 22/0425/04 - 29/0402/05 - 06/05

Teaching weeks 1-4Student Easter HolidayAssessment WeekWeek5 TeachingGAP Teaching WeekSuper Learning Experience- Lead Faculty: English

9/11 - 11/1214/12 -18/125/01 - 8/0120/12 - 04/01Weekbeginning7/12Weekbeginning14/12

Teaching weeks 1-5Assessment WeekGAP Teaching WeekStudent Christmas HolidayChristmas Concert &.Production Week

beginning18/04Super Learning Experience -

Lead Faculty: Maths

At Kings we believe and live by ASPIRE What our ‘Characteristics’ mean

ASPIRATION High expectations

Enterprise

ACHIEVEMENT Completion of tasks

Becoming successful

SELF-AWARENESS Knowing your strengths

Knowing your challenges

PROFESSIONALISM Acting in the correct manner

Maintaining high work standards Maintaining high dress standards

INTEGRITY Telling the truth

Being honest

RESPECT Being courteous

Being considerate

ENDEAVOUR Being hard working

Making sufficient effort

Being enthusiastic Becoming a leader Showing humility Being honourable Being a good citizen Being conscientious

What our ‘Characteristics’ do NOT mean

ASPIRATION Lacking ambition

ACHIEVEMENT Not completing tasks

SELF-AWARENESS Not being honest about yourself Not recognising where your weaknesses are

PROFESSIONALISM Not acting in the correct manner Not being proud of your school or its uniform

INTEGRITY Being Dishonest

RESPECT Being Disrespectful

ENDEAVOUR Not trying hard enough

Lacking drive Not trying to be successful Lack of pride in

yourself Not caring about others Giving up easily

CREDIMUS “Watch your thoughts, for they become words.

Watch your words, for they become actions. Watch your actions, for they become habits.

Watch your habits, for they become character. Watch your character, for it becomes your destiny.”

We are what we repeatedly do. Excellence, then, is not an act but a necessary habit.

Shout Out Assemblies

Each week, as part of Reflection Friday's, you will take part in our Shout Out Assembly. Here you have the chance to reflect on the behaviours and ASPIRE values of your fellow students. You can give a student a 'shout out' for displaying outstanding examples of our ASPIRE code. Examples include;

Aspiration and Achievement - seeing a fellow pupil revising hard to meet their target grade. Self Awareness - witnessing a person focusing to improve their behaviour or an area of weakness. Professionalism - nominating someone who has immaculate uniform consistently. Integrity - perhaps a friend admits to accidentally tripping you during football and apologises. Respect - seeing a fellow pupil holding the door for everyone or asking if they can help you. Endeavour - nominating a person who perhaps has tried very hard at a subject or task.

Integrity

ASPIRE

OVERVIEW OF OUR LEADER SYSTEM LEADER OF THE DAY RESPONSIBILITIES The Leader of the Day is responsible to the Staff Duty Leader and must inform him/her of any changes or queries related to their role. ROLE The Leader of the Day ensures that: • All student duty leaders are in their designated place at the designated time during break and lunch times. If not, the Leader of the Day is to inform the Staff Duty Leader. • The bell is rung at exactly at 11:10am and 1.35pm every day by the Hall monitor. • Line up routines run on time and to the expected standards at the end of morning break, and lunch break. The Leader of the Day will dismiss pupils from the hall each morning 2 rows at a time. • During the line-up, the Leader of the Day is to ensure that the Greeters carry out their duties effectively. Once the Greeter has confirmed their line is checked, the Leader of the Day gives the command ‘straight lines’, followed by ‘heads to the front, teachers to the left’. The Leader of the day then asks staff if they have any announcements. On the command ‘please carry on’ from staff, the Leader of the Day gives the final command ‘heads to the front. King’s 123’. The Leader then signals to each Greeter when to leave for their next lesson. • He/she is available to carry out any duties as directed by the Staff Duty Leader.

GREETER OF THE DAY RESPONSIBILITIES The Greeter of the Day is responsible to the Leader of the Day and must inform him/her of any changes or queries related to their role and to their designated group. ROLE The Greeter of the Day ensures that: • They know the order of lessons they have for the day ahead and their location • Line up routines for their designated group are completed to the highest standards at the end of silent reading, morning break, lunch break, afternoon break and at the end of Period 7. Line ups are to be conducted in absolute silence at all times. • During the line-up, they ensure standards of appearance and bearing are of the highest standard. • When given the order to lead their group to lessons, they use the command ‘left foot first’ followed by the name of the subject and the room they are to walk in line to. • On arrival to the classroom door, they use the command ‘halt’. They then meet and greet the subject teacher with a firm handshake, making good eye contact. The teacher then repeats the routine with all students in the group, reinforcing entry expectations to students if required (firm grip, eye contact, loud and proud greeting). The Greeter will lead the Mantra and announce the premiership word, numeracy word and literacy focus of the day.

• During a lesson, if there is a knock at the door, they meet and greet the visitor outside the classroom. They introduce the group, the subject, the progress objectives and activities of the lesson. They provide an overview of their career and university flight path and future aspirations. Finally, they ask if the visitor has any questions before inviting them into the classroom. • During transition between lessons (periods 1-2 and 3-4) they lead their group between classrooms ensuring silent transitions. On arrival to next lesson, and when the group is lined up perfectly and in silence, the greeter knocks on the teacher’s door and meets and greets the member of staff followed by ‘our group is ready to learn’. • He/she is available to carry out any duties as directed by the Leader of the Day.

\±J

KING 5 LEADERSHIPACADEMV V*Alllll Ml'.TON

STUDENT DUTY MONITORS RESPONSIBILITIES Duty monitors undertake their role for 1 full week. They are responsible to the Leader of the Day and the Senior duty leader, and must inform him/her of any changes or queries related to their role and to their designated area.

ROLES Hall Monitors Hall Monitors ensure that: • They agree the days they will each lead break or lunchtime Hall Duty throughout the week. • At breaktime:

o The hall is tidy and free from litter at all times o Chairs are tidy at all times o They ring the bell at 11:10am exactly

• At lunchtime: o They assist the lunchtime staff clear and tidy the main hall for afternoon activities o They ring the bell at 1.35pm exactly.

• He/she is available to carry out any duties as directed by the Leader of the Day. Community Standards Monitors Community Standards Monitors ensure that: • They agree the days they will each lead break or lunchtime Community Standards Duty throughout the week. • They check each classroom every break and lunchtime to ensure it is tidy, free from any litter on floors and chairs are placed neatly under tables • They check all playground areas to ensure it is clean and tidy and free from any litter • They check all paths are clear of leaves • He/she is available to carry out any duties as directed by the Leader of the Day.

Senior Duty Leader – Year 9 pupils only Senior Duty Leaders need to ensure that:

• Year 10 pupils will also be asked to act as Duty Prefects

Leader of the day are in the correct role and position

• Student duty monitors follow the ASPIRE code when acting out their responsibilities

• Act as a professional role model to all King’s students

• Demonstrate responsible attitudes to younger students during their duty day and lead pupils in professional dining

• They report any problems, students not on duty or other concerns to the Staff Duty Leader if it is not asituation they can deal with themselves

• He/she is available to carry out any duties as directed by the Staff Duty Leader

Library Mentor

Mrs Ridyard will be the member of staff responsible for funning the library.Library mentors will carry out a number or roles and responsibilities such as organisation, logging books, reading with others and possibly reviewing titles.

\±J

LkHlIMI

KING 5 LEADERSHIPACADEMV V*Alllll Ml'.TON

DUTY RESPONSIBILITY CHART

STAFF DUTY

Mrs RIDYARD SUBJECT TEACHER LEADER OF THE DAY

COMMUNITY STANDARDS MONITORS GREETER OF THE DAY HALL

MONITORS

Y9 &Y10 SENIOR DUTY LEADERS

LIBRARY MONITORS

\U

KING s LEADERSHIPA€Al>f.MY WARMhJliTON

First things first principle

PRINCIPLE 1 – Be proactive • By applying self-knowledge and self-awareness to be able to choose the best response.

I M P O R T A N T

URGENT/IMPORTANT – MATRIX

URGENT I – Can’t wait, crisis, deadlines, HW

DO IT NOW - REACTIVE

NOT URGENT II – Planning, prevention, team building

DECIDE WHEN – BE PROACTIVE PRINCIPLE 2 – Begin with the end in mind

• Personal vision and responsibility. Start with the end in mind, by applying your imagination and integrity

PRINCIPLE 3 – Put first things first • Leadership and having a mission. Be highly effective by applying will-power.

PRINCIPLE 4 – Think Win Win • Seek mutual benefit by adopting an abundance mentality N

O T I M P O R T A N T

III – Interruptions, some conversations IS THIS REALLY VALUABLE?

IV – Time wasting, TV, Xbox STOP DOING

PRINCIPLE 5 – Seek first to understand • Seek first to understand, then to be understood by applying courage balanced by consideration.

PRINCIPLE 6 - Synergise • Involve people in problems and work out solutions together.

PRINCIPLE 7 • Stay ahead of the game by continuous improvement of Self

To really effect positive change, students can reorganise the way they spend their time based on the concept of importance, not urgency. Activity which falls into quadrant 1 must be done. The real choice is when it comes to Quadrant 2, this holds the key to personal effectiveness. The matrix above helps prioritise tasks in order to reduce the time spent in Quadrant 1 and operate more in the proactive Quadrant 2

KING’S FLIGHT PATH

insert your photo here DREAM IT – BELIEVE IT - DO IT

Which University? When I graduate from King’s I want to go to:

What Career? When I graduate from University I want to be a:

What Will I Study? To fulfil my dream of becoming a ______________ I must study and achieve the following grades:

GCSE: A-Level: Degree:

Why this Career is important to me?

\±J

$0$KINGS lEADfRSHlP

Ai-lADf M > WAIUUNl'.TON

King's Assertive Discipline Strategy for Our Learning Environment -i -

K**«- * iHMtwir

Follow up actionsResponseIncident1* Incident:Pupil will receive aWarning

from teacher.This warning will be in a way

that allows the pupilto identify theirlearningbehaviour is not meeting King'sASPIRE Standards This can be via a verbalwarning or a signal

• Have abrief discussion with studentafter class Making them identifywhy you have kept them behind.

• Congratulate them on recognisingtheir behaviour when asked. If not,allocate them a negative ATL (3).

EARNING

ISIGNALI

c 2“ Incident: • Teacher will allocate pupil a (3) onSIMS ATL register

• Conversation about their behaviourand a 30 minute detention, this maybe after school.

• House Tutor to follow up duringASPIRE

Place pupils name on the board

Don't give them any reason if challenged.Say you will discuss it with them after thelesson or break/ lunch.

*0

C • Pupil given a1hour detention.• The Pupil has responsibility to alert

home of detention.• Log detention Date/ Time onSiMS

• Formal apology may be required.

• ATL (3) Placed on SIMMS withcomment. HT/ HL follow up.

3r< Incident;

Pupils name ts circled

C • Pupil allocated a two hour detentionon a Friday. Usually a Phone callhome from Subjectpractitioner.Inform Lead Practitioner.

• •Teacher to complete incident formand handed to House leader.

• ATL (4) placedon SIMS andcomment. Possible Report card*

4a Incident:

Pupils name now has one strike/ crossthrough it.

ec 5M Incident: • Instant ATL (4)on SIMS, communityservice will be issued.

• Reportcard issued- subject leaderand HL/HT monitor.

• Possible Saturday detentionandpupil to meet with studentparliament. SLT notified.

Pupils name has two strikes through it.

be needed from SITFurther support

or HI to remove pupil fromlesson. N

\±J

E«cX 8KING* UADIRSIIIP

tumui wtuisiiiiM

King's ASPIRE Classroom Reward Strategy

step1BRONZE- Place their nameunderthe "Smiley” iconon theboard. Give praise to pupil.

o o Other: You can give them a King'sMonarch.iz

step 2 SILVER- Achievement/ ATIrecordedon SIMS. Positivecomment made. This will berecordedandemail couldbe senthome.

Other:Extra Monarchs, subjectarea award.

o oF«-•

s

Step 3 GOLD- Referralto House

Leader via email. Picture taken foroutstanding work produced or acomment about the students work.

Other:Positive postcard home.Reward allocated on SIMS.Extra Monarchs awarded. Possiblenews!etterj>cb«yRrB«iitaadrecognition.

o ouFr-4

Recognition via achievementassembly on Friday. ATI (1)

/

/ Platinum: Level

Step 3 PLATINUM- Positive phone call home, recognition to House Leaderand Head of House towards pupil of the week. Mention in ASPIRE newsletterand achievement board. ATL (l)with comment House Tutor praise duringASPIRE.

ln5m

THE KINGS’ LEADERSHIP ACADEMY “Behaviour Council for Professionalism and Respect” PROCESS At King’s bullying is very rare, this because we respond swiftly in the format outlined below

A DISPUTE ARISES BETWEEN STUDENTS

THE SITUATION IS REPORTED BY:

THE BULLY COUNCIL SUBJECT TEACHER/FORM TUTOR STUDENTS VIA THE ‘TELL US PROCESS PARENTS

THE SITUATION IS BROUGHT TO THE ATTENTION OF THE ACADEMIC TUTOR WHO WILL ACT

BULLY COUNCIL SCHEDULED STUDENTS MEET IN A CIRCLE TO OFFER SUPPORT, WITH STAFF SUPERVISION

PEER MEDIATION SCHEDULED A SMALL CLINIC WILL MEET TO MEDIATE THE DIFFICULTY

IF THE MATTER IS RESOLVED THE INCIDENT WILL BE RECORDED, PARENTS WILL BE CONTACTED AND THE REPORTING PERSON UPDATED

IF THE MATTER IS NOT RESOLVED THE VICTIM WILL BE SUPPORTED A SENIOR MEMBER OF STAFF MAY BE CONSULTED WHO WILL • INVOKE THE SCHOOL’S RESPONSE POLICY • RESCHEDULE ANOTHER MEETING OF THE BULLY COUNCIL • INVITE PARENTS IN FOR DISCUSSION AND MEDIATION • RESPOND SWIFTLY AND SENSITIVELY TO THE SITUATION • INVOLVE MULTI AGENCY SUPPORT

FAILURE TO RECONCILE AT THIS STAGE WILL RESULT IN REFERRAL TO THE HEADTEACHER WHO MAY CHOOSE TO INTERNALLY EXCLUDE THE PERPETRATOR UNTIL THE SAFETY OF THE VICTIM IS ASSURED

♦

I

I

♦

Kings home communications page

Please write down dates and details of letters that are sent home. Parents need to sign to say they have received the letters. Academic tutors will check this each week.

Date of letter Content/purpose of letter e.g. parents evening Action for letter

e.g. reply slip etc Parent/ guardian signature

Important information

School Address and contact: Kings Leadership Academy Seymour Road Warringotn WA1 3TT 01925 850824 Website www.kingsleadershipacademy.com (with links to the parent portal) Email info@kingsleadershipacademy.com

Receptionists: f.hayes@kingsleadershipacademy.com c.hutton@kingsleadershipacademy.com r.lindsay@kingsleadershipacademy.com

Parents/Review Evening If you cannot attend a parents evening: Please ask your parent/guardian to phone or email the main school email address (FAO academic tutor) with a reason for not being able to attend. The academic tutor or subjects tutors will contact you where necessary to re-arrange. We believe at Kings that attendance at these evenings will aid progress.

Lunch and Break times Pupils can bring their own lunch or purchase school dinners at £2.50 per day. Pupils will be requested to ideally order lunches the day before so that they may be prepared and to cut down waste and overall costs. All pupils will eat lunch together with staff in our ‘Family dining’ environment. Pupils are only allowed outside once members of staff are on duty and supervision is evident and sufficient. Break times are fully supervised by our staff and snacks are readily available for pupils to purchase. The bell will ring 5 minutes before the end of each break so that pupils have time to get ready, return equipment and line up before the next period.

Week 1 Week 5 Week 6 Week 7Week 2 Week 3 Week 4

Introduction,over-arching

question,objectives

GapTeaching and

two superlearning days

Mid-cycleprogress

check

Assessment

Reports senthome

Each week's chunk of knowledge, skills and practices builds upon those of the previous week thus buildingand consolidating the learning gain.

The structure of content for each weeks learning is as follows:

Teach - learn - stretch - REACH - assess - reinforce

Academy DayMonday-Thursday Friday

(7.45am:I 8.25am:

(7.45am:8.25am:

J Academy opens to students

J Students to be in school by thistime

J Student Leader of Day dismissesstudent bodyASPIRE

Period 1

Period 2

Morning breakPeriod 3

Period 4

LunchPeriod 5

Period 6

Students Escorted to main gate byperiod 6 teacher and dismissed

4.30-5.30pm:J After School Enrichment Programme

' Academy opens to students

J Students to be in school by thistime

) Student Leader of Day dismissesstudent body

J ASPIRE) Period 1

( Period 2

J Morning break

I 8m: 8.30am:

(8.35am:(9.00am:(J0.00am:

((11.00am:

(11.15am:

((12.15pm:( 1.15pm:(2.00pm:(3.15pm:

4.30pm:

8.35am:

(9.00am:I 10.00am:

( 11.00am:

( 11.15am: J Period 3

12.15pm:

(j2.50pm:

( 1.50pm:

j Lunch

) Period 4

) Students Escorted to main gate byacademic tutor and dismissed

(2.00pm: ) After School Enrichment Programme

DailyTie structj'e of tne day is ojt ined above. The hour teaching week. Students may arrive eachschool day commences at 8.25am and finishes at morning from 7.45am. A range of after school4.30pm Monday to Thursday*. On Fridays, the dubs also take place from 4.30-5.30pm Mondayschool day finishes at 1,50pm allowing staff to to Thursday, and Saturday Morning Academy'sreview the week and plan for the following week, and PE fixtures.Within this time frame, students will enjoy a 30*Please note that between the dates of Monday 3rd November 2014 and Friday 27th February 2015, the academy day finishes at 4.00pm to enable the safe travellinghome of students during daylight hours.

Lunch ArrangementsLunchtime lasts for 45 minutes from 1.15 -2.00pm Monday to Thursday, and for 35 minutesfrom 12.15pm- 12.50pm on Friday. A familydining arrangement enables all students to sit intheir house groups for lunch along with theirAcademic Tutor and Leader.*To alleviate traffic congestion whilst on the Bruche site, Year 7 and 8 finish Period 6 at 4pm whilst Year 9 and 10 classes finish at 4.15pm

Academy DayMonday-Thursday Friday

(7.45am:I 8.25am:

(7.45am:8.25am:

J Academy opens to students

J Students to be in school by thistime

J Student Leader of Day dismissesstudent bodyASPIRE

Period 1

Period 2

Morning breakPeriod 3

Period 4

LunchPeriod 5

Period 6

Students Escorted to main gate byperiod 6 teacher and dismissed

4.30-5.30pm:J After School Enrichment Programme

' Academy opens to students

J Students to be in school by thistime

) Student Leader of Day dismissesstudent body

J ASPIRE) Period 1

( Period 2

J Morning break

I 8m: 8.30am:

(8.35am:(9.00am:(J0.00am:

((11.00am:

(11.15am:

((12.15pm:( 1.15pm:(2.00pm:(3.15pm:

4.30pm:

8.35am:

(9.00am:I 10.00am:

( 11.00am:

( 11.15am: J Period 3

12.15pm:

(j2.50pm:

( 1.50pm:

j Lunch

) Period 4

) Students Escorted to main gate byacademic tutor and dismissed

(2.00pm: ) After School Enrichment Programme

DailyTie structj'e of tne day is ojt ined above. The hour teaching week. Students may arrive eachschool day commences at 8.25am and finishes at morning from 7.45am. A range of after school4.30pm Monday to Thursday*. On Fridays, the dubs also take place from 4.30-5.30pm Mondayschool day finishes at 1,50pm allowing staff to to Thursday, and Saturday Morning Academy'sreview the week and plan for the following week, and PE fixtures.Within this time frame, students will enjoy a 30*Please note that between the dates of Monday 3rd November 2014 and Friday 27th February 2015, the academy day finishes at 4.00pm to enable the safe travellinghome of students during daylight hours.

Lunch ArrangementsLunchtime lasts for 45 minutes from 1.15 -2.00pm Monday to Thursday, and for 35 minutesfrom 12.15pm- 12.50pm on Friday. A familydining arrangement enables all students to sit intheir house groups for lunch along with theirAcademic Tutor and Leader.

STAFFING/TEACHING AREA DETAILS

King's classrooms are named after highest ranked university for each subject area based on 2014 rankings.

Academic Staffing±\

Academic Tutor Group Leadership GroupTEACHER CLASSROOM BASE SUBJECTMATHS

Imperial College Academic Leader: TudorHouse

Maths Supporting Yr7 NorgayT Coase

Oxford Maths Hanover Waterloo Yr8 NightingaleR BarryMaths/Spanish N/ABristol Normandy TmchebrayE Gallego

ENGLISHEnglish Tudor Armada Yr8 WilberforceA Ridyard Durham

K Sharp Cambridge English Academic Leader: YorkHouse

Yr8 Rowling

M Hill English Tudor Bosworth Yr7 DarwinEnglish/PPE/DramaAbove Supporting Yr7 HilaryH Savazzi Hanover Vitoria

SCIENCEB Barker Edinburgh Supporting Yr7 GhandiScience Yr9 ROSE

Brunei Hanover TrafalgarTRush Science Yr7 NewtonScience/MathsBirmingham Tudor Solent Yr7 GhandiCStretton

GEOGRAPHYGeography York TowtonS Lawrence LSE Yr7 Norgay

N/AGeography Academic Leader:Normandy House

A Reay

HISTORYHistory/Geography Normandy HarlechK Graham St Andrews Yr8 Edison

History/PPE N/AManchester York CrusadeN Burrows

Creative/External Staffing

CLASSROOM BASETEACHER SUBJECT DaysLANGUAGES

Warwick Conversational Spanish Monday-ThursdayK BrownSouthampton French InterventionN Upmini TBC

PERFORMING ARTSM Bowden FridayLIPA GCSE Drama

L Pankhurst Music/Brass tuition Wednesday & ThursdayLSEP Rhudd St Andrews Music/Brass tuition Wednesday & Thursday

Music/Brass tuition TuesdayG Curtis LSEPE

I Combes Birmingham Sword Fencing Monday & ThursdayJ Leighton Monday-ThursdayQueens Rowing

Lacrosse Coach Loughborough MondayLacrosseC Scotland Birmingham Tuesday & WednesdayJu-JitsuS Aldridge Birmingham Sports Leaders (+TA

_Role)_Monday & Tuesday

ART| Monday, Thursday, Friday |Fine Art & GCSEE McIntyre Queens

LEADERSHIPD Archibald Cranwel.l. First Aid & Navigation

AwardsTuesday & Wednesday

ROBOTIXXD Robertson + 2

Barclays staffLSE/St Andrews Roho.tixx &

ProgrammingMonday

GCSE COMPUTERSCIENCE

Barclays x 4 LSE/St Andrews Tuesday & ThursdayGCSE Computer ScienceGCSE MUSIC

FridayLSE/St AndrewsJ Parr GCSE Music

Meeting with your Parents to review your progress

Parent/Carer Consultation: In addition to aProgress Report 5 times per year. Year 7 parentswill meet with their child's Academic Tutor inOctober to discuss settling in and target gradesfor the year ahead. Parents/carers will also beinvited to a parents' evening in March, andfinally an opportunity in July to meet the HouseTutor to discuss the year's progress. There willalso be 'intervention' evenings in January andMay for parents to discuss their child's progressif necessary. We believe that these meetings arereally important, as teacher, parents andstudents need to know where each child is atNOW, not where they could be at by the endof the year.

I

i

**» io.a«..5II|I|li

JI

i<f

Dates of the Parent Conferences will beavailable on the King's Website. i

lIIn addition, all parents/carers are given secure i

access to the King's Parent Portal, enablingyou to view the current progress of your child on¬line and also view important information linkedto our attendance and behaviour targets.

Attendance SummaryIf a child's attendance is 100% what will

happen?

100% = Improved life chances100% = They will pass their GCSEs100% =They will get a better job

100% = They will reach their potential100% = They will have more choices in life100%=They will receive rewards at King's

THINGS YOU MIGHT NOT KNOW SHOULD I SEND MY CHILD TOSCHOOL7When can a child legally be

absent from King's Academy ALWAYS•Let King's know ij you are

keeping /our child offschool

Call the officeord explain what iswrong with him/her, don't

email•Send a note in when

he/she returns• King's will let you know if

you need to providemedical evidence

The Health Protection Agencyadvise that there is no need tokeep your child away fromschool if they have:A child registered at o school can legally

miss school only in very limitedcircumstances Cold

CoughHeadachesTonsillitisAthlete's FootCold SoresConjunctivitisGlandular FeverHead Lice,Hepatitis B/C,HIV/Aids,MRSAWarts, or Vernicae

These Indude:

(\when the child is too HI to attend A fulllist of authorised illnesses are availableon request and token directly from theHealth Protection Agency websitewww.hpa.org.uk

REMEMBER• We will let you knew if

The Academy is authorising thetime your child is off school

• If school do not agree withyou keeping your child off

Education Welfare Servicesmay contact you to find out

more about the matter.

qwher the school has authorised theabsence beforehand

If a child is missing school without goodreason, Academies and locol authoritieshave a number of legal powersthat they can use Including fixedpenalty notices.

Parents don’t often know this,however, please make sure youget treatmentfor theseconditions. Further guidance Isavailablefrom Kings'directly andwww.hDa.ora.uk

What could happen ifattendance is unauthorised

King's attendance,absence and the law

PENALTY NOTICESAs an alternative to prosecution, authorised local authority staff,police officers and Plndpals can issue penalty notices to parents

of children who are not attending school regularly. If youfall topay a penaltyfine, you will be prosecuted.

The law requiresparents to make suretheir children receive a

full-time educationsuitable to their needs.For your child thismeans attending King'sregularly.As a last resort,Academies and localauthorities have legalpowers to deal withpoor attendance.

COURTYou could be prosecuted (a penalty notice does not have to beissuedfirst)and this could result In a more severe penalty.You could get afneof up to £2,500, a community order or, Inextreme cases, a jail sentence of up to three months. If the courtthinks It will help tostop your child missing school, It may alsoImpose a Parenting Order.

PARENTING ORDERA Parenting Order is a court order which requires you to attendparenting education or support classes. You will also have to dowhatever the court says Is necessary to Improve your child'sbehaviour and attendance at school.

97.7%

Attendance Positivesl.King's attendance is _ this is well above the

national average2.Punctuality is 99%, this means students are

rarely late3.Students with high attendance are rewarded

with prizes, certificates and praise.4.Attendance contributes to House success in the

inter-form competitions.5.Students with attendance above 97% can take

part in special enrichment activities

Absence record

High attendance is key to achieving success and optimum progress. Should you be ill or have medical appointments that cannot be made out of school time please complete the slips below and give to your academic tutor. Please refer to our attendance policy for more details. Remember: our minimum target for attendance is 97%. We reward pupils for good attendance every learning cycle!

Date Reason for absence Further details Parent/ guardian signature My current

percentage attendance figure

r

King's Marking Policy In Text Meaning

NP SP

This means a new paragraph is needed. Work out where you think it should start and put // where you think it should be. Check the spelling of the word. Seek the correct spelling and write the accurate version underneath. If needed, use a strategy to help you remember it in future.

Check the tense you are using - past, present or future? Change your work to ensure it is consistent. Try and change this word for a 'higher level' word. Use a thesaurus if needed. Use a connective here instead of two short sentences. Use you connective bank to help you. Find a different or better way of opening your sentence and amend it. Punctuation is needed here. Check the sentence and add the correct punctuation that is missing. You need to improve presentation here. Well done! This is a particularly effective use of language or punctuation.

T V C O P Q Two ticks

Begin your work with a THUD! T H U D

Title Highlight key words Underline Date

B Brainstorm O

When writing, remember to plan using BOSS!

Organise S Sequence S Sentance

Reading Log Record Page New words I have discovered

Word Definition or an example of how it is used in a sentence

Bloom’s Taxonomy Pyramid

Bloom'sTaxonomy Digital Bloom's Visual

(IMM. MK

Creating y •»u»MW,

evaluating IYMUIM

ClAnalysing VI41VU '3©5«*r». UM

Applying tp 0=-OQ~

sr 1 *Understanding ••0Y(2i/— /<«m»l M«(

•dm VI

King’s Passport During the year you will be taking part in different Super Learning Days and field visits. It is important to reflect on these activities and consider the ASPIRE values you displayed. Below, write down the activities/visits you take part in and reflect on what you have learnt and the ASPIRE values you developed.

Activity/Visit Reflection; What you have learnt? I learnt that a good way to achieve something challenging is to work as a team and support my House members.

ASPIRE values developed? Example; Brathay Leadership Residential trip I displayed endeavour by rock climbing, something I

wasn't sure I could do.

King's Passport During the year you will be take part in different Super Learning Days and field visits. It is important to reflect on these activities and consider the ASPIRE values you displayed. Below, write down the activities/visits you take part in and reflect on what you have learnt and the ASPIRE values you developed.

Activity/Visit Reflection; What you have learnt? I learnt that a good way to achieve something challenging is to work as a team and support my House members.

ASPIRE values developed? Example; Brathay Leadership Residential trip I displayed endeavour by rock climbing, something I

wasn't sure I could do.

My ‘ASPIRE’ Spirit awards Each week pupils will nominate pupils in the Shout-out assembly for ASPIRE Spirit awards. Here you can

write down the pupils you would like to nominate so that you remember to award it and you can also record the Spirit awards you have achieved.

Remember: these receive house points and merits! My nominations

ASPIRE Spirit Pupils I have nominated Reason for nomination

My personal Spirit awards

ASPIRE Spirit Reason I received the award How I feel

Kings Pupil ASPIRE Target Setting Each learning cycle you will have the opportunity at or after Student review and Parents evenings to review your progress and agree on targets for the next Learning Cycle. You will discuss these with your parents and academic tutors and should review and check them regularly to ensure you achieve them.

My Targets – LC: What I am pleased about:

What I have enjoyed about King’s:

Concerns or questions I have:

My Targets Academic target 1

How I will achieve it

Academic target 2

My ASPIRE target

Signed . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Date . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

PREMIERSHIP WORD LOG – Learning Cycle 1

Here you can record the Premiership word and it’s definition. Try to create a sentence with the word too!

Premiership Word Definition Sentence

My Academic Mentoring

Learning Cycle: Date Teacher What was discussed

Action for next learning cycle: ‘Excellence is a Kings habit’ C. Jeffrey

‘Give it all to get it all’ M. Hopwood

‘Be prepared to be your best’ H. Leah

‘Aspire is a virtue’ S.Leyland

My Home Learning Success Flowchart

YES NODid you do yourhomework?

WillIs it donewell?

YES NO Theyalways find

out!

anyonafind out?

YES

Areyou

sick?

NOExplain this to yourteacher to see whatyour options are.

*OPTIONS

I YES

Or Else?!1 2 Has anyone orsomething

died?NO

Did yousee* other

help?

NO

YES

Oo youunderstand

theJUST DO IT! NO assignment?

YESNo Probleml

QKING'S LEADERSHIP

4CADIMT WARRINGTO*

OUR MISSIONTo develop in each of our students the academic skills, intellectual

habits, qualities of character and leadership traits necessary to succeedat all levels and become successful citizens in tomorrow’s world

INDEPENDENT LEARNERS INTELLECTUAL HABITStMx> understand iher strengths,abides and rrterests and arecapabte at utiisirtg and ad*»ngcritical and creative thntong toreason through and sokeccrrptex prabtems.

STRONG CHARACTERSwho develop dear establishedpmctDte that, acted uponconsistency, produoe wrtuaustrehawxis, ooropasstonote actsand runes! answws and decrsorein fabng up to He's chalenges.

SUCCESSFUL CITIZENSwho throughoommuncalton andother retevart academic and socatactrvtties mate a positive mpact cmthe academy anil eventually, theircommurity and the wider world,

suchas fierce concertrahcnthoroughness, accuracy, reflection,slratogc thnhmg and intetectrelvtotancn In alt thee they undertake.

KING’S LEADERSHIP ACADEMY - WHERE ASPIRATIONS BECOME REALITY