Campsmount Prospectus 2013
Campsmount Prospectus 2013/14
‘Campsmount epitomizes the ul1mate nurturing school – it has systems to develop every child’s poten1al to its fullest sense.’ Comment from a parent included in our most recent Ofsted Inspec4on.
Welcome We are delighted to welcome you to our caring and successful school. We are a community that is proud of our achievements and we are commi1ed to delivering and celebra4ng a high quality educa4on for all of our students. We believe that strong rela4onships contribute to the improvement in academic standards and achievements. We have established strong rela4onships with parents and carers in our community and this has understandably contributed to the improvement in academic standards and achievements we have seen over recent years. We work in partnership to achieve these goals with our Academy Trust and Governors including staff, parents and members of the local community The inten4on of this brochure is to give you an outline of how we operate as a school and of our shared expecta4ons. However, for more detailed informa4on please visit our website www.campsmount.com or alterna4vely book an appointment to visit the school. We look forward to mee4ng you
Andrew Sprakes Headteacher
Vision
Our vision is to be recognised as an outstanding school that demonstrates excellence in the academic achievements of our students through: • very high standards of teaching and learning • con4nuing to provide outstanding care guidance and support for our young people and the wider • working in partnership with parents and the wider community • using new technologies to help young people learn more effec4vely • sharing our good prac4ce with other schools • a dedicated commitment to the professional development of all our staff • giving our young people a range of opportuni4es to become confident and responsible global ci4zens. We realise this vision everyday through: • high standards and expecta4on underpinned by outstanding care, guidance and support for every learner
• a clear and determined focus on teaching, learning, achievement and standards that can be measured by excellent results and progress in tests and examina4ons • the respect that is shown by all our stakeholders to our fantas4c building and facili4es • our commitment to working in partnership with other schools to improve our own and others prac4ce • realising the need to ensure our learners are well prepared for the adult world and are global ci4zens • demonstra4ng high quality and effec4ve leadership at all levels in the school • effec4ve communica4on that means we can have an open dialogue with students, parents, staff and the wider community.
We are commiKed to providing a high quality educa4on for students, regardless of their background or ability, and we offer an outstanding range of learning experiences that will inspire, engage and mo4vate all learners, leading to success and achievement.
Co-‐opera;ve Academy Campsmount is a co-‐opera4ve Academy which means that the school is led and managed by Governors and is supported in that work by our Academy Trust. The governance of the school, therefore, resides with key stakeholders including; staff, parents and the wider community. Campsmount is commiKed to promo4ng the co-‐ opera4ve values of: •
self-‐help and self-‐responsibility
•
democracy and equality
•
equity and solidarity
•
honesty and openness
•
social responsibility and caring for others
In addi4on, Campsmount is commiKed, as an Academy, to working with other schools to ensure that we con4nue to improve on our journey to becoming an outstanding school.
Achievements and Standards We are proud of our students' examination successes and celebrate their achievements each year at our Presentation Evening. Our GCSE results have improved significantly over the past 3 years and we celebrated record-‐breaking results in 2013 at both GCSE and A Level. 57% of our students achieved 5 A*-‐C including English and Maths, 91% of students achieved 5 A*-‐C grades or better, and we had a 100% pass rate at A level. Among our former students are members of all the major professions such as; doctors, solicitors, vets and pharmacists. From our Sixth Form we now have undergraduates at many first rate universities, including Oxford: individual success at 'A' level is excellent. We have also succeeded at 'A' level with students of more modest talent who we know have worked very hard, in the secure environment of our Sixth Form, to gain success.
For the last four years all our university applicants have gone to their first or second chosen university or on to a gap year. All of our students who made an application, in both 2012 and 2013, gained a place at university; an outstanding achievement. The improvement in our GCSE results has resulted in increased numbers of students in the Sixth Form. We are also proud of our record with regard to Not in Education, Employment or Training (NEET) figures. In 2013 nearly 100% achieved a positive outcome. This is significantly above National Average. Our philosophy of aspirational target grades, interventions, mentoring and securing the support of parents is based on the bedrock of excellent teaching and learning experiences. We are determined to keep up the pace of improvement.
GCSE Outcomes 2009-2013
5+ A*-C L2 with Eng and Maths 5+ A*-C GCSE with Eng and Maths EBacc 5+ A*-C L2 2 A*-C Science
2013 57% 57% 15% 92% 67%
2012 53% 53% 16% 94% 72%
2011 36%
2010 2009 42% 43%
8% 95% 75%
15% 94% 63%
5+ A*-G L1 1+ A*-G L1
99% 100%
99% 99%
100% 100%
98% 95% 100% 100%
Total A*/A Grades
175
159
139
112
Capped Point Score (equivalents) Capped Point Score (GCSE)
344.6 274.9
340.4 248.7
340.8 219.3
572.7 493.5
VA Measure Upper Limit Lower Limit
TBC TBC TBC
992.3 1002.3 1018.3 1005.0 1002.9 1013.0 1028.7 1016.8 981.7 991.6 1008.0 993.2
Mathematics English
65% 67%
60% 58%
53% 39%
53% 55%
48% 59%
Expected Progress Mathematics English
56% 72%
52% 58%
46% 33%
44% 54%
43% 56%
1 A*-C in MFL 1 A*-G in MFL
17% 39%
23% 34%
12% 27%
18% 29%
16% 40%
Statemented or SAP students SA students SEN students
9.4% 10.5% 18.7% 22.5% 21.0% 8.6% 15.4% 20.6% 11.3% 18.5% 18.1% 25.9% 39.3% 33.8% 39.5%
Absence Unauthorised
6.54 2.00
7.5% 2.3%
8.7% 2.8%
6.9% 2.4%
81% 50%
7.7% 4.9%
AS/A2 Outcomes 2009-2013 Students Average points per student Average points per examination VA Measure Upper Limit Lower limit
2013 22 893.0 208.5
2012 31 794.5 199.8
2011 33 725.7 190.2
2010 27 660.5 185.0
2009 23 652.7 172.0
970.7 996.7 944.8
969.4 995.5 943.4
A level and other advanced qualifica;ons for students at the end of Key Stage 5 study (2013) Number of students at the end of Key Stage 5 study A level Cohort and Results Number of A level students at the end of Key Stage 5 study Number of A level full-‐4me equivalent students at the end of Key Stage 5 study % A level students achieving A levels at AAB or higher in at least 3 facilita4ng subjects % A level students achieving A levels at grades AAB or higher in at least 2 facilita4ng subjects % of A level students achieving at least 3 A levels at A*-‐E % of A level students achieving at least 2 A levels at A*-‐E % of A level students achieving at least 1 A level at A*-‐E Average point score per A level student (full-‐4me equivalent) Average point score per A level entry Academic Cohort and Results Number of academic students at the end of Key Stage 5 study Number of academic full-‐4me equivalent students at the end of Key Stage 5 study % of academic students achieving qualifica4ons equivalent to at least 3 A levels at A*-‐E % of academic students achieving qualifica4ons equivalent to at least 2 A levels at A*-‐E % of academic students achieving qualifica4ons equivalent to at least 1 A levels at A*-‐E Average point score per academic student (full-‐4me equivalent) Average point score per academic entry Voca;onal Cohort and Results Number of voca4onal students at the end of Key Stage 5 study Number of voca4onal full-‐4me equivalent students at the end of Key Stage 5 study % of voca4onal students achieving at least 3 substan4al voca4onal qualifica4ons % of voca4onal students achieving at least 2 substan4al voca4onal qualifica4ons % of voca4onal students achieving at least 1 substan4al voca4onal qualifica4on Average point score per voca4onal student (full-‐4me equivalent) Average point score per voca4onal entry
22 14 11.9 21% 21% 79% 93% 100% 893.0 208.5
14 12.2 79% 93% 100% 887.8 208.0 13 9.8 62% 62% 100% 615.2 198.4
The Curriculum
Our curriculum is designed to meet the needs of all our learners. We aim to provide learning experiences that are challenging, exci4ng and fun so that students develop a life–long love of learning. We aim to do this so that our young people become: Successful learners who have high expecta4ons, achieve, make good progress and enjoy their learning Independent learners who are able to work with sustained concentra4on and with purpose Resilient learners who are able to learn from their mistakes and not give up Responsible learners who develop into responsible ci4zens and see the point of view of others Resourceful learners who are able to find out, research and resolve problems Crea4ve learners who are able to think imagina4vely and innova4vely
Key Stage 3 Students at Key Stage 3 follow a broad and balanced curriculum in prepara4on for their GCSEs and A levels. In a typical day there are 6 lessons that last for 50 minutes each. In Year 7, students are taught in two broadly mixed ability bands. This allows students to seKle into their new school. However, sehng does occur in Maths and English. From Year 8 onwards students are taught in sets. They are grouped by ability in both individual subjects and groups of subjects. During Year 9, students make informed decisions about their op4ons for Key Stage 4. Part way through Year 9, parents and students are invited to an Op4ons Informa4on Evening where they can discuss proposed choices with members of staff.
Key Stage 4 By the time students reach Key Stage 4, they will have followed courses in English, Maths, Science (Physics, Chemistry, Biology), Design Technology, ICT, French, German, History, Geography, Ethics, Philosophy & Spirituality, Physical Education, Art, Music and Drama. Computers are used throughout the curriculum and students, therefore, have the chance to use IT as part of their everyday learning. In Key Stage 4, all students follow courses in English, Maths, Science, Technology (which includes options) and PE. In English most students also have the opportunity to gain a qualification in English Literature. The range of Science courses includes Separate Sciences, Double Award Science and BTEC Science. In addition to the above, students can choose subjects from a range of options including German, Art, PE, History, French, Geography, Business, French, German, Drama, RE, Music, IT, Leisure & Tourism and Health & Social Care. All options are open to all students and advice and guidance will be given on an individual basis. Subjects such as Citizenship, Personal, Social & Health Education, Careers Education and Enterprise Education continue throughout so that student’s learning is kept in a context which relates both to the world of work and broader spiritual, moral, social and cultural values.
At the end of Year 10, all students undertake two weeks work experience. Campsmount operates a special personalised study programme for some Year 11 students that incorporates working with Doncaster College or with Training Providers to develop vocational skills for a wide variety of occupations.
Key Stage 5 In the Sixth Form the vast majority of students follow AS and A2 courses (the national replacements for A levels) where all mainstream subjects are offered. Our students also have the option of selecting to study from a range of BTEC courses. We work with another school in the North of Doncaster to promote a wide range of post-‐16 opportunities. A full prospectus for the Sixth Form is available on request or can be downloaded from our website.
Alternative Curriculum (AC) and Immersion Days Campsmount delivers Personal, Social and Health Education (PSHE), Citizenship and Enterprise through twelve Alternative Curriculum Days. These days are topic-‐based and have brought national and international renown for innovation in education to Campsmount Careers Education forms part of our PSHE curriculum so students, from Year 7 to Year 13, can start to put their learning at school into the context of their own personal ambitions and future career aspirations. In addition to AC Days we offer students from Year 7 to Year 13, 8 Immersion Days throughout the year. On Immersion Days, students work with a curriculum area all day on specific project or theme. These days are extremely exciting and allow students to immerse themselves in a specific area of study.
“The school provides an outstanding level of care for students. This is because staff know the students well.” OFSTED 2010
Our Outstanding Care, Guidance and Support We have a very positive ethos at Campsmount. Our core aim as an academy is to help develop young people who work hard and do their best, who develop their own high moral values, who recognise their own abilities and who leave school with qualifications that really do match their potential and ensure that they will have the necessary skills to continue learning and be successful in the adult world. However, none of this is achieved easily. Students are subjected to all sorts of influences in their lives outside school, not all of them for the good. Therefore, we strive for a well-‐disciplined atmosphere where students know the rules, where students realise that hard work and good behaviour are always expected and rewarded. Students should be able to trust their teachers and expect praise when they have tried hard. Equally they can expect sanctions when they do not work hard, misbehave or show disrespect for others. This disciplined but caring ethos is constantly reinforced by staff, and we look to parents to give us every support in ensuring high standards of behaviour and learning. Indeed, OFSTED judged that the effective partnership between parents and the school has been crucial in helping to improve our
examination performance and identified that behaviour was ‘very good’ throughout the school. Our formal school rules focus on the positive, encouraging students to show courtesy and consideration for others, by being friendly, polite and well-‐mannered. They also reinforce our view that students can only make the best of their talents through sustained hard work. Finally, our rules pay due regard to the safety of students and the care of our school environment. “The school provides a posi4ve place for students to learn: they say they feel valued as individuals, listened to and looked aoer. There are excellent transi4on arrangements for students when they enter the school and the support for students with special educa4onal needs and/or disabili4es and for those facing specific challenges is highly effec4ve.” OFSTED, December 2010
Extra-‐curricular activities There are many wide-‐ranging and thriving extra-‐ curricular activities for students to take part in outside normal lessons. There is considerable sporting talent at Campsmount and students represent the school in hockey, netball, cricket, rounders, athletics, tennis, badminton, rugby and football. The sports staff encourage talent wherever they can and this links into popular GCSE and 'A' level PE courses. Our Community Sports Hall is open, in use and is having a very positive impact on the range of activities available to students. The Performance Department provides ample opportunity for students to explore their artistic talents. Tuition is provided for our students to develop brass, strings, guitar, percussion and keyboard skills. Learning is supported by visiting peripatetic teachers, our own teaching staff, older students and parents. The Drama Club not only encourages students to develop their interest in our purpose-‐designed drama studio, but also arranges regular theatre trips to professional productions including Shakespeare, contemporary plays and pantomime. Art/Textiles facilities are also available for students to spend extra time developing their skills and this includes the use of up-‐to-‐date IT resources. A very successful IT Club is run at lunchtimes and after school. It is staffed by the school’s IT Support Officer
and is open to all students. IT is also a feature of the Technology Club where students can seek help and advice about using IT to improve their work. In both the lunchtime and after-‐school sessions, students have made personal panic alarms, model touch keyboards and bell ringing towers. We also have a thriving STEM Club for students from Year 7 through to Year 11. Most recently we launched an air balloon into space! The Campsmount Duke of Edinburgh Group meets once a week in the Sixth Form Centre and successfully prepares students for the bronze, silver and gold awards. Students can join the scheme during Year 9 -‐ the activities covered are wide-‐ranging and suited to their particular interests. Similarly, regular trips take place to France (Paris), USA (New York) and Spain (Barcelona and Madrid). Students have opportunities to visit Germany through exchange visits with our partner school in Herten There are many outdoor activity trips too ranging from sailing trips to outdoor pursuits. During the school year 2010/11, students participated in approx. 90 trips and activities. Our end of year ‘Activities Days Programme’ provide the chance for all students to explore a new interest with staff. Last year events included: visiting France, Germany, Italy, Flamingo Land and Alton Towers, football coaching, golf, conservation, tennis, fishing and many others.
Student voice At Campsmount, the Student Council plays an integral part in the development of the school Students are given a voice and a forum for action, which also provides an excellent training ground in ‘responsibility’ for them as future citizens. The Student Council system operates at 3 levels with all students being given an opportunity to participate in Class Council, Year Council or Student Council. Students actively contribute to initiatives in school and the wider ommunity with great success. Students have been involved in and led developments in the following areas: • • • • • • •
The design of the ‘new Campsmount’ Teaching and Learning developments Training staff on ‘what makes an enjoyable lesson’ Recruitment of staff including Head and Deputy Headteachers , Assistant Heads and other staff Evaluation of the Alternative Curriculum Day system ‘Shakers’ a community/school venture to provide a meeting place for youngsters Plus many, many more!
Spiritual, Moral, Social and Cultural Development The teaching of Ethics, Philosophy & Spirituality in schools is now guided by Doncaster's Local Committee on RE, which provides a syllabus which not only includes Christianity, the religion on which much of our culture and history is based, but also covers the other major world religions, Islam, Hinduism and Judaism, which increasingly play an important role in the UK. The aim is to provide knowledge, understanding and tolerance as well as providing a basis for any spiritual belief students may wish to develop. Our regular school assemblies are based around broad moral issues that usually have a broadly Christian ethic. Assemblies for the Lower and Upper School are held on a weekly basis. Parents have the right to withdraw their son or daughter from Religious Education and/or Religious assemblies. This can be done by letter to or personal contact with the Headteacher.
We are Campsmount
[email protected] www.campsmount.com 01302 700002
‘Campsmount epitomizes the ul1mate nurturing school – it has systems to develop every child’s poten1al to its fullest sense.’ Comment from a parent included in our most recent Ofsted Inspec4on.
Welcome We are delighted to welcome you to our caring and successful school. We are a community that is proud of our achievements and we are commi1ed to delivering and celebra4ng a high quality educa4on for all of our students. We believe that strong rela4onships contribute to the improvement in academic standards and achievements. We have established strong rela4onships with parents and carers in our community and this has understandably contributed to the improvement in academic standards and achievements we have seen over recent years. We work in partnership to achieve these goals with our Academy Trust and Governors including staff, parents and members of the local community The inten4on of this brochure is to give you an outline of how we operate as a school and of our shared expecta4ons. However, for more detailed informa4on please visit our website www.campsmount.com or alterna4vely book an appointment to visit the school. We look forward to mee4ng you
Andrew Sprakes Headteacher
Vision
Our vision is to be recognised as an outstanding school that demonstrates excellence in the academic achievements of our students through: • very high standards of teaching and learning • con4nuing to provide outstanding care guidance and support for our young people and the wider • working in partnership with parents and the wider community • using new technologies to help young people learn more effec4vely • sharing our good prac4ce with other schools • a dedicated commitment to the professional development of all our staff • giving our young people a range of opportuni4es to become confident and responsible global ci4zens. We realise this vision everyday through: • high standards and expecta4on underpinned by outstanding care, guidance and support for every learner
• a clear and determined focus on teaching, learning, achievement and standards that can be measured by excellent results and progress in tests and examina4ons • the respect that is shown by all our stakeholders to our fantas4c building and facili4es • our commitment to working in partnership with other schools to improve our own and others prac4ce • realising the need to ensure our learners are well prepared for the adult world and are global ci4zens • demonstra4ng high quality and effec4ve leadership at all levels in the school • effec4ve communica4on that means we can have an open dialogue with students, parents, staff and the wider community.
We are commiKed to providing a high quality educa4on for students, regardless of their background or ability, and we offer an outstanding range of learning experiences that will inspire, engage and mo4vate all learners, leading to success and achievement.
Co-‐opera;ve Academy Campsmount is a co-‐opera4ve Academy which means that the school is led and managed by Governors and is supported in that work by our Academy Trust. The governance of the school, therefore, resides with key stakeholders including; staff, parents and the wider community. Campsmount is commiKed to promo4ng the co-‐ opera4ve values of: •
self-‐help and self-‐responsibility
•
democracy and equality
•
equity and solidarity
•
honesty and openness
•
social responsibility and caring for others
In addi4on, Campsmount is commiKed, as an Academy, to working with other schools to ensure that we con4nue to improve on our journey to becoming an outstanding school.
Achievements and Standards We are proud of our students' examination successes and celebrate their achievements each year at our Presentation Evening. Our GCSE results have improved significantly over the past 3 years and we celebrated record-‐breaking results in 2013 at both GCSE and A Level. 57% of our students achieved 5 A*-‐C including English and Maths, 91% of students achieved 5 A*-‐C grades or better, and we had a 100% pass rate at A level. Among our former students are members of all the major professions such as; doctors, solicitors, vets and pharmacists. From our Sixth Form we now have undergraduates at many first rate universities, including Oxford: individual success at 'A' level is excellent. We have also succeeded at 'A' level with students of more modest talent who we know have worked very hard, in the secure environment of our Sixth Form, to gain success.
For the last four years all our university applicants have gone to their first or second chosen university or on to a gap year. All of our students who made an application, in both 2012 and 2013, gained a place at university; an outstanding achievement. The improvement in our GCSE results has resulted in increased numbers of students in the Sixth Form. We are also proud of our record with regard to Not in Education, Employment or Training (NEET) figures. In 2013 nearly 100% achieved a positive outcome. This is significantly above National Average. Our philosophy of aspirational target grades, interventions, mentoring and securing the support of parents is based on the bedrock of excellent teaching and learning experiences. We are determined to keep up the pace of improvement.
GCSE Outcomes 2009-2013
5+ A*-C L2 with Eng and Maths 5+ A*-C GCSE with Eng and Maths EBacc 5+ A*-C L2 2 A*-C Science
2013 57% 57% 15% 92% 67%
2012 53% 53% 16% 94% 72%
2011 36%
2010 2009 42% 43%
8% 95% 75%
15% 94% 63%
5+ A*-G L1 1+ A*-G L1
99% 100%
99% 99%
100% 100%
98% 95% 100% 100%
Total A*/A Grades
175
159
139
112
Capped Point Score (equivalents) Capped Point Score (GCSE)
344.6 274.9
340.4 248.7
340.8 219.3
572.7 493.5
VA Measure Upper Limit Lower Limit
TBC TBC TBC
992.3 1002.3 1018.3 1005.0 1002.9 1013.0 1028.7 1016.8 981.7 991.6 1008.0 993.2
Mathematics English
65% 67%
60% 58%
53% 39%
53% 55%
48% 59%
Expected Progress Mathematics English
56% 72%
52% 58%
46% 33%
44% 54%
43% 56%
1 A*-C in MFL 1 A*-G in MFL
17% 39%
23% 34%
12% 27%
18% 29%
16% 40%
Statemented or SAP students SA students SEN students
9.4% 10.5% 18.7% 22.5% 21.0% 8.6% 15.4% 20.6% 11.3% 18.5% 18.1% 25.9% 39.3% 33.8% 39.5%
Absence Unauthorised
6.54 2.00
7.5% 2.3%
8.7% 2.8%
6.9% 2.4%
81% 50%
7.7% 4.9%
AS/A2 Outcomes 2009-2013 Students Average points per student Average points per examination VA Measure Upper Limit Lower limit
2013 22 893.0 208.5
2012 31 794.5 199.8
2011 33 725.7 190.2
2010 27 660.5 185.0
2009 23 652.7 172.0
970.7 996.7 944.8
969.4 995.5 943.4
A level and other advanced qualifica;ons for students at the end of Key Stage 5 study (2013) Number of students at the end of Key Stage 5 study A level Cohort and Results Number of A level students at the end of Key Stage 5 study Number of A level full-‐4me equivalent students at the end of Key Stage 5 study % A level students achieving A levels at AAB or higher in at least 3 facilita4ng subjects % A level students achieving A levels at grades AAB or higher in at least 2 facilita4ng subjects % of A level students achieving at least 3 A levels at A*-‐E % of A level students achieving at least 2 A levels at A*-‐E % of A level students achieving at least 1 A level at A*-‐E Average point score per A level student (full-‐4me equivalent) Average point score per A level entry Academic Cohort and Results Number of academic students at the end of Key Stage 5 study Number of academic full-‐4me equivalent students at the end of Key Stage 5 study % of academic students achieving qualifica4ons equivalent to at least 3 A levels at A*-‐E % of academic students achieving qualifica4ons equivalent to at least 2 A levels at A*-‐E % of academic students achieving qualifica4ons equivalent to at least 1 A levels at A*-‐E Average point score per academic student (full-‐4me equivalent) Average point score per academic entry Voca;onal Cohort and Results Number of voca4onal students at the end of Key Stage 5 study Number of voca4onal full-‐4me equivalent students at the end of Key Stage 5 study % of voca4onal students achieving at least 3 substan4al voca4onal qualifica4ons % of voca4onal students achieving at least 2 substan4al voca4onal qualifica4ons % of voca4onal students achieving at least 1 substan4al voca4onal qualifica4on Average point score per voca4onal student (full-‐4me equivalent) Average point score per voca4onal entry
22 14 11.9 21% 21% 79% 93% 100% 893.0 208.5
14 12.2 79% 93% 100% 887.8 208.0 13 9.8 62% 62% 100% 615.2 198.4
The Curriculum
Our curriculum is designed to meet the needs of all our learners. We aim to provide learning experiences that are challenging, exci4ng and fun so that students develop a life–long love of learning. We aim to do this so that our young people become: Successful learners who have high expecta4ons, achieve, make good progress and enjoy their learning Independent learners who are able to work with sustained concentra4on and with purpose Resilient learners who are able to learn from their mistakes and not give up Responsible learners who develop into responsible ci4zens and see the point of view of others Resourceful learners who are able to find out, research and resolve problems Crea4ve learners who are able to think imagina4vely and innova4vely
Key Stage 3 Students at Key Stage 3 follow a broad and balanced curriculum in prepara4on for their GCSEs and A levels. In a typical day there are 6 lessons that last for 50 minutes each. In Year 7, students are taught in two broadly mixed ability bands. This allows students to seKle into their new school. However, sehng does occur in Maths and English. From Year 8 onwards students are taught in sets. They are grouped by ability in both individual subjects and groups of subjects. During Year 9, students make informed decisions about their op4ons for Key Stage 4. Part way through Year 9, parents and students are invited to an Op4ons Informa4on Evening where they can discuss proposed choices with members of staff.
Key Stage 4 By the time students reach Key Stage 4, they will have followed courses in English, Maths, Science (Physics, Chemistry, Biology), Design Technology, ICT, French, German, History, Geography, Ethics, Philosophy & Spirituality, Physical Education, Art, Music and Drama. Computers are used throughout the curriculum and students, therefore, have the chance to use IT as part of their everyday learning. In Key Stage 4, all students follow courses in English, Maths, Science, Technology (which includes options) and PE. In English most students also have the opportunity to gain a qualification in English Literature. The range of Science courses includes Separate Sciences, Double Award Science and BTEC Science. In addition to the above, students can choose subjects from a range of options including German, Art, PE, History, French, Geography, Business, French, German, Drama, RE, Music, IT, Leisure & Tourism and Health & Social Care. All options are open to all students and advice and guidance will be given on an individual basis. Subjects such as Citizenship, Personal, Social & Health Education, Careers Education and Enterprise Education continue throughout so that student’s learning is kept in a context which relates both to the world of work and broader spiritual, moral, social and cultural values.
At the end of Year 10, all students undertake two weeks work experience. Campsmount operates a special personalised study programme for some Year 11 students that incorporates working with Doncaster College or with Training Providers to develop vocational skills for a wide variety of occupations.
Key Stage 5 In the Sixth Form the vast majority of students follow AS and A2 courses (the national replacements for A levels) where all mainstream subjects are offered. Our students also have the option of selecting to study from a range of BTEC courses. We work with another school in the North of Doncaster to promote a wide range of post-‐16 opportunities. A full prospectus for the Sixth Form is available on request or can be downloaded from our website.
Alternative Curriculum (AC) and Immersion Days Campsmount delivers Personal, Social and Health Education (PSHE), Citizenship and Enterprise through twelve Alternative Curriculum Days. These days are topic-‐based and have brought national and international renown for innovation in education to Campsmount Careers Education forms part of our PSHE curriculum so students, from Year 7 to Year 13, can start to put their learning at school into the context of their own personal ambitions and future career aspirations. In addition to AC Days we offer students from Year 7 to Year 13, 8 Immersion Days throughout the year. On Immersion Days, students work with a curriculum area all day on specific project or theme. These days are extremely exciting and allow students to immerse themselves in a specific area of study.
“The school provides an outstanding level of care for students. This is because staff know the students well.” OFSTED 2010
Our Outstanding Care, Guidance and Support We have a very positive ethos at Campsmount. Our core aim as an academy is to help develop young people who work hard and do their best, who develop their own high moral values, who recognise their own abilities and who leave school with qualifications that really do match their potential and ensure that they will have the necessary skills to continue learning and be successful in the adult world. However, none of this is achieved easily. Students are subjected to all sorts of influences in their lives outside school, not all of them for the good. Therefore, we strive for a well-‐disciplined atmosphere where students know the rules, where students realise that hard work and good behaviour are always expected and rewarded. Students should be able to trust their teachers and expect praise when they have tried hard. Equally they can expect sanctions when they do not work hard, misbehave or show disrespect for others. This disciplined but caring ethos is constantly reinforced by staff, and we look to parents to give us every support in ensuring high standards of behaviour and learning. Indeed, OFSTED judged that the effective partnership between parents and the school has been crucial in helping to improve our
examination performance and identified that behaviour was ‘very good’ throughout the school. Our formal school rules focus on the positive, encouraging students to show courtesy and consideration for others, by being friendly, polite and well-‐mannered. They also reinforce our view that students can only make the best of their talents through sustained hard work. Finally, our rules pay due regard to the safety of students and the care of our school environment. “The school provides a posi4ve place for students to learn: they say they feel valued as individuals, listened to and looked aoer. There are excellent transi4on arrangements for students when they enter the school and the support for students with special educa4onal needs and/or disabili4es and for those facing specific challenges is highly effec4ve.” OFSTED, December 2010
Extra-‐curricular activities There are many wide-‐ranging and thriving extra-‐ curricular activities for students to take part in outside normal lessons. There is considerable sporting talent at Campsmount and students represent the school in hockey, netball, cricket, rounders, athletics, tennis, badminton, rugby and football. The sports staff encourage talent wherever they can and this links into popular GCSE and 'A' level PE courses. Our Community Sports Hall is open, in use and is having a very positive impact on the range of activities available to students. The Performance Department provides ample opportunity for students to explore their artistic talents. Tuition is provided for our students to develop brass, strings, guitar, percussion and keyboard skills. Learning is supported by visiting peripatetic teachers, our own teaching staff, older students and parents. The Drama Club not only encourages students to develop their interest in our purpose-‐designed drama studio, but also arranges regular theatre trips to professional productions including Shakespeare, contemporary plays and pantomime. Art/Textiles facilities are also available for students to spend extra time developing their skills and this includes the use of up-‐to-‐date IT resources. A very successful IT Club is run at lunchtimes and after school. It is staffed by the school’s IT Support Officer
and is open to all students. IT is also a feature of the Technology Club where students can seek help and advice about using IT to improve their work. In both the lunchtime and after-‐school sessions, students have made personal panic alarms, model touch keyboards and bell ringing towers. We also have a thriving STEM Club for students from Year 7 through to Year 11. Most recently we launched an air balloon into space! The Campsmount Duke of Edinburgh Group meets once a week in the Sixth Form Centre and successfully prepares students for the bronze, silver and gold awards. Students can join the scheme during Year 9 -‐ the activities covered are wide-‐ranging and suited to their particular interests. Similarly, regular trips take place to France (Paris), USA (New York) and Spain (Barcelona and Madrid). Students have opportunities to visit Germany through exchange visits with our partner school in Herten There are many outdoor activity trips too ranging from sailing trips to outdoor pursuits. During the school year 2010/11, students participated in approx. 90 trips and activities. Our end of year ‘Activities Days Programme’ provide the chance for all students to explore a new interest with staff. Last year events included: visiting France, Germany, Italy, Flamingo Land and Alton Towers, football coaching, golf, conservation, tennis, fishing and many others.
Student voice At Campsmount, the Student Council plays an integral part in the development of the school Students are given a voice and a forum for action, which also provides an excellent training ground in ‘responsibility’ for them as future citizens. The Student Council system operates at 3 levels with all students being given an opportunity to participate in Class Council, Year Council or Student Council. Students actively contribute to initiatives in school and the wider ommunity with great success. Students have been involved in and led developments in the following areas: • • • • • • •
The design of the ‘new Campsmount’ Teaching and Learning developments Training staff on ‘what makes an enjoyable lesson’ Recruitment of staff including Head and Deputy Headteachers , Assistant Heads and other staff Evaluation of the Alternative Curriculum Day system ‘Shakers’ a community/school venture to provide a meeting place for youngsters Plus many, many more!
Spiritual, Moral, Social and Cultural Development The teaching of Ethics, Philosophy & Spirituality in schools is now guided by Doncaster's Local Committee on RE, which provides a syllabus which not only includes Christianity, the religion on which much of our culture and history is based, but also covers the other major world religions, Islam, Hinduism and Judaism, which increasingly play an important role in the UK. The aim is to provide knowledge, understanding and tolerance as well as providing a basis for any spiritual belief students may wish to develop. Our regular school assemblies are based around broad moral issues that usually have a broadly Christian ethic. Assemblies for the Lower and Upper School are held on a weekly basis. Parents have the right to withdraw their son or daughter from Religious Education and/or Religious assemblies. This can be done by letter to or personal contact with the Headteacher.
We are Campsmount
[email protected] www.campsmount.com 01302 700002
