Thornleigh Salesian College - A Sports College
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Introduction
Mrs Burrowes
Care, Guidance and Support
Mrs O’Callaghan
Curriculum, targets & reporting
Mr McGovern
KS4 Transition & Study Support Mr Johnston
Form Tutors and other colleagues will be available at
the end if you wish to speak with them.
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We strive for and expect the highest standards of
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Attendance
Punctuality
Behaviour
Courtesy
Respect
So that your children will be ready for the adult world and the world of work.
We will work to support them to achieve their highest academic potential.
We will challenge them if they do not meet our expectations.
We seek to work in partnership with you to make them the best that they can
be.
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All students should aim for 100% attendance.
Anything below 93% will have a significant impact on
their achievement
90% attendance means that a student is absent from
lessons for the equivalent of one half-day every
week
Mon
Tue
Wed
Thur
Fri
Absent half a day every week
If a student continues to attend for only 90%
of the time, then
over five years they will miss the equivalent
of about
half of a school year
Y7
Y8
Y9
Y10
Y11
Sept
July
Half a year absent from school
Thornleigh Salesian College - A Sports College
There is a direct correlation between a student’s attendance and their
attainment
They need to be here!
They need to be here on time – is a student is late they will receive a
lunchtime detention for the same day.
They need to be ready to learn – they need all the right equipment and they
need to be in the right frame of mind. We do not allow fizzy drinks, energy
drinks, lucozade etc. Students are not allowed to be eating between lessons
and we discourage them from having family size bags of crisps etc.
They need to be free from distraction – no mobile phones or MP3 players are
allowed on or even visible during or between lessons. Please don’t ring or text
your child during the day.
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Behaviour for Learning means that students are:
• Engaged
• Ready to learn
• Prepared
• Completing work to the highest standard
• Actively seeking to improve all the time
• Allowing others to learn effectively too
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Care Guidance and Support Team
Mrs Pawlowski – Director of Care Guidance and Support
Mr Hockenhull – Assistant Director Care Guidance and Support
Mr Grant – Director of Learning Support
Mr Whiting – Lead Learning Mentor for Year 9
Mrs Maree – Student Progress Co-ordinator for Year 9
9 Alpha – Miss Rydings
9 Beta – Mr Richardson
9 Gamma – Mrs Hancock
9 Delta – Mr Crompton
9 Kappa – Miss Whalley/Mr Holland
9 Theta – Miss Hoy
9 Sigma – Mr Passarello
9 Omega – Miss Forrester
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Home – School Partnership
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It’s important that we are aware of issues that may be going on at home, these
often impact on school
If your child has been allocated a mentor then please stay in contact with them –
their email address will be on the letter you receive.
Your child’s form tutor is a key person in their life they co-ordinate the ‘big picture’
in respect of your child so please contact them if there is an issue, either
telephone school, or email to [email protected] with their name on
and the message will be forwarded to them.
If you require any support from individual subjects in terms of study support then
please contact us so that we can help with this.
Core Subject Leaders are
Maths – Mr Dewhurst
English – Mrs Harmer
Science – Miss Burke
Please support us if we have to make a difficult decision regarding your child – we
are on the same side and all want what is best for them.
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How Students in Year 9 are Organised
Form Groups:
All students are in one of 8 mixed-ability form groups:
Alpha, Beta, Gamma, Delta, Kappa, Theta, Sigma and Omega
During the first 15 minutes at the start of every day students either attend an
assembly or a Registration period with their Form group.
Once a week students have a Tutorial Period – during this time they work on
developing a variety of skills etc. – they are currently working on Revision
Techniques.
The year group is split into two halves – ABGD and KTSO.
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Teaching Groups:
Students in Year 9 are taught in sets that are determined by ability.
There are different sets for:
•English
•Maths
•Science
•Languages
•Technology
There are 5 sets for each
curriculum area in each
half of the year.
RE
Geography
History
Art
Music
Citizenship
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Target Setting
When students join Thornleigh in Year 7 we receive details of how they
performed in their National Curriculum KS2 tests in English and Maths – SATS.
As parents you were given the results in terms of levels; Level 4,5 etc.
We take the actual scores and further refine these levels into what we call sub-levels.
For example a large number of students may have received a level 5. By using
the scores we will sub-divide this cohort into:
• students who just got a level 5 - 5c
• a middle cohort - 5b
• the highest achieving level 5 students - 5a
We use these sub-levels as the starting point from which we set targets.
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Target Setting
The Government expects that all students should make 2 levels of progress
between the end of KS2 and the end of KS3.
If a student enters Thornleigh having achieved a level 5b in English we would
expect them to have at least reached a level 7b by the end of Year 9.
Using this benchmark we set targets for every student in every subject.
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Target Setting
A student’s English target is based on their KS2 English result
A student’s Maths target is based on their KS2 Maths result
All other targets are based on an average of a student’s KS2 English and
Maths results
Students know what their targets are and are expected to write them at the
front of each exercise book.
Targets are always shown alongside a student’s current Attainment grades on
all reports..
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Analysing Student Performance
Data about how well students are performing is collected centrally 3 times a
year.
Each time this data is collected a student’s performance relative to their target
is assessed by:
• The class teacher
• The Head of Department
• The Year group’s Care, Guidance and Support Team
• A member of the school’s Leadership Team
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Analysing Student Performance
The aim is to know exactly how each student is performing and, if necessary, to
put in place strategies to address problems before it’s too late.
The later intervention strategies to correct a situation are implemented the
more difficult it is for them to be successful.
By effective analysis of each student’s performance the aim is to KEEP UP
rather than CATCH UP.
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Year 9 Reports
There are three reports in the year.
Report Dates for this Year:
Progress Report 1:
November 18th
Progress Report 2;
March 9th
Full Report:
July 20th
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Preparing young people to take their place in a rapidly
changing world.
* by 2020 there will be 3 million fewer low skilled jobs
than today
* by 2020 40% of all jobs will require a degree
* by 2014 UK will need 324,000 more scientists and
engineers
* the top 10 jobs today did not exist 6 years ago
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The bigger picture
Qualifications for the future
Don’t just think of 2014
but 2016 and 2019!
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2nd November
IAG meeting
24th November
Parents Evening
November - January
careers/ options introduced through PSHCE &
Connexions
February
Bright Futures Event for all Year 9
29th February
Options Evening
9th March
Options Consultation Afternoon
Post Easter
Letters out to students and parents confirming
options
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Thornleigh
Year 9
Emma Worsley
Connexions Personal Adviser
www.connexions-bolton.com
Thornleigh Salesian College - A Sports College
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Success in the education of children depends, at least in
some part, on the involvement of their parents. If a child sees
that their parents are enthusiastic about education, they are
far more likely to view their schooling in a positive light, and
be more receptive to learning.
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Thank you
Form Tutors and other members of staff available now
if you wish to speak to them
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