PROSPECTUS 2023 - 2024 ALDRIDGE S C H O O L
The Mercian Trust is an education charity that runs nine schools for around 10,000 students in and around Walsall and Sandwell in the West Midlands. Aldridge School was one of the first schools to set up and join The Mercian Trust. Our Trust is a family of schools with a common moral purpose of increasing opportunities and improving outcomes for students – but we are not a ‘one-size-fits-all’ Multi Academy Trust. The uniqueness of each school is as important as the uniqueness of each student in our schools. We cherish the distinctiveness of Aldridge School and our Trust is the custodian of the school’s heritage and culture. We are proud of Aldridge’s commitment to providing a broad range of highquality academic subjects and to its rich history in learning beyond the classroom (whether students join as music scholars or budding cricketers). Staff and students at Aldridge School (together with our other schools in Walsall and Sandwell) benefit from being part of our Trust through the sharing of ideas and expertise with each other. Our schools are protected and supported through effective governance, people development, and strong financial management – each provided by our Trust. Being part of The Mercian Trust helps teachers and school leaders spend more of their time focussed on the one thing that counts the most – the education of children in their school. In addition to the executive leadership and school improvement partnership input our Trust provides to Aldridge School, our professional services teams provide expertise in a range of areas including staff professional development, HR, finance, IT, facilities and site and more. The name of our Trust is significant. It is both rooted in royal history and expresses a geographical identity. Mercia was an ancient kingdom comprising of many counties throughout central England including what we now recognise as the West Midlands conurbation. In the 7th Century it was in Mercia that St Chad established learning communities which fostered a sense of common purpose with bonds of kinship. Today, we adopt the same spirit in our approach to relationships within our Trust. At the start of 2023/24 academic year the schools in the Mercian Trust are: • Aldridge School • Q3 Academy Great Barr • Queen Mary’s Grammar School • Queen Mary’s High School • Q3 Academy Langley • Shire Oak Academy • The Ladder School • Q3 Academy Tipton • Walsall Studio School and Sixth
WELCOME I am extremely proud to welcome you to Aldridge School. I hope that this prospectus provides you with a flavour of what it is like here, through the vision, values, and distinctive features of our school. We aim to ensure that every young person achieves their potential by providing an education that challenges them intellectually and offers them a wide range of opportunities to develop and stretch their unique talents and interests. At Aldridge School, we believe that education is more than just grades. Grades are certainly the ‘passport’ that pupils need to move on to the next stage of their lives and we will do whatever it takes to ensure they are able to achieve their aspirations. However, the real art of education is to develop confident, resilient, and independent young people who are in possession of the ‘passport’ that grades provide. We feel that our aims are best achieved by providing a challenging learning environment that is built upon a formula of high expectations, inspired and passionate teaching, and strong pastoral support. We expect our pupils to arrive at school on time, complete their homework, bring the right equipment, and apply themselves to their studies with intellectual curiosity and academic endeavour. We have high expectations, but our staff work relentlessly to support our pupils in meeting these. If you share our values and aims and are interested in learning more about Aldridge School, then I invite you to pay us a visit, meet some of our inspirational staff and pupils, and spend some time with us in school. Mr B Worth Headteacher
Vision To provide an outstanding education that inspires all of our young people to excel in the classroom and beyond. Mission To challenge and support our young people to fulfil their potential and discover their unique talents in an educational setting where they will thrive and be happy. Aims We aim to: • Support our young people to develop strong cognitive and metacognitive skills, so that they achieve well • Support our young people to be confident, resilient and independent, and develop strength of character So that they: • are ready for the next stage of education, employment or training, and go on to destinations that meet their interests and aspirations “Pupils at this school, including those in the sixth form, enjoy their learning. They say that their teachers care about them and help them to do their best. Classrooms are calm and purposeful spaces that encourage and promote learning.” Ofsted, May 2022
Respectful A respectful student is proud to be a member of Aldridge School. They value their time at school, their education, the environment and the people around them. Responsible A responsible student is always very motivated and works well independently and in a team. They contribute to lessons and use their initiative. Resilient A resilient student is open minded in their approach to challenges and persistent when it comes to problem solving. As a result, they learn very well. Ready to learn A student who is ready to learn rarely has any time off school. They are well organised and plan their time to ensure that they are not late and that they bring the right equipment and books each day. CORE VALUES
High expectations We have clearly defined and measurable high expectations for academic achievement and conduct that make no excuses based on pupils’ backgrounds. Students, parents, teachers, and staff create and reinforce a culture of achievement and support through a range of formal and informal rewards and consequences for academic performance and behaviour. More time We know that there are no shortcuts when it comes to success in academics and life. The amount of time students spend studying is a major determinant of success, which is why we are unapologetic about having a relentless focus on independent study (e.g. homework). Focus on results We have a relentless focus on high student performance on in-school summative assessments. Just as there are no shortcuts, there are no excuses. Students are expected to achieve a level of academic performance throughout their time in school, which will enable them to succeed when they take their final examinations. Sweat the small stuff We believe that countless unseen or overlooked details are the difference between the mediocre and the magnificent. In everything we do, we pay attention to even the smallest details to ensure smooth, predictable, and effective outcomes. Whatever it takes We do not take “no” for an answer easily. If there is a way, we find it. We give 100 percent every day and go the extra mile to make the difference in the lives of our students. We also understand that “whatever it takes” is a team mandate, with different individuals taking the lead at different times to ensure that our goals are accomplished. OPERATING PRINCIPLES
Our curriculum provides pupils with a broad and balanced education which progressively promotes understanding of our world and how to live and work successfully within it. This is at the heart of all we do. Pupils pass through the three national ‘Key Stages’, each of which is designed to promote personal development and opportunities to acquire fresh knowledge and skills, including the capacity to become increasingly independent learners. It provides pupils with the knowledge, skills and experiences which will interest and enable them to be successful learners. Our Key Stage 3 Curriculum (Years 7, 8 and 9) provides a strong foundation for pupils to ensure that they are well-prepared for a successful Key Stage 4 in Years 10 and 11. Particular emphasis is given to the development of strong literacy skills at Key Stage 3. All pupils study the core subjects (English, Maths and Science); the Humanities subjects (Geography, History and RE); Modern Foreign Languages (French and German); Design Technology subjects; and Creative Arts subjects, including Physical Education, Music and Drama. At Key Stage 4 (Years 10 and 11), the majority of pupils undertake the English Baccalaureate, which comprises GCSEs in English, Mathematics, Science, the Humanities and a Modern Foreign Language. Pupils are also able to choose to from a range of Design Technology and Creative Arts subjects, including Design Technology, Food, Computer Science, Art, Drama, Music and Physical Education. A programme of Relationships, Sex and Health education is undertaken by all year groups on a weekly basis. CURRICULUM
“Leaders have designed and implemented an ambitious curriculum. It provides every pupil with the knowledge, skills and understanding they need to make a success of their lives.” Ofsted, May 2022
“[Students] have access to a very broad range of A-level and vocational qualifications that they can study at any of the schools in the trust. Post-16 study programmes are carefully constructed.” Ofsted, May 2022
We are very proud of our Sixth Form students. We believe that our Sixth Form offers a dynamic and positive learning environment giving students the opportunity to achieve their full potential and fulfil their goals. All students study three level 3 qualifications, A-levels, Vocational courses, or a mixture of the two. Alongside their studies, students are supported with dedicated CEIAG sessions, where advice and guidance are given in preparation for the next chapter in their learning whether that be at university, commencing an apprenticeship or starting full time employment. A comprehensive PSHE course is also embedded into our learning, and this explore ideas and current affairs that are topical for our students. Our Enrichment Programme offers students the opportunity to broaden their horizons, participate in the wider school community and engage with a wealth of opportunities above and beyond the classroom. Sixth Form studies are both challenging and exciting and we continue to offer close pastoral support with a dedicated Sixth Form Team. We have an open-door policy where we encourage students to actively discuss issues and concerns they have so that we can offer the appropriate support. All Sixth Form students are expected to wear business dress. SIXTH FORM
High quality pastoral care and support for all children is our priority. Our Year System helps pupils to settle in quickly to life in a large, exciting environment like Aldridge School, and builds a family-style community of support, trust and care during their time with us. Aldridge School takes the care of pupils seriously. We have a team of experienced staff whose sole responsibility — along with a dedicated form tutor — is to look after the welfare of every pupil and to keep in regular contact with parents regarding this. Safeguarding The safety and welfare of our children is paramount at Aldridge School, with all staff and volunteers sharing in this commitment. Our strong ethos of care and welfare has been praised by OFSTED, who commented pupils are safe in school and that pupils overwhelmingly say that they feel safe. They value the work of the Safeguarding Team based in the Hub who listen to their concerns and act when necessary. We have a qualified and experienced team who are dedicated to Child Protection issues. The Safeguarding Team is led by Mr Eaton. These staff members should be your first point of contact for any Child Protection concerns. We deal with all matters in the strictest confidence, and have access to expert external help. You can read the full Safeguarding Policy on our website. Personal, Social, Health and Citizenship Education We recognise the importance of education in its widest context and deliver a comprehensive programme of Personal, Social, Health and Citizenship Education (PSHCE). PSHCE is delivered via form time, assemblies, event days and the formal and informal curriculum. We cover all statutory content including Relationship and Sex Education and Health Education as well as most topics suggested by the PSHCE Association, ensuring local issues are reflected. Our aim is to facilitate and encourage the 4Rs by motivating our students, contributing to improved examination results and developing core employment capabilities providing students with the best possible preparation for adult life. Careers Education, Information, Advice & Guidance Our Careers Education helps to prepare our children for adult life. We provide them with the knowledge and skills to manage their journey through learning and training to satisfying and fulfilling employment. All pupils follow a Careers Education programme that includes enterprise days, visits to universities and one-to-one interviews with an independent career’s advisor PASTORAL CARE
“Rigorous systems are in place to keep pupils safe. Staff are well-trained.” Ofsted, May 2022
An active and well embedded House System is in operation at Aldridge School. All pupils join a House when they start with us and remain with that House until they leave school, reinforcing a sense of family and belonging. It allows pupils to mix with younger and older children and it gives rise to many more chances for participation in wider school life. The four Houses provide many opportunities for pupils to develop their personal and social skills such as teamwork and leadership. There is fierce but friendly competition to earn House Points through a variety of activities including academia, music, sport and drama which is good for collegiality and the system develops a better sense of belonging within smaller groups in our large school. Our rewards structure is linked to the House System and aims to encourage teamwork and a sense of responsibility. A wide range of events take place to promote community spirit and healthy competition between the Houses. HOUSE SYSTEM
“Pupils value the opportunities provided to broaden their experiences….they appreciated how quickly leaders have reinstated educational visits and extra-curricular clubs.” Ofsted, May 2022
THE DUKE OF ® EDINBURGH’S AWARD Learning Outside the Classroom At Aldridge, we pride ourselves in offering a broad and balanced programme of Learning Outside the Classroom, helping to develop as a whole child, as well as improving their subject knowledge and understanding. Trips to Kenilworth Castle, Botanical Gardens, Harry Potter Studios and London to watch theatre shows, are just some examples organised annually by the History, Geography and English departments. This gives students opportunities to apply their learning to real life scenarios. We also offer a variety of opportunities for our SEND and Pupil Premium children that give them the opportunity to experience things they may not usually have the opportunity to encounter and to develop their selfconfidence. Every year, some Year 9 pupils participate in a residential course at Bryntysilio, where they take part in several outdoor activities such as gorge walking, rock climbing and canoeing. Trips to the University of Oxford and the Houses of Parliament are also organised for our Y11 pupils and Sixth Form students, to inspire and challenge them to reach their full potential. Our Design and Performance Faculty provide a variety of exciting opportunities for our pupils to perform both inside and outside of school at regular sporting fixtures, interhouse competitions, theatre shows and music concerts. The Duke of Edinburgh Award is also extremely popular and provides the opportunity to achieve the Bronze, Silver and Gold Award as well as developing their organisation, resilience and teamwork. EXTRACURRICULAR
We adopt a traditional stance on discipline, accepting only the highest standards and our Behaviour Policy and Protocols are clearly set out on the school website. Pupils are aware of these high expectations and we provide a positive learning environment for all, which pupils respond well to and value. Disruption to teaching and learning will not be tolerated and, should any pupil fall short of these expectations, there are clear systems in place to deter or sanction such disturbance to lessons. Consequences will be issued by staff on a firm, fair and consistent basis; this could involve detentions (up to two hours after school), time spent in the Internal Exclusion Room (IER), parental meetings and even exclusion (either fixed term or permanent) from the school. DISCIPLINE & BEHAVIOUR “Leaders have high expectations and these are applied consistently.” Ofsted, May 2022
THE SCHOOL DAY 8.35am Gates close 8:40am - 9.10am Registration 9.10am - 10.10am Period 1 10.10am - 10.30am Break 10.30am - 11.30am Period 2 11.30am - 12.30pm Period 3 12.30pm - 1.00pm Period 4 (part one) 1.00pm - 1.30pm Lunch 1.30pm - 2.00pm Period 4 (part two) 2.00pm - 3.00pm Period 5 3.00pm - 5.00pm Extra-Curricular; Catch-up; Intervention; Detention
“Reading is an important part of the learning culture. Leaders plan and provide a wide range of activities for all year groups to promote the love of reading. Pupils enjoy reading and enjoy the rewards that reading in and out of school bring them.” Ofsted, May 2022
ALDRIDGE LEARNING HABITS Students who wish to succeed attend school. Students are expected to attend school every day of the school year. Anything less than 97% is not good enough and we would expect this only to be the case for pupils with serious medical issues. If students are ill, then parents and carers must contact the school on the morning of each day of absence. Any planned absence should be requested using the school’s leave of absence form and passed to the Attendance Officer. Any holiday request during term time will be refused. We trust that parents and carers will only request leave of absence in exceptional circumstances. We expect students to arrive at the school by 8.35am each day so that they are ready for the day’s learning. Repeated failure to be on time for the start of the school day will lead to sanctions. Students are also expected to be on time to every lesson during the school day. Students are given five minutes to move between lessons, so should walk with purpose to ensure that they always arrive on time. Repeated failure to arrive at lessons on time will be treated as defiance and as such, will lead to internal exclusion if earlier interventions and sanctions are unsuccessful. Students who wish to succeed wear the correct uniform. It is important that our students take pride in themselves and in our school. It is important that students contribute to our school’s common routines. It is important all members of our school are treated fairly. If students consistently and wilfully breach any one part of our strict uniform code then they will either be given some temporary uniform to wear, sent home to change, or will be isolated until their uniform is correct. We will do this to ensure that all our students take pride in their appearance and to make sure that our students are treated fairly. It is unfair if some of our students keep to our dress code, and some don’t. Further detail around specific uniform expectations can be found in the uniform policy. LEARNING HABIT 1: ATTEND LEARNING HABIT 2: BE ON TIME LEARNING HABIT 3: CORRECT UNIFORM
Students who wish to succeed always bring the right equipment to school, for the right lessons, each day. We wish to develop our students’ organisational skills for success in future life. For any important role in life, we need the right equipment and students need to make sure they provide it. We will have stationary on sale at reception each morning so that students can solve issues around lost equipment before lessons begin. Students who wish to succeed are always on-task in every lesson and behave in a purposeful manner outside of lessons. Sometimes, it will be hard work for students to remain on task, but we remind them that they learn best when they are concentrating. It also means that other students can learn without disruption and allows the teacher to teach what has been planned. On-task behaviour also encompasses how students demonstrate that they are listening attentively to their teacher. Students who are on-task when a teacher is speaking will have observable behaviours that we would expect all pupils to strive to replicate: • Sit up • Listen • Ask questions • Nod • Track the speaker Students who wish to be successful complete homework on time; completing work outside of lessons is very important to consolidate and master learning. It also helps students to develop their organisational skills and it shows that they are hard-working. Deadlines have to be met with work that is done to the best of their ability. We know that students who wish to succeed do not answer back and trust that teachers’ instructions are to help them be successful. We know it is important that students learn self-discipline. If an adult tells a pupil to do something, we expect it done straight away. We expect students to trust staff and never question an adult’s decision anywhere in the school. If students fail to demonstrate this learning habit, they may then cross the ‘red line’ resulting in fixed-term internal or external exclusion. If a student feels unfairly treated, they must still follow the instruction first time, every time. Later, in their own time, students may approach the adult to discuss the situation. Students are expected to ask politely and respectfully. If a student feels uncomfortable approaching the member of staff, then they should speak to their Form Tutor, Head of House or to a member of the Senior Leadership Team. LEARNING HABIT 4: CORRECT EQUIPMENT LEARNING HABIT 5: ON-TASK BEHAVIOUR LEARNING HABIT 6: DEADLINES LEARNING HABIT 7: NO ANSWERING BACK
Aldridge School has a long and proud tradition of outstanding musical teaching, in both our general curriculum and our scholarships, which are awarded to twenty five of our most gifted and aspiring pupils each year. With an ambitious annual music making programme here, children will have the opportunity to join one or more of our many instrumental ensembles. We support our musicians with exemplary teaching staff, who are supplemented by a group of passionate, high level instrumental tutors. Music scholars take part in extra studies, which set them on the path to the highest level of music and academic qualification. Their lessons include performance, Grade 5 theory and exploring different musical styles to develop their composition skills. They could reach as high as Grade 8 on two or more instruments and may even elect to take a performing diploma. A long line of past musicians have continued their studies at Oxford, Cambridge, the Royal Music Colleges and major universities. Several will have done so this summer. MUSIC SCHOLARS
Where there are sufficient places available in the year group at a particular school, all applicants are allocated a place. Where the total number of applicants exceeds the number of places available for a particular year group, Aldridge School has established an order of priority for admission as follows: [Children with Statements of Special Educational Needs are placed in schools by virtue of the Education Act 1996, before consideration is given to other pupils] 1. Children in Public Care (children who are looked after) and previously looked after children. 2. Children who have a sibling attending the school at the time of admission. 3. Children with relevant exceptional medical or social factors independently verified in writing by a doctor or other relevant professional which show that a place at the school is essential. 4. Children attending one of the following named Community feeder primary schools: Cooper and Jordan CE Primary, Whetstone Field Primary, Leighswood Primary. 5. Children of members of staff who have been employed by Aldridge School for at least two academic years. 6. Children (after the above considerations) living closest to Aldridge School. Distance will be measured in a straight line, from the centre point of the home address to the centre point of the school. ADMISSION ARRANGEMENTS
Aldridge School Tynings Lane Aldridge Walsall WS9 0BG e: [email protected] t: 01922 743988 Headteacher Mr B Worth SENDCo Mrs H Bulmer Safeguarding Lead Mr S Eaton Chair of Governors Mr D Jones Aldridge School is proud to be a founder member of The Mercian Trust. The Mercian Trust is a company limited by guarantee, registered in England and Wales number 07611347 Registered address: Mercian House, Sutton Road, Walsall, WS1 2PG Chair of Trustees Mr K Davis ALDRIDGE S C H O O L