Prospectus

Prospectus
Welcome to
Queen Elizabeth’s School
Delivering Academic Excellence
Queen Elizabeth’s
is a school where:
• The highest quality of teaching and learning is provided to all students, meeting individual needs and interests.
• Extra-curricular activities, including sport, music, drama and student involvement
within the community, are seen as keystones for personal development in addition to
outstanding academic achievement.
• The ability to work independently is acquired by all, facilitating exam success and excellent preparation for higher education and the world of work.
• All aspire to progress to higher education at top universities, to professional qualifications or competitive work positions.
• The “QE Family” value and broadly Christian ethos, embracing of diversity, are upheld and uniformly applied.
Queen Elizabeth’s School is a learning
community based on sustained academic
excellence delivering a broad and balanced
education that produces confident, well
rounded and effective members of our
community.
At Queen Elizabeth’s School the spirit of the QE
Family is primarily recognised in the learning
partnerships that exist between staff and students
and between students themselves. We believe that
when students are happy they will thrive, when
they are challenged they will succeed and when
they are supported they will achieve. Above all else,
Queen Elizabeth’s School focusses on the individual
to ensure that between the ages of 13 and 18 all
students mature as learners and individuals. We all
want our students to be successful and independent
learners but we also recognise that they need
support to achieve their full potential.
Martin McLeman
Headteacher
“
We believe that when students are happy they will thrive, when they are
challenged they will succeed and when they are supported they will achieve.
“
At QE School we have a focus on student learning
outcomes in the broadest sense and particularly seek
to offer learning opportunities that will encourage
resilience and adaptability that will enable our
students to meet the demands of a complex and
dynamic society.
Academic Life
At Queen Elizabeth’s School we have the
highest expectations of all our students
and are committed to ensuring that every
student has the opportunity to achieve their
full potential.
Our enthusiastic and dedicated teaching staff work
in state of the art facilities and create a passion for
learning amongst our students by making lessons fun
and challenging. We are continually looking at ways
in which can motivate, inspire, challenge and support
our students. The curriculum is designed to provide
both breadth and balance in a relevant and flexible
way enabling everyone to become a successful,
independent learner irrespective of ability or individual
needs.
In Year 9 students study a full range of subjects
including core and foundation subjects. They complete
the Key Stage 3 curriculum in many of the foundation
subjects and start their GCSE studies in Core subjects
and Languages.
“
Our enthusiastic and dedicated
teaching staff work in state of the
learning amongst our students by
making lessons fun and challenging.
“
art facilities and create a passion for
In Years 10 and 11 students complete GCSE and
BTEC courses. All students study a core curriculum
which is complemented by a wide range of option
subjects. We continually review the option subjects
which we offer to our students to allow every student
to follow a pathway which is appropriate for their
needs and future aspirations and allows them to
continue with us into the sixth form.
The current options list includes a wide range of
24 subjects for example Computing, Textiles, Triple
Science and Psychology.
We also offer links to local colleges to provide
students with access to vocational courses such as
Construction and Hair and Beauty.
The Arts
The Arts at QE School are highly valued
and we strongly believe in creativity
throughout the curriculum – the arts
subjects and extra-curricular programme
is a reflection of this commitment.
The Arts at QE are prolific, of excellent quality and
well-respected and the fundamental belief that every
student has diverse skills and talents is at the core of
the provision.
Students in year 9 have lessons in Art, Drama and
Music alongside the broad range of arts opportunities
in our extra-curricular programme.
There is then the progression route into GCSE in all
these subjects as well as the introduction of Media
Studies. At post-16, students can continue with these,
with the basket of qualifications being added to with
BTEC Performing Arts and A level Music Technology.
Lessons are taught by an experienced team of subject
specialists, many of whom are practising artists in their
own right.
All students are also offered the Arts Award
programme, a nationally recognised qualification
“
The commitment of staff and
students to the Arts means that there
are always opportunities to take work
“
outside of school, whether it be a local
festival or a national competition.
which looks to develop student leadership and
independence. The opportunity to enrich the
curriculum is taken regularly with both visiting artists
and professionals and a varied range of trips and visits
to inspire and enthuse.
The commitment of staff and students to the Arts at
QE means that there are always opportunities to take
work outside of school, whether it be a local festival or
a national competition.
In recognition of the talented students, whole school
support and committed staff, QE were awarded
ArtsMark Gold.
Sport
Queen Elizabeth’s School, enjoyed
Specialist Sports College status; and much
of the very positive work and outcomes
of this status has been maintained in our
present school life.
The school enjoys an enviable reputation for
representative sport in the traditional sporting
activities, whilst also working hard to develop sporting
opportunities that are more contemporary, and that
appeal to the student who prefers to participate
without a competitive edge.
We are also very aware of, and keen to ensure that
our truly inclusive educational package caters for
those students who have specific educational needs.
Our adapted sports programme has embraced the
passion and sporting prowess of our students, with
spectacular successes enjoyed locally, regionally and
nationally.
In order to support the opportunities on offer to all of
our students Queen Elizabeth’s runs a twice weekly
late bus service, which is open to all students who are
engaged in out of hours learning opportunities across
all areas of the school.
“
The development of an active
healthy lifestyle and the pursuit of
excellence are the main features of the
“
Outstanding facilities matched by a passion for
engagement in physical activities and sport, drives the
programme for the benefit of all students.
“
Outstanding facilities matched
by a passion for engagement in
physical activities and sport, drives
“
The development of an active healthy lifestyle and the
pursuit of excellence are the main features of the PE
and Sport programmes enjoyed by the students within
the school.
PE and Sport programmes enjoyed by
the programme for the benefit of all
the students.
students.
Tremendous extracurricular opportunities
You will also have superb extra-curricular
opportunities. We provide the chance to excel
in your passion, to participate or simply to try
something new. You can also develop your skills
as a leader or manager by running clubs and
teams for younger pupils. If you join our Sixth
Form, we expect you to take responsibility for
yourself, to study hard and make the most of
what is on offer. Where this may lead is up to
you! All students are members of a House, with
a staff tutor providing general academic and
personal support. We also have dedicated staff
providing personal advice on careers, university
courses and Oxbridge entry. Our Sixth Formers
are ambassadors for the school, and this also
provides many opportunities for leadership.
You may for example be asked to show visitors
around the school, run House events, organise
assemblies and activities for the House or
School, or assist at School events.
Whether you’re moving up from Year 11 at QE or joining us from elsewhere, our sixth form
offers a highly distinctive, coeducational experience. Sixth form life involves a great deal
more than simply academic study.
Our outstanding sixth form provides an environment
for learning in its widest sense: it enables students to
acquire knowledge and skills, and to learn more about
themselves as individuals.
Our teaching staff are one of the great strengths of the
school. They are all highly qualified and experienced
academics, with in-depth subject knowledge to put at
your disposal.
The essential ingredients of the sixth form at QE can
be summarised very briefly: small class sizes, a wide
choice of subjects and activities, a superb school
environment with a dedicated Sixth Form Centre, a
highly dedicated team of teachers and advisers – and
a student body characterised by its extraordinary
energy, intelligence and friendship.
The relationships between staff and students are
based on mutual respect and a commitment to
fulfilling your potential. In many ways, they define
the Sixth Form experience.
The QE Family is one of the defining realities of our
school.
You can choose from nearly 30 ‘A’ Level subjects
and our exam results are consistently high. We have
highly qualified specialist teachers, enhancing your
chances of winning a top university place or securing
an excellent job or apprenticeship.
“
Our outstanding
sixth form provides
an environment for learning
in its widest sense: it enables
students to acquire knowledge
and skills, and to learn more about
themselves as individuals.
“
Sixth Form
Sixth Form at QE provides the bridge between
school and further education and the world
of work, demanding greater independence of
learning and the chance to focus and excel in
those subjects you are most passionate about.
It’s not all about academia; you’ll have the
opportunity to develop personal skills within
school through leadership roles and outside
school via voluntary service. Sixth form students
are integral to school life, acting as role models to
younger students and leading in positions such
as the Student Management Team and House
Captains; providing an opportunity to give back
to school some of the benefits received in past
years.
In September 2014 Queen Elizabeth’s School launched
an exciting and innovative House System as its primary
student support programme.
Lancaster Tudor
York Stuart
Wessex
The vertical system of support is designed to:
Rewards play a very important role in the life of students
at QE as well as forming the back bone of the house
system. Students and groups of students representing the
House can earn “house points” for themselves and for their
houses.
• Promote student achievement
• Develop student confidence
• Provide an enjoyable educational experience
Student Support
This will be achieved under the guiding hand of five Heads
of House, who are proud to lead the following houses:
Each house will engage in positive motivational support
and competition in order to promote team work, leadership
skills, confidence and self-esteem.
House points will be awarded for academic achievement,
diligent working, smart appearance and representative
competitions held across all the different faculties in
the school.
“
Our new system is designed to
further promote the very positive studentstaff relationships that Queen Elizabeth’s
School is renowned for.
All members of staff are also aligned to a House, so as well
as students being able to earn points for their houses; staff
will also be able to add to the points tally.
This aspect of our new system is designed to
further promote the very positive studentstaff relationships that Queen Elizabeth’s
School is renowned for.
“
“
We encourage students to be
involved in the wider life of the school.
The extra-curricular provision allows
interests, relationships and skills.
“
students to develop a variety of
The PE Department delivers a number of sports
including Hockey, Swimming, Badminton and
Netball, as well as Adapted Sports, Fitness and
Dance. There are opportunities to partake in
Outdoor Education and to work towards the Duke
of Edinburgh Award.
Performing and Creative Arts are a real strength
at Queen Elizabeth’s School. Biannually a musical
production is performed involving many of our
talented students, including musicians, dancers,
singers, actors and those with technical expertise.
Other clubs include the QE Choir, Media Club and
Art Open House among many others.
Alongside these sporting and creative activities,
there is a wide range of support for academic
subjects. A plethora of subjects offer sessions
to promote academic success. These include:
Maths workshops, Poetry workshops, Design &
Technology support sessions, Language clubs and
controlled assessment support sessions across all
faculties.
Beyond the
Curriculum
Queen Elizabeth’s School offers a wide
range of extra- curricular activities to
support all students in their development
and enable them to make the best possible
progress.
We encourage students to be involved in the wider
life of the school and the extra-curricular provision
allows students to develop a variety of interests,
relationships and skills. Each faculty within the
school delivers a number of activities both at
lunchtime and after school. The after school
clubs on a Tuesday and Thursday are supported
by an additional bus service which leaves the school
at 5pm.
“
“
The extra-curricular provision
allows students to develop a variety of
interests, relationships and skills.
Academic extra-curricular activities run throughout
the year but extend during the Spring and Summer
Terms to ensure our provision includes support
for exam preparation and technique. For more
information on all of the Extra-Curricular Activities
on offer at QE please ask for a leaflet from
reception.
Our Vital Statistics
No of Students
1500
Students in Sixth Form
400
No of staff
180
No of Computers
900
No of Mac devices
70
Meals served in a year School floor area
over 120,000
15,000 sqm
Students who use buses daily
900
School trips/visits over a year
110
Different Music Bands
12
Over £10,000 raised for charitable causes in 2013/14
Extra-Curricular Activities taking place each week –
over 70
Our Sporting Achievements in the last year
International Performance – 7 students in 5 different
activities
National Performance – 6 students ranked in the top 5
in the UK in 6 different sports
Regional Performance – 14 students in 6 different sports
County Performance – 36 students in 12 different sports
Academy Performance – 3 students at AFC
Bournemouth and Southampton Football Clubs
Our School
Largest wireless networking system of its type in the
South of England
Biomass woodchip boiler supplies heat to School and
Leisure Centre – wood supplied by local forest
To date we have generated in excess of 40,000 kWh
of free electricity from our solar panels saving 23,000
kilograms of Co2
Annually we re-cycle 176 cubic metres of waste
that would otherwise go to landfill – that’s over 40
vans full
Some buildings insulated from a mix of sheeps’
wool/shredded newspaper and straw
Free hot water supplied via our solar heating system
Largest Air circulation system of its type in the world
Wimborne Minster, Dorset, BH21 4DT
01202 885 233
[email protected]
www.qe.dorset.sch.uk
@qesdorset
Queen-Elizabeths-School-Wimborne-Minster
Photographed, Designed & Printed by
The Roman Group | www.romandesignprint.co.uk
A
T
E
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Prospectus
Additional
Information
QUEEN ELIZABETH’S SCHOOL
WIMBORNE MINSTER
Headteacher
Mr Martin McLeman BSc
ADDITIONAL
INFORMATION
2014/2015
Contents
• School Details
• Admissions to the School
• Term Dates
• Daily Timetable
• QE’s Expectations
• The School’s Policies including:
Uniform, Behaviour, Smoking/Drugs, Travelling to School,
Child Protection, Sex and Relationship Education,
Teenage Life Centre
• GCSE Examination Results Year 11 – August 2014
• Vocational Qualifications Results Year 11 – August 2014
• Post-16 Examination Results Years 12/13 – August 2014
• Curriculum Structure
• Year 12 Options
• Governing Body SCHOOL DETAILS
ADMISSIONS TO THE SCHOOL
• Type of School: Co-educational Voluntary Controlled,
Church of England, Comprehensive Upper School.
Dorset Local Authority is the admissions
authority for Queen Elizabeth’s School and
each year sets the admissions criteria and
number following consultation.
• Number on Roll: 1445 students aged 13-19 including 400 in Sixth Form.
You may express a preference for your
child to attend QE regardless of where you
live.
• Standard Number to Admit:
Currently the school’s standard number to admit is 360. 379
students were admitted to Year 9 in
September 2014
Children attending schools in the
Wimborne pyramid should receive full
application details via their Middle Schools.
• Ofsted:
The school was inspected in March
2012 and received a very good
report. Copies of the report are
available on request.
• General:
The contents of this prospectus were accurate in September 2014. Please contact the school for any more up-
to-date information.
• Regarding admission: Prospective parents seeking admission after the commencement of Year 9 or to tour the school at any other time should telephone the Headteacher’s Personal Assistant.
If your child is not in the pyramid, you can
obtain this information and the current
policy on admissions by contacting:
Dorset County Council (School
Admissions), County Hall, Dorchester,
Dorset DT1 1XJ.
Telephone: 01305 221060. Full details are
also available on the Dorset County Council
website.
In simple terms, if the school is
oversubscribed, priority goes to
applications in the following order:
•
•
•
•
•
Looked After Children
Children living in the school’s
catchment area
Older brother or sister at QE
Attendance at feeder Middle Schools
Proximity to the school
Queen Elizabeth’s School
High Quality, High Expectations, High Standards
2
3
Term Dates 2014/15
QE’s EXPECTATIONS
Autumn Term 2014
Around School:
Students are expected to:
Monday 1st September
Tuesday 2nd September
Wednesday 3rd September
Thursday 25th September
Friday 26th September
Monday 27th October to Friday 31st October
Monday 3rd November
Thursday 18th December
Friday 19th December
Monday 22nd December to Friday 2nd January 2015
Staff Training Day
Start of term for Year 9 & 12
Start of term for all
Open Evening – early finish at 12.50pm
with buses leaving at 1.00pm
Staff Training Day (Following Open Eve)
HALF TERM followed by:
Staff Training Day
Last day of term – early finish at 12.50pm
with buses leaving at 1.00pm
Staff Training Day
Christmas Holiday
Spring Term 2015
Monday 5th January
Monday 16th February to Friday 20th February
Friday 27th March
Monday 30th March to Friday 10th April
First day of term
HALF TERM
Last day of term – normal finish time
Easter Holiday
Summer Term 2015
Monday 13th April
Monday 4th May
Monday 25th May to Friday 29th May
Friday 17th July Monday 20th July
First Day of Term
Bank Holiday
HALF TERM
Last day of Term - early finish at 12.50pm
with buses leaving at 1.00pm
Staff Training Day
THE SCHOOL DAILY TIMETABLE
Registration/Assembly
Period 1 Period 2
Break Period 3
Period 4
Lunch
Period 5 4
8.40am - 9.00am
9.00am - 10.00am
10.00am - 11.00am
11.00am - 11.20am
11.20am - 12.20pm
12.20pm - 1.20pm
1.20pm - 2.10pm
2.15pm - 3.15pm
• Behave sensibly and not run in corridors
• Hold doors open for others
• Move on the left and use one way systems on the stairs
• Remain within the site boundary at all times and only use the Broads field when informed that it is available for student use
• Observe lunchtime rules regarding access to buildings
Registration and Lessons:
Students are expected to:
• Arrive on time and make up time if late
• Remove any outdoor wear and place bags on the floor
• Take out books, pens, equipment and planners
• Remain silent during the register
• Put hands up to answer, not call out
• Enter rooms sensibly and not distract or annoy anyone
• Not eat, drink or chew
• Record homework and coursework deadlines
• Go to the toilet outside of lesson time and only in an emergency during lesson time
• Remain within the lesson and not leave without the teacher’s written permission in the planner
• Not pack away or put on outdoor wear until told to
Possessions:
If students possess a mobile phone, they
will be expected to:
• Switch mobile phones off during the school day
• Keep mobile phones in bags
Students are not allowed to use personal
stereos in school time, including lunchtime,
unless they are specifically required for
curriculum purposes. Should students
bring personal stereos to school for use on
the buses then they must be kept in bags
at all times during the school day.
The school can take no responsibility
whatsoever for the loss of or damage
to mobile phones or personal stereos,
and students MUST NOT leave phones
or personal stereos unattended at any
time.
Attendance/Punctuality
Any student who is late to school for
whatever reason must report to the year
office to sign the late book so they can
be marked into the register. This is a
legal requirement. They must then go
immediately to lessons.
5
CHILD PROTECTION
Buses
Our first priority is your child’s welfare
and we will usually discuss any concerns
we might have about your child with
you. There might be occasions, however,
when we have to provide information to
or consult other agencies such as Social
Care and Health before we contact you.
Our responsibility to do so is determined
by Bournemouth, Dorset and Poole InterAgency Child Protection Procedures. If
you want to know more about these
procedures, please speak to the
Headteacher or the School’s Designated
Safeguarding Lead for Child Protection and
Safeguarding.
Students may only travel on the bus
allocated to them. They must carry bus
passes for all journeys. This ruling is a
safety measure to ensure that there are
not too many passengers travelling on any
route. If students do not have their pass,
the driver may refuse to take them on the
bus.
TRAVELLING TO AND FROM
SCHOOL
Unsatisfactory behaviour on buses will be
reported and offenders may lose their right
to travel on the bus, in addition to being
punished by the school.
Walking to school
• Students should walk on the inside of the pavement
• To cross the road students should use pedestrian crossings
Whatever method of transport used,
students will be seen by the local
community as ambassadors for the school.
• Students should take care of their own safety and be alert to the dangers of traffic at all times
Travelling to school by car
• Students should be considerate to other road users and pedestrians
For safety reasons the driver should take
students into the drop off car park at the
side of the Leisure Centre to drop off and
collect them. Cars must not wait on the
road outside school, or use local roads for
drop off. For reasons of safety, the front
car park may not be used.
Cycles
If students cycle to school it is their
responsibility to make sure that they lock
their cycles carefully. For reasons of
safety, students should always wear a
helmet when cycling to school.
6
TEENAGE LIFE CENTRE (T.L.C.)
In 2001, QE recognised that many
students could not easily access certain
outside support services and felt that there
was need for a drop-in centre based at the
school. In partnership with Dorset Primary
Care Trust funding was made available and
the Teenage Life Centre (TLC) was started.
Mainly used during the lunchtime break the
centre offers students the opportunity to
seek confidential advice on a wide range of
health and social issues.
A GUIDE TO THE
BEHAVIOUR POLICY
this, we communicate directly with you,
frequently and at an early stage.
Principles
• Good behaviour depends on an
effective system of rewards. This
does much to motivate students and
reduce behaviour problems. Students
can collect merits in their planners.
Other rewards (e.g. letters home,
certificates, the opportunity to take part
in events out of school) will also be
used.
All members of the school should have the
right to be treated fairly, honestly and with
respect. They also have the responsibility
to act with fairness, honesty and respect
towards others.
High expectations and a positive approach
are vital.
Where misbehaviour does occur, it will be
challenged fairly and consistently, with the
emphasis on supporting the development
of self-discipline.
Practice
•
Good behaviour depends on clear expectations and a consistent response by staff where students fail to meet those expectations.
•
Good behaviour depends on a partnership between home and school. All parents sign up to a Home/
School Partnership Agreement. When you do this you will be giving your backing to the Behaviour Policy. This means that you agree to support us when we deal with behaviour issues and when we apply sanctions. Recent Government guidance has clarified that schools do not need parents’ permission
to issue detentions but we try to work
with parents wherever possible.
•
Good behaviour depends on good
communication between home and
school. We use the planner or email to
communicate minor concerns. Beyond
•
Good behaviour depends on an
effective system of sanctions and
consequences (C1-6). The ‘line’ of
sanctions, from least to most severe
(although not necessarily sequentially), is:
Normal classroom management
▼
Verbal warning (C1)
▼
Temporary removal from class (C2)
▼
Removal from lesson and
automatic, same day lunchtime
detention (C3 and C4)
▼
Withdrawal from a lesson for 1-2
weeks (C5)
▼
Friday after school detention (C6)
▼
Exclusion inside the school
(internal exclusion)
▼
Fixed period exclusion
▼
Permanent external exclusion
Students should be aware that staff
will decide at which point on the line of
response they should begin depending on
the concern.
7
All cases of misbehaviour are decided on
their own merits. However, students and
parents should be aware that temporary
or permanent exclusion will be considered,
even for first offences, where the
misdemeanour is very serious. This may
include the following, among others:
• Threatened or actual violence
• Bullying
• Misuse of drugs (including alcohol) –
permanent exclusion will normally be
considered for any attempt to sell or
otherwise supply drugs to other students
• Aggressive or abusive language
• Theft
The same high standards of behaviour
are expected on school transport, on all
journeys to and from school, and anywhere
in school uniform or where students are
identified as members of the school, and
the full range of school sanctions will be
applied to students who fail to uphold
these standards.
Smoking
Queen Elizabeth’s School is a no smoking
site and a no smoking policy is in place for
all members of the school community, be
they staff, students or visitors. Students are
not allowed to smoke on the school site
nor while travelling to and from school.
Queen Elizabeth’s School will sanction
all incidents where students are found
smoking. The school will also treat those
students found in possession of cigarettes,
tobacco and other smoking materials
including matches and lighters in the same
way as those found smoking. We will also
sanction all students found to be with
8
other students who are smoking. Students
who persistently infringe the school’s no
smoking policy are liable to face exclusion.
Drugs in School
The possession or use of any form
of illicit drug on our site is absolutely
forbidden. Any student found in
possession of drugs (including alcohol) or
solvents, or making use of them, or inviting
another student to do so, faces immediate
exclusion from the school. This approach
applies to any situation – school visits for
instance – where students are regarded as
being in our care. It goes without saying
that any student who is suspected of
dealing in such substances will be handed
over to the police and the school will
always consider permanent exclusion in
these circumstances.
We take the matter of drugs, solvents
and their abuse very seriously indeed.
We recognise that society imposes many
pressures and temptations upon young
people, and that parents and teachers
must work together to help students cope
with them. In order to do this, we have
a full programme of drugs education in
school.
We do all these things because we believe
that almost all our parents wish us to
continue to take this firm stance. We
also believe that it is our duty to protect
students, so far as possible, from these
pressures and temptations in school. But
we do need your active support at home in
order to make our policies successful.
Please help us by reminding your sons or
daughters of the dangers of drug/alcohol
abuse, and of our school policy.
UNIFORM POLICY
A school uniform is worn by members of
Years 9-11 to: • create a sense of identity
• promote and maintain a business-like working environment
• present a favourable image in the community
• minimise pressure to conform to the vagaries of fashion
• provide access to good quality uniform at reasonable prices
The uniform consists of a navy blue blazer
with the school badge, a school tie (boys
only), a navy blue and white striped shirt or
blouse, black trousers or skirt, and black
shoes. Coats should be plain, of a sensible
style and without slogans. Full details are
published on our website.
Skirts
• Must be plain black and ‘knee length’
• Style must be appropriate for the range of school activities i.e. not excessively tight or fitted.
• Denim, cord, canvas and pure Lycra garments are not acceptable.
• Mini skirts or skirts with a high slit are not allowed.
Trousers
• Must be plain black tailored style and fitted on the waist
• Must have a front or side black zip or black button fastening
• Must allow for the school shirt to be tucked in
• Maximum length to top of instep; minimum length to anklebone
• Maximum width of bottom = 24cm; minimum width of bottom = 20cm
• Tight “skinny” trousers or pull-on legging style is not acceptable
• Large visible pockets are not acceptable
Shoes
Shoes should be black, leather type and
in a sensible style. No sandals or trainers
at all. Students without acceptable shoes
are to report to the Year Office where they
will be issued with a pair of black plimsolls.
This applies to all students who arrive
to school wearing inappropriate shoes
unless they have a note from a doctor/
physiotherapist/ other medical professional
to say they cannot wear school shoes.
Blazers
Blazers must be worn at all times, except
in very warm weather (when students must
still have a blazer at all times) though during
lessons staff may allow students to remove
their blazers. Students may remove their
blazers at lunchtime.Hoodies are not an
acceptable part of school uniform.
Jewellery
Students are allowed to wear two plain
discreet studs per ear. No other visible
piercings are allowed. Any jewellery that
does not conform to the school’s uniform
code will be confiscated, passed to the
House Office and returned after a period
of time to be decided by the school.
Persistent offenders will face appropriate
sanctions.
Hair styles
No extremes of colour or style are
acceptable. For the avoidance of doubt,
it is the Headteacher who will define what
is extreme. Hair accessories should be in
blue or black.
9
Sixth Form Dress Code
Students are asked to maintain a smart
casual appearance and be dressed
appropriately at all times. In summer boys
may wear shorts so long as they fall below
the knee, whereas girls must ensure that
if wearing a skirt or shorts above the
knee, opaque tights are worn underneath.
Sandals may be worn if they are strapped
behind the heel. There must be no
beachwear, flip-flops, extreme hairstyles
and discernible facial jewellery or other
visible piercing. Two discreet piercings in
each ear are allowed. Students in breach
of this dress code may be sent home to
change.
SEX AND RELATIONSHIPS
EDUCATION
Health Education plays a significant part in
a young person’s personal development,
and an important area of this is Sex
and Relationships Education. The title
is important because the knowledge,
understanding and skills developed are
always put into the context of positive,
caring relationships and the need for trust
and respect in relationships. At QE, Sex
and Relationships Education is covered
mainly in Science and PSHE (including
Tutorials, RE and Focus Days). In Year 9
a large part of the programme is delivered
through a Focus Day on Sexual Health and
Relationships, where workshops are run by
outside experts.
Parents do have the right to withdraw
their children from all or part of Sex
and Relationships Education, except
for those parts included in the statutory
10
National Curriculum for Science. Any
parent considering the withdrawal of their
child should contact the Head Teacher.
However, the school endeavours to work
with parents to ensure that it is delivering
Sex and Relationships Education in a
way that they support. This area of the
curriculum is carried out in line with the
school policy for Sex and Relationships
Education, which has been ratified by the
Governing Body. A copy of the full policy is
available on request.
OTHER SCHOOL POLICIES
Most parents have now expressed a
desire to receive information from school
electronically. As such, we have decided to
make all policies available via the school’s
website:
http://www.qe.dorset.sch.uk/policies
GCSE RESULTS ACHIEVED BY STUDENTS IN YEAR 11
Number of students in Year 11 (January 2014): 355
Number of students in Year 11 not entered for GCSE: 4
English Language
English Literature
Maths Core Science
Additional Science
Art
Biology
Chemistry
Child Development
Dance
Drama
Food Technology
French
Geography
German
Graphics
Health & Social Care
History
Leisure & Tourism
Media
Music
PE
Physics
Psychology
RE (Full Course)
Resistant Materials
Sociology
Spanish
Textiles
RE (Short Course)
Entries A*
A
B
C
D
E
F
G
34912 3211812157 6 2 0
3496 378794543720 6
349133487127491411 8
2863 2071107481110 8
2863 37357774261911
633 81821103 0 0
63 8 25 19 10 1
0
0
0
63617
2695000
3741698620
1304144000
27171081000
2503567310
1395 22404722 3 0 0
153 4 20 38 45 21 14 5
6
20 0
5
6
7
2
0
0
0
36 2
7 10 8
8
3
5
3
2626753210
1182 1819262119 7 5
1303172000
511910
159610
3347794100
4601418122 0 0 0
63
10
18
2483000
2508851120
16 7
7
2
0
0
0
0
0
43 0
2
7
6 14 7
4
2
33167107100
4321017112 1 0 0
1113140110
307 14 48 71 71 42 35 11 8
11
SUMMARY OF GCE A/AS LEVEL/BTEC RESULTS
Year 11 Level 2 Courses other than GCSE
Distinction
Merit
Pass
Equivalent
no GCSEs
D* D M
P
Business BTEC L2 Ext Cert 1
16 15
56
1
Sport BTEC L2 Ext Cert
1
19 5
13
5
ICT BTEC L2 Ext Cert
1
0 0
1
21
NVQ Spanish
1
0 0
0
12
NVQ French
1
0 0
0
51
NVQ German
1
0 0
0
7
Equivalent GCSE Grade
A* A
B
C
SUMMARY OF GCSE RESULTS ACHIEVED BY STUDENTS IN YEAR 11
No of
5+ A*-C
Students 5+ A*-C Inc En/Ma 5+ A*-G
2005
2006
2007
2008
2009
2010 2011 2012
2013
2014
1+ A*-G
For students at the end of their two years of study
% students with points in range
Students0- 61- 120-181-240-301-360+ Av
60 119180239300359 points
2002 12620.6 7.1 39.710.313.5 2.4 2.4166.10
2003 130 4.6 13.121.517.718.512.312.3
220.40
2004 116 7.8 5.2 25.916.420.712.112.1
220.44
2005 137 4.4 6.6 21.221.218.211.714.6
235.10
2006 128 3.2 6.5 9.8 17.129.220.312.2
257.40
2007 148 4.7 6.7 23.016.219.620.9 8.8236.50
2008 148 0 8.1 19.611.526.414.220.3
265.24
20091432.1 5.616.97.033.115.519.7
270.80
2010 145 9.0 11.210.013.123.411.222.1
252.27
2011 184 4.9 6.0 15.210.931.013.618.5
257.23
2012 170 1.8 2.9 18.111.122.211.132.7
302.57
2013 170 6.0 6.6 14.516.328.314.513.9
250.06
2014 163 3.1 2.5 14.115.331.914.718.4
268.83
Av Pts**
332
70.2%95.8%
98.2%
47.6
396 61.6%48.7%98.2%99.5% 44.4
357 64.9%51.0%98.0%99.7%
395.7 (49.9)
350 68.9%56.6%97.4% 100% 404
350 72.6%55.4%96.9%99.7% 403.6
349
80.2%
67.6%
99%
100%
438.2
354 76.3%56.8%98.0%99.0% 424.6
355 75.5%58.8%95.5%98.6% 421.1
351 62.9%50.0%98.2%99.7% 388.9
349 74.4%66.4%99.0%99.0% 380.0
1. From 2007 A* = 58, A = 52, B = 46, C = 40 etc.
12
13
POST-16 GCE EXAMINATION RESULTS
POST-16 BTEC RESULTS
GCE A Level: Achieved by students at the end of their second year of study
Art
Biology
Chemistry
Dance
Economics
English Lang & Lit
English Literature
Film Studies
Food Technology
French
Further Maths
Geography
German
Graphics
Health & Social Care
History
Law
Mathematics
Media Studies
Music Technology
PE
Photography
Physics
Product Design
Psychology
Religious Studies
Sociology
Spanish
Textiles
Theatre Studies
14
Entries
A*
A
B
C
D
Achieved by students at the end of their second year of study
E
801322
0
29
1
7
4
7
7
3
1603115
3
603120
0
500111
2
17
0
0
4
3
6 4
1603435
1
700151
0
601221
0
502210
0
200011
0
19
1
4
4
5
4
1
3
1
1
0
0
1
0
7
3
1
1
0
2
0
10
0
1
3
4
2 0
2122645
1
1001611
1
2012363
3
2104394
1
601131
0
600221
1
900162
0
1200145
2
400013
0
3422779
6
5
0
0
3
2
0
0
1413432
1
401111 0
100010 0
702221
0
D*
D
M
P
Q Total
Bus BTEC L3 Sub Dip
9
6
4
5
0
24
Enterprise L3 Sub Dip 51250
13
IT BTEC L3 Sub Dip
2
2
3
10
0
17
Music BTEC L3 Sub Dip 8
3
0
0
0
11
Perf Arts BTEC L3 Sub Dip
2
0
0
0
0
2
Sport BTEC L3 Sub Dip 4
0
2
1
0
7
D*D*D*D DD DM MM MP
Bus Acc BTEC L3 Dip
2
1
3
0
2
1
IT BTEC L3 Dip
2
0
1
2
0
0
Sport BTEC L3 Dip
10
2
1
1
0
0
Sport BTEC
L3 Ext Dip
D*D*D*D*D*D D*DD
2
0
2
DDM
DMM
MMP
1
1
0
PPTotal
0
0
0
9
5
14
PPP Total
0
6
D* = Starred Distinction; D = Distinction; M = Merit, P = Pass, Q= result still awaited.
A Level Equivalents
The BTEC Level 3 Certificate is the equivalent of an AS Level qualification, with the grades
shown below. The Level 3 Sub Diploma, Diploma and Extended Diploma are equivalent to
one, two and three A Levels with the grades shown below.
BTEC AS
A2
D*A*
DAA
MCC
PEE
Note that there is no A* grade at AS Level.
15
Curriculum Structure
In the main school students are based in three panels per year group – Q, E and S. Each
panel is mixed in ability and in all other ways. Students have lessons in groups drawn from
their panel. The exceptions are enrichment blocks (Years 10 and 11) where students are
drawn from the whole year group.
The Post-16 timetable is arranged in five blocks. Students can take one subject from
each block.
The timetable cycle extends over two weeks.
Year 9
SubjectLessons per cycle
English6
Maths 7
Science 7
French 3
Spanish or German
3
Design & Technology
4
ICT 1
Geography 3
History 3
Art 2
Music 2
Drama 2
PE 4
Religious Studies
2
Learning to Learn
1
Key Stage 4
Subject
Lessons per cycle
English7
Maths 7
Science 9
PE 4
Religious Studies
3
Enrichment A
5
Enrichment B 5
Enrichment C
5
Enrichment D
5
In Years 10 and 11 Languages feature in all the enrichment blocks. All students who are
able to do so are encouraged to continue with at least one Modern Foreign Language and
a Humanities subject at GCSE level.
16
Year 12 Options for September 2014
Route
Block A
Block B
Block C
Block D
Chemistry
Biology
Art
Economics
Dance
Chemistry
Biology
English
English
Core
English
Geography
Literature
Maths
Literature
Geography
Further
German
Graphics
Maths
Health & History
History
Law
Social Care
Maths
Psychology
Maths
Media
Level 3
Studies
AS
PE
Resistant
Physics
Psychology
Courses
Materials
Photography Sociology
Sociology
Textiles
Spanish
Theatre
Studies
Business
Double Award
Business
Double Award
Music Single
Award
IT Double
Award
Entrepreneurship Business
Sport Double
IT Single Level 3
Single Award
Single Award
Award
Award
BTEC
Performing Arts
Courses
Single Award
Sport Single
Award
GCSE
GCSE
English/Maths
(4 periods each)
Block E
Biology
Core
Maths
Food
Technology
French
Further
Maths
Maths
Media
Studies
Music
Technology
Physics
Psychology
Religious
Studies
IT Double
Award
Sport
Double Award
17
GOVERNING BODY
ROLES AND OPERATION
Governors of all schools have two central roles:
1.
To set the strategic direction for the school in conjunction with the Headteacher and Senior Leadership Team, including the approval and maintenance of certain statutory policies
2.
To act as a ‘critical friend’ to the school’s management; this includes setting the school budget and staffing levels annually.
QE has a very proactive Governing Body who give a great deal of their own time to
support school events and individual staff, as well as fulfilling their statutory functions. QE is a Voluntary Controlled School. In simple terms, this means that the church owns
some of the land and there are a number of informal local links with the Church. The
Minster Foundation is also responsible for the appointment of the school’s five Foundation
Governors. Apart from the provision of a small quantity of funds from the Trustees,
the school operates and is managed to all intents and purposes in the same way as a
Community School.
As a Voluntary Controlled School, the Governing Body is composed as follows:
Parents CSA Staff Foundation Local Authority
Community
Kim Ashby
Harry Turner
Steve Collins
John Andrews
Lars Jackson
David Clark
Jane Mursell
Andy Dickinson Margaret Foster
Martin McLeman Vanessa Herrick John Knowles
Emily Willcocks
Robert Jones
David Sims
Jo McLean
Gwyneth Owen Peter Merchant
The current Chairman is Mr Harry Turner, and the Clerk to the Governors is Mrs Jan Day.
The minutes of all Governing Body and committee meetings are public documents which
are available for consultation in school. All Governors can be contacted through the
school. Names of current Governors are also listed on the school’s website.
Queen Elizabeth’s School
High Quality, High Expectations, High Standards
18
A Wimborne Minster, Dorset, BH21 4DT
T 01202 885 233
E [email protected]
Wwww.qe.dorset.sch.uk
@qesdorset
Queen-Elizabeths-School-Wimborne-Minster
`