• Parent Calendar 2009/2010
• Catering information for Parent/Carers

Parent Voice

Important information for new admissions to Harrow High 

 

STATEMENT OF INTENT

“Our purpose is to ensure an education which promotes excellence and provides all our learners with the confidence and skills to meet the challenges of the 21^st century.

 

We aim to help our learners:

·       to achieve the highest possible academic and personal standards;

·       to grow in their understanding of themselves and the world around them;

·       to respect and value others within the school and community;

·       to prepare themselves for adult life including participation in changing society.

 

“The dedicated headteacher and the staff are committed to providing an inclusive environment where everyone can become passionate about learning and aspire to achieve their best.” (Ofsted 2008)

SPORTS COLLEGE 

 “Sports College status, with science as a second subject, is having a very positive effect on teaching and upon the way students learn, resulting in improved achievement and standards” (Ofsted 2008)

 

The benefits of sports college status are many and have enabled us to develop extended services to learners and their families and to other partners in the community. The leadership programme has provided opportunities for learners to work with younger children in our partner middle schools and gain accreditation for their work. A wide range of programmes for gifted and talented learners helps to ensure that learners reach their full potential in their chosen sport through access to expert coaching and our first class facilities. 

 

The school has been successful in developing a strong partnership with Harrow School. This has allowed us to develop a number of initiatives where learners from both schools are able to work closely together in basketball, athletics, badminton and canoeing. The school’s commitment to encouraging healthy life-styles is reflected by the extensive use of our facilities in the evening and at weekends by local sports clubs and community groups. 

 

We are proud that the sports college status has enabled us to create a positive ethos which permeates across all aspects of school life. 

 

“The impact of specialist sports status is significant in many areas of school life and makes a strong contribution to the development of learners’ self-esteem and confidence as well as their academic achievement.” (Ofsted))

 

     GOVERNING BODY

The School enjoys the close support of its Governing Body. Governors regularly visit the school and work with the learners on the School and Sports Council. The Local Authority, parents and teachers are represented and we have co-opted members from the business community and the Old Gaytonians Association. Governors may be contacted via the School. Minutes of meetings are available for parents to read. The current Governing Body is as follows:-

 

LA and CO-OPTED GOVERNORS                       PARENT REPRESENTATIVES         LEA Adviser   

Cllr C Bath                                                         Mrs H A Assaf                                 Mr E Lumley

Mr J Courquin                                                    Mrs F Dean

Mr P Hamill (Chair)                                            Mrs Y Sordell    

Cllr R Mudhar                                                    Mrs P Stephenson                     

Mrs R Shah

Mr B Phillips                                         

                                               

 

STAFF GOVERNORS                                            ASSOCIATE GOVERNORS

Mr L Houslin                                                        Mrs R Dennison

 

STAFF LIST

“In this school teachers don’t just go the extra mile they go the extra ten miles!” (Ofsted 2008)

 

Mrs A Abnousian Mr J Amuah-Fuster	Lead SEN teacher Science
Mrs V Ariyapala	Maths
Mrs Z Baig	Admin: Finance Assistant
Mrs N Bangash	Midday Supervisor
Mrs K Bansal	Advanced Skills Teacher Languages
Miss S Barrett	Head of Art
Miss S Bennett	Standards and Achievement Leader: Yr 10/Maths
Mrs P Bernstein	Admin: Reception
Mr A Boukhemia	Maths
Ms M Bowen	Cover Supervisor
Mr J Buchanan	Deputy Headteacher (acting):Maths
Mrs D Campbell	Head of 6th Form/Geography /Leisure & Tourism
Miss L Campbell	Assistant: Standards and Achievement
Mr S Campbell	PE
Mrs Y Chagpar	Inclusion team
Mr A Charles	Assistant Headteacher: Director of Sport
Mr A Chaytor	Maths
Miss M Chatterjee	English
Mrs M Chohan	Inclusion team
Mrs T Conn	Assistant Headteacher: English
Mr N Corner	Business Studies
Mr E Crowley-Sweet	ICT support
Mrs D Decruz	Admin: Attendance Officer
Mrs R Dennison	School Business Manager
Mrs A Dunne	Admin: Learner effectiveness team
Miss R Duncan	Advanced Skills Teacher/Textiles
Mr R Eston	PE
Miss H Farooqui	Head of History
Mr S Fisher	Site Supervisor
Mr P Gamble	Headteacher (acting)/Business
Mrs E Gilheany	Inclusion Team
Ms C Gill	Assistant Head/ Business
Mrs L Gore	Display co-ordinator
Mr P Gore	Site Manager
Mrs L Hamlin	Vulnerable Children Support
Mr P Henderson	English
Ms J Holder	Admin: Effectiveness Team
Miss A Holyszko	EMA teacher
Mr L Houslin	Learner Voice Co-ordinator
Miss F Howarth	PE
Mrs T Hussain	Head of Food Technology
Mr J Johnson	IT Technician
Mrs M Johnson	Inclusion Team
Mr M Jukes	Assistant Headteacher/History
Mrs T Karim	Admin: Attendance
Mrs J Karmarkar	Science Technician
Mrs R Khan	Study Centre Manager
Mr R Ladha	IT Systems Manager
Mrs U Lakhani	Admin: Sixth form
Ms J Lang	Assistant Headteacher/Science
Mrs R Lee	Art
Mrs A Lowry	Admin: Finance Officer
Mr G Maitland	Basketball Academy Director
Mrs J Mair	SEN Co-ordinator
Miss E McEvoy	Maths Lead Intervention
Mr B Mistry	Science technician
Mrs J Monks	Technician – technology
Mrs N Moriarty	Maths
Mrs L Morrison	Admin: Smartcards/Lets
Mrs A Motiwala	Inclusion team
Mr V Moyo	English
Mr E Myton	Standards and Achievement Leader Yr 9 Science
Miss P Naidoo	English/Psychology
Mrs T Noonan	Admin: Senco
Miss Rita Onyenuchie	Art
Mr B Patel	Site Supervisor
Miss L Pincott	Midday supervisor/Sportshall Ambassador
Miss J Quinn	Technology
Miss K Samoylova	Admin: Reprographics
Mrs A Savage	Inclusion Team
Mrs N Shaikh	Senior Science Technician
Miss K Shanahan	English
Mrs M Shanahan	Supervisor – cleaning team
Mrs J Sillwood	Headteacher’s PA
Miss T Simon	Inclusion Team
Miss S Smith	Assistant: Standards and Achievement
Mrs A Stevens	Library assistant
Mrs S Street	Director of e-learning
Mr D Sutherland	Positive Contribution coach
Mrs R Teeuwen	Science
Mrs A Thomas	Librarian
Mr A Turner	Lead Inclusion Mentor
Miss R Wahidi	Inclusion team
Mr S Wakelin	Science
Mrs K Wakeling	Connexions
Ms B Watt	Science
Mr S White	Transition co-ordinator
Mrs L Worley	Assistant: Standards and Achievement

 

Correct at time of going to print – June 2009

 

SCHOOL ORGANISATION

“Students thrive in lessons…….They respond well to teachers who set out clear expectations of behaviour and work ethic.”  (Ofsted 2008)

 

LEARNER WELFARE AND GUIDANCE

“Access to support, advice and guidance is excellent” (Ofsted)

 

At Harrow High we have a highly personalised system through which we can really get to know learners’ strengths, weaknesses, potential ability and interests. A very good system of pastoral care and guidance throughout the school engenders a real understanding of community with a sense of responsibility and self-discipline amongst the learners.

 

Harrow High is a small multi-cultural school that caters for a wide range of abilities. Key Stages (Year 8 and Year 9 in Key Stage 3, Year 10 and Year 11 in Key Stage 4) are led by a Standards & Achievement Leader who retains responsibility for every aspect of his or her learners’ education for all of their years at Harrow High School & Sports College. This allows us to make strong and effective links with parents and families.

 

Each year group has a team of Form Tutors and attached staff who have a day-to-day responsibility for the learners in their forms.

 

The Year 8 Team has a key role to play in helping learners to settle in and make friends. An exciting and innovative induction programme that includes a visit to Hillingdon Outdoor Activities Centre, for teambuilding, supports this process.

 

Good attendance and punctuality are rigorously promoted through all Year teams who work with our attached Education Social Worker.

 

Responsibility for welfare and guidance of learners is one shared by the whole school. To ensure this, the Senior Team, Standards & Achievement Leaders , Department Co-ordinators and subject teachers all keep a continuous check on each learner’s progress and liaise closely with the Key Stage Teams. If required the School also calls on a range of other professionals to support learning.

 

LEARNER SECURITY

The school operates a smartcard security system. Each learner is issued with a smartcard showing his/her photograph and name. This smartcard allows learners entry to the school building from 8am and is needed to move around the school site during the day. Parents therefore, are asked to ensure that this essential item is brought to school everyday and that smartcards are kept in a safe place when at home. 

 

Smartcards are the only method used for purchasing food and drinks in the school’s dining hall. Learners credit their card by using one of the revaluation machines, either daily or on a weekly basis or by parents sending a cheque made payable to our caterers, Harrison Catering Services. A daily spend limit is set at £5 (please contact Mrs Morrison if you wish to alter this amount). Those learners eligible for free school meals* have £2.27 encoded on to their card; this amount can only be spent at lunchtime.   Learners must not loan their cards to others or deface them. 

Replacement cards will be charged at £5.

*Parents are requested to complete relevant forms for this benefit and return to the Civic Centre by the stated deadline.

 

LINKS WITH HOME

A close working relationship between home and school is an essential factor in ensuring each learner makes good progress. Harrow High has a ‘contract’ with learners and parents that is discussed at interview. Please keep your copy of this important agreement safely. 

 

Parents/carers are welcome to contact appropriate members of staff, via the telephone, letter or learner planner for information or to discuss any issues. As all staff have teaching commitments it is important that you telephone the school, in advance, should you wish to meet with a member of staff. Mr Gamble welcomes parents to speak to him please contact Mrs Sillwood on 020 88617300x203 or email jsillwood.310@hhsweb.org for an appointment.

 

 

    PLANNERS

The planner must be brought to school every day. It contains a diary; the Aims of the School; the Code of Conduct; the learner’s individual timetable and days on which homework is set. There is a space in which learners record homework set and where teachers and parents/carers can record progress, achievement and specific difficulties. The planner serves as an important line of communication between home and school and vice versa. Replacements are charged at £5.00. Parents are required to sign the planner each week.

 

 

    SCHOOL CALENDAR

A School Calendar is issued which outlines key dates (reminders also appear in the Friday Letter). 

The school is reluctant to grant additional days for holidays as this has a detrimental effect on learning. Parents/carers are advised to arrange holidays outside term time.  Parents may access diary dates via the school’s web site: www.harrow-high.harrow.sch.uk

 

    SCHOOL WEBSITE

The school’s website contains useful information for parents/carers and the latest Friday letter is always published. Important dates for learners are highlighted and can be checked for latest news and information.

 

     PARENT' EVENING 

Before all parents’ evenings, learners are given an appointment sheet and asked to arrange an interview time, on your behalf, with their teachers. Your son/daughter brings this sheet home for you to agree, sign and return to school. Dates are listed on the school calendar with reminders in the Friday letter. 

 

An additional evening is arranged for Year 8 in October when parents/carers have the opportunity to meet their child’s Form Tutor. This is an informal evening to discuss how your son/daughter is settling in.

 

 

SAFER SCHOOLS PARTNERSHIP

This is a government lead initiative that aims to attach a police officer to every secondary school. PC Jane Livingstone joined Harrow High in 2006 and is now a familiar figure around the school. She welcomes contact with parents and you can contact her on 020 8733 2447.

 

 “Learners are encouraged to take an active part in the school’s development and their views are sought and acted upon” (Ofsted )

 

THE SCHOOL COMMUNITY

We believe that by really knowing the learners in our care, we can ensure that, in co-operation with you, we can give them every opportunity to succeed at school and become individuals who will be able to take a responsible position in society and make a positive contribution to the community.

 

“Personal development and spiritual, moral and cultural development are outstanding because of the exemplary provision for care, guidance and support.” (Ofsted 2008)

 

LEARNERS’ CODE OF CONDUCT

At all times show courtesy, common sense, co-operation and consideration for others 

This means:

·         To actively listen to other people’s point of view

·         To demonstrate learning behaviours that allow everyone to learn in lessons

·         To move calmly around the School

·         To speak politely to everyone

·         To listen attentively and quietly to members of staff

·         To take pride in the School and help to keep it clean and tidy

·         To take pride in your uniform and care for your own and others’ possessions

·          To reject violence, harassment, discrimination bullying and intolerance but promote positive relationships with other learners and with staff

·         To reject any form of cyber and internet bullying

·         To remember that you are still a part of your School’s community even on the way to and from School and conduct yourself sensibly and with respect for the health and safety of others

 

The rules above agreed by learners and staff after consultation.

 

“The many different races, ethnic and faith groups mix well and there is a high level of harmony and tolerance” (Ofsted)

 

    ATTENDANCE

“The school is highly effective in developing the personal and social qualities and self-confidence that students need to transfer to further or higher education, or the world of work.” (Ofsted 2008)

 

Good attendance and punctuality are of key importance. Attendance is vital and research shows that good attendance is inextricably linked to achievement. Our base line is that every young person achieves 95% minimum average attendance. The most recent guidelines from the DCSF underline this strongly. The guidelines clearly state that it is the parents’/carers’ responsibility to inform the school of the reason for their child’s absence on the first day he/she is away.

 

Please telephone the School (answer phone on 020 8861 7300 x209 or press 1 or on the direct line for the Attendance Officer 020 8861 7303) and leave a message. On your child’s return a letter must be brought to the Attendance Officer explaining the absence. If it is necessary for your child to be away from school, please let the Attendance Officer know in advance so that this requested absence can be authorised. 

 

The School closely monitors learners’ punctuality using an electronic registration system. This has significantly strengthened our ability to monitor attendance and punctuality. Parents/carers are contacted by telephone if their son or daughter fails to arrive at school therefore, keeping parents fully informed if a pattern of lateness emerges.   Persistent lateness to school is considered serious and will result in a detention. In Autumn 2009 the School is introducing “Parent Portal” which will allow parents to monitor their child’s attendance at school on a daily basis via the internet.

 

The guidelines also clearly state that there is a discretionary power for headteachers to be able to grant leave for the purpose of an annual holiday during term time. Any request for additional leave should be addressed to the Headteacher. Only in exceptional circumstances may the amount of leave granted exceed (in total) more than two weeks in any year. No parent can demand leave of absence for the purposes of a holiday as of right. Only in very exceptional cases would such leave be granted for a learner who is involved in KS4 courses.

 

The overall message must be to keep the School informed, in writing, of any circumstances relating to your child’s absence from school and ensure your child is meeting the 95% attendance target.

 

REWARDS

“The very positive ethos created underpins learners’ motivation to learn and most make good progress as a result” (Ofsted )

 

The School recognises the value of praising achievement and this is of paramount importance to all of us at Harrow High School. Communication of success can take a variety of forms including verbal praise, commendations to the learner’s Form Tutor or Standard and Achievement Leader, a comment on a piece of work, a written comment in the learner’s planner, Certificates of Merit, celebrations in Assembly and a report in the Friday letter.

 

Certificates of Merit in particular focus upon a learner’s involvement in activities in and out of school.    These awards will form an important part of each learner’s Progress File, most notably in Year 11 when the Progress File is a key factor in learner interviews for colleges and careers. 

 

Academic achievement in Year 8 is recognised at an Achievement Ceremony. Learners are rewarded for both the effort they make in subjects and for achieving excellent standards. Each subject presents a range of awards.

 

    BEHAVIOUR

 

“The school provides very clear guidance on behaviour, and incidences of anti-social behaviour, bullying or racism are rare.” (Ofsted 2008)

 

 

Learners are encouraged to make a positive contribution to all aspects of school life.   Representatives on the School and Sports Council contributed to the writing of the school’s current Behaviour Policy which helps to ensure good standards of behaviour. These are achieved by a combination of caring about individuals, having high expectations of each learner’s behaviour and working with parents/carers to ensure maximum support for the individual.

 

The School is committed to ensuring equality and social inclusion for all learners. The Study Support Centre provides short-term support for learners providing individualised programmes of study tailored to their needs. 

 

The School’s learning mentor team work with small groups and individual learners who have been identified for additional support through our Inclusive Learning Panel. Through mentoring, learners are offered tailored support with improving attendance, behaviour and attainment by participating in a range of activities designed to raise learners’ self-esteem. Learning mentors also play a critical role in advocating on behalf of learners in resolving conflicts that have occurred. Mentors empower learners to manage their relationships with others appropriately by promoting restorative justice through their work.

 

The vast majority of disciplinary problems are dealt with on the spot, by verbal reprimand or by discussion with the learner. Learners may receive detentions of up to one hour, with parents/carers being given twenty-four hours notice. Teachers may, if necessary, detain learners for up to ten minutes at the end of the day, without notice.

 

In rare cases, when all other measures have failed, a learner may be internally excluded, which means that he/she will be supervised during the period of exclusion and isolated from his/her peers. The next step would be a fixed period of exclusion from school or, on extremely rare occasions, permanent exclusion. 

 

The school works closely with parents and other agencies in order to prevent any exclusions.

 

“Learners’ behaviour and attitudes to learning are good overall”(Ofsted)

BEHAVIOUR POLICY AIMS:

Harrow High School and Sports College aims to raise standards and achievement by ensuring that every individual is given the opportunity to develop his/her full potential. This will be achieved through high quality teaching and learning and by rigorously tackling underachievement.

 

Alongside this, high standards of behaviour and punctuality will be secured through continuously developing a climate for learning, which is socially inclusive and which emphasises consideration and respect for others.

 

Principles:

It is the collective responsibility of the entire learning community, to ensure that all learners are valued and enabled to achieve their full potential. As such, this policy is based on the premise that;

·         Everyone has the right to learn and work in a purposeful, orderly and calm environment, without being disrupted by others

·         Everyone has the right to feel safe

·         Everyone has the right to have their voice heard and their concerns listened to

·         Everyone has the right to be treated with fairness and respect

 

Learner’s Responsibilities      

At registration, learners will:

• Arrive before 8:45am
• Be in full school uniform and wearing their uniform appropriately
• Be prepared for learning, ensuring they have their planner, books and stationery

In class, learners will:

• Be punctual to lessons and settle quickly
• Wear the Harrow High School uniform correctly at all times during the school day (refer to Learner Planner for further details)
• Be Resourceful (think before asking), Resilient (don’t give up), Reflective (think - What can I do to be a better learner?) and Reciprocal (work in groups, listen and offer feedback)
• Treat the environment, teacher and learners with respect and kindness
• Share the responsibility for creating a positive and orderly learning environment
• Make appropriate choices about behaviour and learning and accept consequences for inappropriate choices

At breaks and lunchtimes, learners will;

• Behave sensibly and respectfully in communal areas

In corridors and between lessons, learners will;

• Follow the Corridor Rules

1.      Move sensibly to lesson on the first bell

2.      Only use lockers during break times or before and after school

3.      Walk on the left and avoid loitering

4.      Move around the building calmly and quietly - avoid shouting as this disrupts learning

5.      Take care of the environment

6.      Follow all staff requests promptly

 

Note!

Extract from the Learner Planner “You must not bring the following items to school – alcohol, cigarettes, matches, lighters, drugs, aerosols, any offensive weapon, fireworks, pornographic materials or any other item detrimental to the health and safety of learners and staff.”

     Sanctions

It important that we deal quickly and effectively with any behaviour that prevents us from achieving our aims. In most cases, staff will use a ‘Ladder of Consequence’ before issuing any ‘consequence’. This involves giving the learner a first warning, followed by a final warning. If the behaviour continues, a member of staff can issue one or more of the consequences below. In very rare cases, where behaviour poses a threat to learners or staff, learners may be removed without any warnings, from the situation.

 

BEHAVIOURS	POSS         POSSIBLE CONSEQUENCES
One-off ·                Bullying ·                Damaging property, facilities or equipment* ·                Being defiant ·                Ignoring staff instructions ·                Being inconsiderate ·                Disrupting learning ·                Ignoring rules and regulations (e.g. not wearing uniform correctly, use of mobile phones anywhere on the school site) ·                Verbal abuse of learners or staff ·                Storing, sending or displaying offensive messages or pictures (still or moving) using the school’s computer network., or bringing into school any devices containing unacceptable text, images (still or moving) or sounds. ·                Cyber-bullying ·                Scuffling/Play Fighting ·                Smoking ·                Truancy from lessons ·                Lateness to lessons       **Serious One-off Incidents Any serious incident which disrupts learning or threatens the safety of staff or learners (this can involve incidents on the way to and from school)  including any of the behaviours outlined above ·    Attempting or setting light to any material on school site; use of a lighter on school site ·   Any incident involving child protection issues ·   Cyber-bullying ·   Learner to learner verbal abuse ·                Possession or use of illegal substances ·                Stealing ·                Assault or Threatening Behaviours ·                Carrying and/or using weapons		Largely dealt with by the classroom teacher ·         Log behaviour and record actions on SIMS ·         Contact with home ·         10 minute detention at break, lunch or after school ·         Warning from staff with discussion of the 4R’s ·         Restorative approaches (where appropriate) ·         *Replacement/repair of damage (where applicable)                           **Serious One-off Incidents   Serious one-off incidents may result in learners being given the following sanctions for breaching the behaviour for learning policy; ·                Internal Exclusion (where appropriate) ·                Fixed-term Exclusion (where appropriate) ·                Permanent Exclusion (where appropriate)

 

Safer Schools Partner, PC Livingstone, will be responsible for dealing with mobile phone theft and issuing crime numbers where phones are stolen, however all parents carers, staff and learners are reminded that mobile phones are no longer allowed on the school premises
CURRICULUM

“The school's excellent curriculum is contributing significantly to improvements in standards and achievement and promoting a love of learning.” (Ofsted 2008)

 

The School encourages young people to understand how they learn and the best way to achieve their individual goals. To be an effective learner they must develop the 4Rs and parents/carers will hear these words throughout their child’s time at Harrow High School & Sports College.

 

The 4 Rs

 

The 4Rs are different ways in which we judge how effective you are at being a learner. You have a job to do here and this is how everyone in the School, including yourself, will assess your performance in lessons and around the School.

 

Are you Resilient? (Working despite any difficulties you may have)

 

Do You………

·       Complete tasks? Even if you find them hard?

• Pay attention to the details?
• Make progress in every lesson?
• Believe in yourself and that you can do well?

 

 

Are you Resourceful? (Being equipped and ready to learn)

Do You…………..

·        Seek out extra information to help you?

·        Use reasoning skills to solve problems

·        Think logically about your learning?

·        Find links between your subjects?

·        Use your creativity and imagination to make learning easier?

 

Are you Reciprocal? (Helping others around you)

Do You……….

·         Try and work things out yourself before you ask for help?

·         Play an active part in group work?

·         Participate by listening and contributing in discussions?

·         Consider what other people have to say?

·         Have a positive, mature and enthusiastic attitude towards learning?

 

Are you Reflective?

(Looking back on what you’ve done to see how you can improve)

Do You……

• Know exactly what you are doing before you start?
• Plan your work before you start?
• Check your work to ensure it is the BEST you can do?
• Do you know what your targets are?
• Do you ask advice from your teachers?

 

Y     YEARS 8 AND 9

Personalisation is an important part of our curriculum design for young people and in Key Stage 3 learners have lessons in the following classes:

 

Art and Design - This foundation course includes painting, drawing, sculpture, graphic design, printing, photography, ICT and digital imaging.

 

Design Technology - This subject develops the skills associated with work in metal, wood, food and plastics, textiles, technical drawing, and Information Technology including computing and control systems.

 

Drama – Stagecraft, role-play and teamwork are used to cover a wide range of topics from plays and playwrights to current affairs and other issues. Drama helps to develop confidence, co-operation and communication skills.

 

English - Key Stage 3 English continues to develop the learners’ skills of reading, writing, speaking and listening as outlined by the National Curriculum and Literacy Strategy. We aim to provide a learning situation which is purposeful, challenging and enjoyable.

 

Geography - Key skills are developed and a firm foundation of knowledge established with particular emphasis on Britain’s place in Europe and the world.

 

History - The main aim is to encourage learners to understand why major events such as the World Wars have occurred and analyse their importance and consequences. Learners are encouraged to assess the validity and usefulness of historical evidence. The course covers British, European and World History.  

 

Information Communication Technology - Learners' ICT skills will be developed through their work in other subjects in line with National Curriculum requirements. Each subject is responsible for developing an identified ICT aspect. For example, measurement and control will be largely developed in Science and Technology; English will be involved in delivering the communication aspects. Every child also has one dedicated ICT lesson per week and follows an accredited KS4 GCSE.

 

Mathematics - All learners follow the National Numeracy Strategy which includes mental arithmetic warm ups at the start of lessons. The SMP Interact Scheme is followed in Year 8.

 

Modern Languages - Learners will study Spanish in Key Stage 3.

 

Music – will be taught on dedicated Music Days working with music specialists.

 

Personal, Social, Health and Citizenship Education - This subject will be taught through ‘theme days’. Learners work with specially trained staff in areas including health, global citizenship and the police force. 

 

Physical Education - The course offers a wide range of sports including gymnastics, football, trampolining, basketball, hockey, netball, volley-ball, badminton, cricket, athletics, tennis, rounders, dance and outdoor adventurous education. All learners follow a new course called Sport Education where they have the opportunity to assume a number of different roles and take greater responsibility for their own learning. The department places a strong emphasis on health and fitness with regular fitness testing and the development of Speed, Agility and Quickness in a range of sports.

 

Religious Education (RE) - This subject encourages learners to think positively about their own beliefs and show respect for others. RE enables learners to develop a range of essential learning and life skills through classroom discussion, art, ICT and group activities.

 

Science - Learners follow a challenging two year course in science which includes elements of physics, chemistry and biology. The course aims to stimulate learners’ interest in science using interactive whiteboards, practical lessons and ICT.

 

Parents may, should they wish, withdraw their children from Sex Education lessons and Religious Education. Please discuss your concerns with the Standards & Achievement Leader..

 

YEARS 10 AND 11

“2008 data shows a significant improvement in the number of students gaining five A*-C grades including English and mathematics” (Ofsted 2008)

 

The following GCSE subjects are currently compulsory for all learners:

 

·       English

·       English Literature

·       Mathematics

·       Double Certificate Science

·       Religious Education 

·       Personal, Social, Health and Citizenship Education

 

Other subjects are then selected – please see following page.

 

As a specialist sports college all learners in Years 10 and 11 have the opportunity to take GCSE Physical Education, Btec Diploma in Sports Studies, Junior Sports Leader Award or a certificated award in Health and Fitness. Learners also have access to the Fitness Suite as part of their lessons and after school. Learners benefit from developing their leadership skills through organising sports festivals for middle schools, teaching small groups from our partner schools and further developing the concepts of Sport Education learnt at Key Stage 3.

 

The school supports early entry to GCSEs. .

 

“The enrichment of the curriculum, including out of school activities is very good”. (Ofsted )

 

 

In the case of any concern or complaint about the curriculum provided by Harrow High a clear procedure is available for use. Please contact the School for details.

    

      Sixth Form at Harrow High 

The School has a flourishing and successful sixth form where young people study and benefit from the support of teachers who know their strengths well. As from September 2009 our sixth formers will be located in a new, dedicated building designed to enhance their learning environment. 

 

Homework

Homework is a vital part of your child’s education at Harrow High. To be successful in their studies your child also has to understand the purpose of homework and the importance of establishing good study habits.

 

Homework should enable your child to develop skills of working independently and developing self-discipline. In addition he/she should develop a range of study skills such as research and investigative, work using libraries and computers, reading, drawing and a variety of writing styles. It will also involve completing separate projects over a number of weeks as well as finishing off work begun in a lesson. We believe that parents/carers have a vital role to play in supporting and encouraging learners to take homework seriously and to ensure that it is completed on time.

 

All learners are issued with a homework timetable in their planner. Parents/carers are asked to familiarise themselves with their child’s homework timetable and inspect his/her planner weekly to ensure that homework is being set and completed. All learners have homework set each night. This will vary in amount depending on the subject and year group. 

 

Parents may find the following web sites useful:

               www.learn.co.uk                                                     www.bbc.co.uk/school

               www.channel4.com/learning                                    www.dcsf.gov.uk

 

Computers acceptable use policy

Learners have access to ICT equipment in dedicated areas and subject rooms. Each learner is given a personal password to access their work wherever they are in the school. In the interests of keeping their work secure, learners should not tell others this password. 

 

Learners misusing the school’s network may have access to computers denied. 

 

Printer credits are allocated to each learner for coursework and homework.

 

Everyone in the School signs the ICT Acceptable Use policy and a copy will be issued to you.

 

   

S    SUPPORTING INCLUSION AND DIVERSITY

“Personal development and spiritual, moral and cultural development are outstanding because of the exemplary provision for care, guidance and support.” (Ofsted 2008)

 

Under the National Curriculum all learners are entitled to a broad and balanced curriculum, and we aim to provide challenges for learners of all abilities, and to enable them to achieve to their full potential. The Inclusion Team works with other colleagues to facilitate and encourage learning across the curriculum. Teachers work together to develop a range of resources which are appropriate for all learners.

 

Learners who are more able are encouraged to develop their skills and abilities through more challenging sources and materials. Open-ended tasks requiring research and critical thinking are encouraged.  Ability in a variety of areas is fostered through the support and guidance of staff in the classroom and a range of extra-curricular activities.

 

Many of the learners at Harrow High have the considerable advantage of being multi-lingual. For those few learners who are at the early stages of learning English support in the classroom is available. Help may include extra explanation of the materials being used, provision of a simplified version of texts; questions and guidance with written answers; translations of key words.

 

New arrivals, with little or no English, follow an induction programme where they are withdrawn for some periods of the week for approximately 2 terms. During this programme they cover an intensive course to help them develop their English skills and subject vocabulary.

 

The School works closely with feeder middle schools to ensure that the needs of all learners are identified at an early stage. The Inclusion Team in particular spends time in feeder schools getting to know learners who will transfer.

 

During Year 8, learners are monitored closely by form tutors, subject teachers and the Standard and Achievement Leader so that strengths and/or difficulties can be identified. Support may then take several different forms: direct one-to-one help in the classroom; additional assistance outside of lesson time; modifications of lesson materials; development of curriculum materials; counselling, and general monitoring. Where necessary, we seek and co-ordinate the involvement of outside agencies.

 

We place particular emphasis on the development of close links with parents/carers, and one of our main priorities is to involve them as much as possible in the education of their children. The staff at Harrow High school consider it their responsibility to ensure that all learners under their care are given the opportunity to achieve to their full potential.

 

“learners with special educational needs and those who do not speak English as their first language often make good progress as a result of the support they receive” (Ofsted)

 

The Special Needs policy is available from school.

 

ASSESSMENT AND REPORTING

Harrow High continues to develop effective ways of assessing learners’ work and reporting this to parents and carers. All subject areas monitor the progress of their learners and focus upon the knowledge and skills inherent in each subject. This assessment involves a subject review after which targets for improvement are identified and recorded. Form tutors also review the overall progress of their learners and discuss their targets with them. The aim of this process is:

 

·       to highlight the achievements of each learner

·       to measure and monitor progress

·       to provide motivation

·       to help identify targets for improvement

·       to provide an accurate basis for reporting to parents and carers.

 

Records of Assessment

Parent/carers will receive one full report and two interim annually. The reports will detail progress being made in each subject, focusing on achievement in specific knowledge and skills; attitude and behaviour within the class and targets for future development.

 

      CAREERS EDUCATION & WORK RELATED LEARNING

“Careers guidance is very good” (Ofsted )

 

Under the guidance of the Careers Co-ordinator, staff at Harrow High aim to assist all learners to focus on their future after they have left Harrow High, whether it be in the world of work or further education.

 

This process begins as soon as learners enter the School when they become more aware of the study skills required to successfully undertake GCSE examinations in Year 11. All learners follow a careers programme supported by the adviser from the Connexions Service London West introducing them to the Careers Library and initiating their process of thought about future opportunities.

 

Preparing for the Future

During Year 9 learners embark upon a programme which is intended to help them to select subjects of an appropriate type and level for study during their final two years at School in preparation for national examinations. Each learner is issued with the School’s own booklet entitled ‘Choosing Your Upper School Courses’. Parents/carers are invited to an information evening to discuss options and also an individual meeting for a full discussion in order to ensure that a balanced and sensible choice of subjects is made.

 

Links with the World of Work

In addition to the two weeks’ Work Experience in Year 10, Harrow High enjoys the added advantage of being a school committed to working closely with local employers. This has resulted in a closer relationship developing between the world of work and the School. Employers are invited to work with learners on role play, team building, interview skills etc.

 

       USEFUL INFORMATION FOR PARENTS AND LEARNERS

“Induction arrangements for those new to the school are very good” (Ofsted )

 

TIMINGS OF THE SCHOOL DAY

 

            Monday                                                       Tuesday to Friday

8. 45	registration		8. 45	registration
8. 55 am	assembly		8. 55 am	Lesson 1
9. 10 am	Period 1		9. 45 am	Period 2
10. 00 am	Period 2		10. 35 – 10. 55	Morning break
10. 50 –1. 10	Morning break		10. 55 am	Period 3
11. 10 am	Period 3		11. 45 am	Period 4
12. 00 pm	Period 4		12. 35 – 1. 25	Lunch
12. 50 - 1 40	Lunch		1. 25 pm	Period 5
1. 40 pm	Period 5		2. 15 pm	Period 6
2. 30 pm	Period 6		3..05 pm	End of school
3.20 pm	End of school		3. 05- 3. 25	Period 7  10X, 10Y, 11X & 11Y PE time on one day of the week

 

After 3.50 pm learners should not be in School or on site without permission*

*permission to stay in school applies only to extra-curricular activities.

The First Day Monday 7^th September 2009

Year 8 learners should bring with them writing equipment, a sturdy bag for their books and a packed lunch or money to put on their smartcard for lunch and break. They will be issued with exercise books, text books, learner planner and smartcard. 

 

School Uniform

 

School uniform is compulsory:

·                navy blue blazer bearing the school badge*

·                school tie*

·                plain grey/black trousers (no cargo pants or jeans) for boys

·                or for girls pleated or ‘A’ line grey/black skirt or trousers (no cargo pants or jeans)

·                white plain shirt. 

·                jumpers in plain navy v-neck jumpers with or without embroidered logo. 

·                black shoes of an appropriate design for school (no boots, trainers or coloured laces)

·                For summer only navy polo shirts with embroidered HHS logo and blazer

·                Navy blue, black or white head scarves only

 

 

*These items are obtainable from our official uniform supplier: Jackies Agencies Ltd - 195 Kenton Road, Kenton, Harrow, HA3 OHD.

 

Please mark each item with your child’s name in indelible ink or on name tags. Every term we collect a large number of unnamed items. A termly lost property claim day is held after which remaining items are donated to charity.

 

Uniform must be worn at school and on the way to and from school and general appearance should be neat and correct. After consultation with the School and Sports Council it has been agreed to allow learners to wear a single stud in each ear. In the interests of the safety of both themselves and others, learners are not permitted to wear rings, necklaces or earrings or any other kind of adornment which could be construed as a potential hazard. Learners are not permitted to wear make up or nail polish.

 

P.E. and Games Clothing

 

This consists of:-

 

            P.E. kit             Gold Polo Shirt with embroidered HHS logo *

Shadow striped navy gym shorts with logo*

                                    White socks

                                   

            Games kit         Navy shorts

                                    Track suit with embroidered HHS logo*

                                    Harrow High School socks*

                                    Trainers

 

*Uniform may be purchased from any retailer however, logo items are only available from Jackies.

 

ALL learners are required to participate in every PE lesson. If learners are unable to take part in the sport for any reason, they are asked to be a coach, referee or umpire.

 

Absence

Parents/carers are requested to telephone the School 020 8861 7303 (an answer-phone is available for messages) as early as possible on the first day of their child’s absence. On the learner’s return to school parents/carers are required by law to provide the school with a signed and dated letter indicating precisely when and why the learner was obliged to be absent from school.

 

Address/Phone details

It is vital that you inform the School of your correct contact information. In an emergency, quick access to parents is very important. Please remember to tell us if you move home.

 

Bounds

School buildings are strictly out of bounds to learners after 3.50 pm and at weekends except with permission.  

 

Consent forms

On occasions your permission will be required for a school activity or educational visit. We ask that you complete and return the consent form by the deadline. Failure to return this form means your child cannot attend the event.

 

Cycles

Permission to use a cycle may be obtained if the learner is in possession of a Cycling Proficiency Certificate. Cycles may not be ridden on school premises. We recommend that safety helmets be worn. A cycle shed is available for storing bicycles during the day.

 

Damage

Learners are held liable for damage caused deliberately or through carelessness. The school may request full or part payment for repairs.

 

End of the day

For safety reasons, learners wishing to meet their friends after school should remain within the school’s grounds. Once leaving through the gates, learners should not remain on the street outside school. Parents are requested not to drive on to the school grounds to collect their children. Please park in Gayton Road in a manner that does not obstruct the view of any learner crossing the road.

 

Illness in School

Learners must firstly collect a note from their subject teacher and then report to the Welfare room. No learner will be sent home without parental permission. In the event of a child needing hospital treatment, parents are required to go to the hospital immediately after being notified.

Parents/carers are reminded of the importance of informing the School, in writing, of any change of telephone numbers and/or addresses.

Stop Press

Why not become a parent governor?  For more information please contact Ruth Dennison 020 8861 7330.

 

What Do Parents Say?

‘I know that the PCC have helped my son. The evidence is the fact that he came and helped me with a scout outing for 6 to 8 year olds! On that occasion I saw him applying the skills he had learned in school outside.’

“Harrow High School & Sports College has many positive things going for it. The very fact that it is a sports college gives each child the potential to excel in a sport that may not have been available to them elsewhere. This encourages healthy growth, self confidence and team play and expels high levels of energy.”

“Technology incorporates resistant materials, textiles, graphics, engineering and food. Children rotate their studies and gain a greater understanding of each subject making their choice for GCSEs easier.”
 

“The ICT areas are of particular value. There are a multitude of computer rooms equipped with the latest technology and teaching aids. These skills will be invaluable in helping each child gain a place in the workforce.”

“The library is marvellous and can be used at break and lunchtime. Children can study quietly and access books, videos and DVDs, gaining a further insight into their chosen studies.”

 “I feel the school offers a varied combination of education and enjoyment in a safe environment with a caring board of educators. I am impressed with the way the school is delivering the Every Child Matters Agenda.  More than this, the school also listens to every parent’s opinion too."

"The staff at Harrow High are very approachable. I am impressed with the listening skills of the school. It’s important that parents have a voice and the school encourages this."

 

October 2007

Every parent in the school was sent a questionnaire regarding their views of Harrow High.  Returns are due shortly and a full analysis will appear on the website.

 

E-Mail from Parent concerning our new website