pdf | 3.78MB - Dronfield Henry Fanshawe School

Dronfield Henry Fanshawe School
A specialist Technology College
“Success with care”
1
“Success with care”
Dronfield Henry Fanshawe School is an 11-18 Voluntary Controlled
Comprehensive School. It aims to provide an outstanding quality of education in
a caring environment, where the talents and success of all its students are
celebrated.
OUR AIMS
Our central purpose is to ensure that all children at Dronfield Henry Fanshawe School
achieve the highest standards of which they are capable. These standards will apply to all
that children do, whether in the classroom, on the sports field, in concert or on stage or in
the extensive range of other opportunities we offer to students at all stages of their
education.
Central to that purpose is an ordered, safe, tolerant and caring community which recognises
the diverse talents and abilities of each individual. Thus we aim to provide a secure and
disciplined environment where staff and students can work together in pursuit of the
common goal.
To achieve our aims we offer:





proven standards of academic success
outstanding educational resources
commitment to care and discipline
a vibrant and successful Sixth Form provision
enrichment through extra-curricular opportunities.
We expect from our students:



a commitment from all students to work to their highest standard
self-reliance and a sense of responsibility
respect and tolerance for others.
We commit ourselves to providing these opportunities in a secure, disciplined and supportive
environment. We require a matching commitment from all our students: a commitment to
work hard and achieve the maximum possible by taking advantage of what we offer; to
become independent learners, capable of organising themselves; to take on responsibility;
to respect and celebrate differences in others; and to behave towards other students and all
adults with courtesy and consideration. We take our responsibilities with regard to
equalities and diversity very seriously, paying due regard to equalities legislation as per the
Equality Act 2010. We celebrate the diverse nature of our community. The school places the
promotion of equality of opportunity at the heart of all of its work and seeks to ensure that
its aspirations are understood and acted upon consistently at all levels.
2
Contents
Dronfield Henry Fanshawe School Strategic Statement
4
Introduction and Welcome by the Headteacher
5
The Curriculum
6
Post-16 Education
7
Careers information, Advice and Guidance
7
Assessment and Reporting
8
Homework
8
Spiritual, Moral & Cultural Life of the School
9
Sex and Relationships Education
9
Student Progress and Wellbeing
10
Child Protection
10
Attendance and Behaviour
11
Special Educational Needs and Disabilities
12
Uniform
13
Home School Agreement
14
Extra-Curricular Activities
15
Transport to School
16
Charging Policy
17
3
Dronfield Henry Fanshawe School Strategic Statement
Dronfield Henry Fanshawe School has recently agreed upon a strategic vision which
will shape the future development of the school. This will enable us to draw up a
three-year strategic plan designed to achieve the vision by 2017. The vision is
outlined below:
Strategic Vision 2014 – 2017
Dronfield Henry Fanshawe School will provide a high quality educational experience
by striving to demonstrate exemplary practice, ensuring all students achieve
qualifications which support access to meaningful progression routes and acquire
the necessary knowledge, skills and aptitudes for education, employment and adult
life, within a caring and supportive environment.
This exemplary practice will be characterised by:











The development of students into happy, safe, healthy, confident,
articulate and independent learners who are able to access successfully
appropriately varied, rich and coherent learning pathways
Standards of progress and achievement across the school which ensure
that all students make expected progress and many exceed national
expectations
Teaching which is good and much that is outstanding in all lessons
A care and guidance system, which supports learning and progress and
encourages high aspirations among all students
A whole school approach to the celebration of diversity and equality
leading to zero-tolerance of negative attitudes towards others on the basis
of gender, religion, ethnicity, sexuality or any other characteristic
Coherent strategic planning and self-evaluation to support further school
improvement
Curriculum design that is stimulating, challenging and relevant for
students of all abilities and which enables students to achieve above
appropriate national indicators at the end of each key stage
Students who are active in their local community, prepared for their role
as future citizens and are fully aware of the opportunities of the global
environment
Widely distributed leadership which provides clear direction, appropriate
challenge and effective support for school improvement
A professional learning culture, which encourages all staff – both teaching
and support – to seek continuous improvement and share best practice
An outward-looking approach to working with parents and the wider
community and in developing partnerships which benefit all learners.
September 2015
4
Introduction
Every year, new students and staff joining Dronfield Henry Fanshawe
School for the first time begin to play their part in writing the next
chapter in the school’s long and proud history. The Grammar School
of Dronfield was founded under the name of “Free School of Henry
Fanshawe” in 1579 according to the Will of Henry Fanshawe, Queen’s
Rememberancer of the Exchequer. The school was founded by
Henry’s nephew Thomas Fanshawe of Fanshawe Gate, Holmesfield
and soon became a pioneering centre of education excellence in
Dronfield.
In 1990 Henry Fanshawe School was merged with
The Gosforth School and Gladys Buxton School to
become
one
of
Derbyshire’s
largest
comprehensive schools. The new Dronfield Henry
Fanshawe School was located onto a single site in
2004, with many new and refurbished buildings
joining many of the original and listed buildings.
Dronfield Henry Fanshawe School is now a leading
Technology College, mixing many of its traditional
buildings and proud history with state of the art
learning technologies, excellent teaching practice
and a caring culture.
Welcome by the Headteacher
Dronfield Henry Fanshawe School is a successful and highly
popular school. We are committed to providing the best
possible learning environment, with high quality, stimulating
and challenging teaching, excellent resources, and innovative
and wide ranging opportunities. Our aim is to treat students as
individuals and to provide appropriate support to enable them
to achieve their full potential within a high achieving,
disciplined, safe and healthy community. I hope this document,
and our website www.dronfield.derbyshire.sch.uk, will
provide you with an insight into out learning community and
how we work together in partnership with students and their
parents/carers.
I look forward to welcoming you to our school and to working with you in the future.
T B Roche, Headteacher
“Leadership from the headteacher is strong, effective and
ambitious; she has made considerable gains in raising standards
and expectations across the school.”
Ofsted September 2013
5
The Curriculum
Our vision is that Dronfield Henry Fanshawe School will transform learning for all students leading to
the highest levels of achievement, commitment and contribution by all for all. As such our curriculum
is designed to meet national curriculum requirements, to develop students with skills to become
independent learners, to maximise student attitude to learning, commitment, engagement and
achievement and to ensure that students are able to fulfil their aspirations in the future and ensure
their employability.
Key Stage 3 (Years 7 – 8 inclusive)
Our Key Stage 3 Curriculum is delivered in Years 7 and 8. This
includes English, maths, science, a modern foreign language
(French, Spanish or German), history, geography, technology
(including food, textiles, electronics, resistant materials and product
design), ICT, art, music, drama, religious education and physical
education.
Students will receive additional personal, health, social,
enterprise and citizenship education within the core subjects
listed above and through alternative curriculum days. This will
also be supported by House Mentor Group activities and the
assembly programme.
Key Stage 4 (Years 9 – 11 inclusive)
Our KS4 curriculum structure changed from July 2015 to meet the current developments in education
Our year 10 students now follow one of three curriculum pathways:



Pathway A students follow a common core as follows: Maths (4pds a week), English
(including English literature) (4) Science (4), RE (1), Citizenship / PSE / employability/ICT
(Carousel) (1), PE (2), History or Geography (3) one Modern Foreign Language (2). In
addition students will choose two free options from a wide choice (each option has two
periods a week).
Pathway B students are given the opportunity to choose an additional free option if they
wish to replace either history/geography or a language. The rest of the curriculum is the
same as pathway A.
Pathway C students have a personalised curriculum which is discussed with parents,
learning support and the house teams. They will have a core curriculum but the also the
opportunity to choose alternative courses including vocational courses offered by the
Chesterfield and Bolsover Learning Community.
Students will choose at the end of Key Stage 3 which humanities and languages they will follow in
Key Stage 4.
Our KS4 curriculum is designed to provide the most appropriate pathway for our students so that
they can enjoy their learning and achieve success as they prepare for adult life and their future
careers. Parents and students are fully involved in the KS4 options process which begins in Y9.
“Students know what is expected of them and wear the
school uniform with pride. They welcome visitors, and
enjoy telling them about the things they do in school,
and are helpful, polite and courteous.”
External Review June 2014
6
Sixth Form Education
A large and growing number of Dronfield Henry
Fanshawe School’s Year 11 students choose to continue
their education in our Sixth Form. Students from other
schools join them. Students can choose from a broad
range of advanced level courses and are able to make a
positive contribution to the school as peer mentors,
sports leaders or through the Duke of Edinburgh Award
scheme. Sixth Form students have dedicated social and
work areas in school. Students are advised and
supported by a team of dedicated Academic Mentors in
addition to their usual House Mentors.
The majority of advanced level students continue on to higher education with others successfully
transferring to further education or employment.
Careers education, information, advice and guidance (IAG)
Part of our commitment to “Success with Care” is providing
appropriate support to students throughout their school
career as they prepare for adult life and the world of work.
Dronfield Henry Fanshawe School has developed links with
local businesses, industries and employers and involves
people from business in our learning programmes.
All Year 10 students have a one week work experience
programme. Students in Years 7 through to 11 are
supported in considering the curriculum choices available to
them and the decisions they make. Further guidance is
given to Sixth Form students as they plan and prepare for their future courses and careers after A
levels.
“Lessons are characterised by positive and supportive relationships
between staff and students. Teachers promote a calm and purposeful
learning environment and students respond well to these expectations.”
Ofsted September 2013
7
Student Assessment and Reporting
Dronfield Henry Fanshawe School has a robust system of assessing student progress against
challenging and aspirational targets. Targets are based on an average KS2 point score in English and
maths and taking into account the performance of students nationally across all subject areas. The
students are then targeted across all subjects to make 3, 4 or 5 Levels of Progress by the time they
leave in Y11.
Staff use their professional judgement to assess how a student is performing against their targets and
feedback regularly to students. The students respond in DIRT time (Dedicated Improvement
Reflection Time). This dialogue and the student’s response to it underpin the whole assessment
process. Four times a year, staff predict where each student will be at the end of the year if their
Attitude to Learning (AtL) and Homework remain at the current level. The AtL and Homework scores
range from 1 – 4 (1=Outstanding, 2=Good, 3=Requires Improvement, 4=Inadequate). Students and
parents receive this feedback from staff, and it is the responsibility of the students to reflect on it and
set targets to improve. This system allows targeted intervention to challenge attitudes which we know
will not result in a student achieving their full potential and encourages dialogue between student,
teacher and parent.
‘E-portal’ is a secure online database of student details, including attendance and behaviour records
and assessment reports. Every parent and carer is issued with a username and password to access
their child’s details and reports.
In addition to this every student receives a full written report once a year. This is written by the
mentor and reflects the contribution that the student is making to the school, their community as well
as to their progress.
All parents and carers are also invited to attend one Parent Consultation Evening a year to meet with
the student’s subject teachers to discuss progress and support. It is also encouraged for parents to
have dialogue with individual staff, House Support Managers and House Progress Leaders if there are
any concerns.
For more information please refer to the School’s Assessment, Recording and Reporting Policy via our
website. www.dronfield.derbyshire.sch.uk
Homework
At Dronfield Henry Fanshawe School homework is viewed as a learning tool which is used strategically
to advance learning and thus maximise achievement. The completion of academic homework is not
the only home based learning that is recognised and valued by school. A child’s involvement in
scouts, cadets, ballet lessons, rugby or football club, to name a few, are all very important to a child’s
development and should be viewed as contributing to the school’s guide for homework.
Homework should always be written by the student in their planner and unless stated otherwise by
the teacher, is compulsory and its completion by the deadline is expected.
As part of preparing our students for a career in a competitive working environment, we expect our
students to develop the skills to be able to manage a significant workload effectively. We view it as
the responsibility of the student, supported by parents, carers and teachers, to plan their work so that
all tasks are completed on time. For more information please refer to the School’s Homework Policy,
available on request or via our website.
“The climate for learning is unequivocally positive across all
years, and in all subjects students’ attitudes to learning are
positive. They arrive punctually to lessons, settle quickly, are well
equipped and almost always ready to learn.”
External Review June 2014
8
Spiritual, Moral and Cultural Life of the School
Dronfield Henry Fanshawe School is an active member of the local community and Civic Society. The
school fosters good links with all Dronfield churches and invites Ministers to lead acts of Christian
worship in assemblies, in particular at Christmas and Easter. Students are invited to attend special
Christmas Carol Services at St. John the Baptist Church in Dronfield.
Students are encouraged to learn about other religions and faiths in our programme of assemblies
and religious education lessons. Other faiths include Islam, Judaism, Hinduism, Sikhism and
Buddhism.
Every year students from across the school raise thousands of pounds for charities and other good
causes.
“Students’ spiritual, moral, social and cultural development is a strength
of the school.”
Ofsted September 2013
Sex and Relationship Education (SRE)
As a school that values the role that parents and carers play, we encourage parents to share and
discuss their values and beliefs about sex and relationships.
It is our goal to create a school where our young people feel good about themselves and are likely, as
young adults to be more discerning in their relationships and sexual behaviours and more likely to
have fulfilling relationships. We want our students to be responsible, happy and feel safe, to be
caring, respectful and polite.
SRE is delivered within taught, age appropriate SRE lessons in science, futures and on dedicated
“Enrichment Days”. In addition, SRE is taught discretely through other curriculum aspects, e.g.
English Literature, drama; as part of pastoral support for individual students experiencing difficulties;
in assemblies and in response to incidents.
Parents have a legal right to withdraw their child
from dedicated “sex education” lessons. They do
not have the right to withdraw their child from
those aspects of SRE that are taught in National
Curriculum Science or where SRE issues arise
incidentally in other subject areas.
We will work in active partnership with
parents/carers, value their views and keep them
informed about SRE provision.
For more information please refer to the School’s
Sex and Relationship Policy, available on request or
via our website.
“Students are confident in talking about potential risk and dangers, out
of school, and say how well they feel equipped to tackle cyber bullying,
homophobic incidents, racism, in particular, should these issues arise.”
External Review June 2014
9
Student Progress and Wellbeing
We believe that the emotional and physical health and wellbeing and
the academic progress of every student in our school matters.
The school has a vertical support system based around six Houses:

Baggaley, Buxton, Fanshawe, Gosforth, Millican, Spaven
All students are allocated into a House which is led by a House
Progress Leader, House Support Manager and House Academic Mentor.
Students are also placed into a House Mentor Group which is made up
of students from all year groups (Year 7 through to Sixth Form) which
is led by two Mentors.
Every morning students register with their House Mentors and take part
in a range of activities that will help them with their progress in school.
House Mentors should be a parent’s first point of contact if they have
concerns over the progress or welfare of their child. House Support Managers specifically deal with
attendance and behaviour issues. House Progress Leaders identify student underperformance and coordinate appropriate intervention including parental contact when required.
House competitions and the House Mentor Group families help foster individual responsibility,
independence, care for others and ambition.
For more information please refer to the School’s Student Progress and Welfare Policy, available on
request or via our website.
“Vertical tutoring arrangements help to create a harmonious
school climate, ensuring that the sixth form is seen increasingly
as an integral part of school life, and encourage aspiration and
ambition on the part of younger students.”
External Review, June 2014
Safeguarding
Dronfield Henry Fanshawe School fully recognises its responsibilities for child protection and
safeguarding. Our policy and procedures are reviewed and approved annually by the Governing Body
and apply to all staff, governors and volunteers working in the school.
For more information please refer to the School’s Child Protection and Safeguarding Policy and
Procedures, available on request or via our website.
“The school’s arrangements to keep students safe are comprehensive.
Parents and students are positive about the extent to which all adults
show care and concern for young people, listening extensively to their
views.”
External review, June 2014
10
Attendance and Behaviour
The school believes that exceptional attendance and behaviour is
essential for progress in learning and high achievement. As a
result, the school has clear attendance and behaviour policies and
procedures that support our students to attend well, to be
punctual, to have a positive attitude towards learning and to
respect others.
The school celebrates and rewards excellent attendance and has
a range of intervention strategies including the legal process, to
support students when attendance is low. There is no automatic
entitlement in law to time off in term time for holidays. At
Dronfield Henry Fanshawe School, the Headteacher will only
authorise absence for students taking holidays in term time in the
most exceptional circumstances.
“Students’ behaviour is good; their attitude and conduct towards each other and
adults, both in and out of lessons, are respectful and courteous.”
Ofsted September 2013
The school believes that good discipline is at the heart of
effective teaching and learning. We expect our teachers to
create safe learning environments for successful learning to
take place. We expect young people to behave responsibly
around the school. We expect students and teachers to
treat each other with respect. We have a set of clear
policies and intervention procedures to put in place when
things go wrong. When necessary, the school will exercise
its right to detain students at lunchtime or after school,
even without the consent of parents (Section 5 of the
Education Act 1997).
Students gain positive events (adding to House Points) when they consistently meet school
expectations. Students will get a negative event (losing a House Point) if they repeatedly fail to meet
school expectations. Positive and negative events are recorded by staff on “E-Portal”, an online
student database which can be accessed online by parents and carers by using a secure username
and password that the school will issue.
“There has been a marked improvement in
attendance and punctuality during the last
academic year. This has, in part, been due to
improved leadership.”
Ofsted September 2013
For more information please refer to the School’s Attendance and Behaviour Policies or the summary
booklet, available on request or via our website.
11
Special Educational Needs and Disabilities (SEND)
We believe that all our students should have access to the full
range of curricular opportunities. Students will be identified as
having a learning difficulty if they have a significantly greater
difficulty in learning than the majority of children of the same
age or a disability which prevents or hinders them from making
use of the educational facilities.
The identification and assessment of and the provision for
students with SEND is shared amongst all staff at Dronfield
Henry Fanshawe School, but is led by our Director for Learning
Support (SENCO). Our identification procedures are thorough
and we foster and value a close working relationship with our
partner primary schools. Additional and different provision for
students with SEND is graduated to include differentiated
learning activities at one end to an adjusted curriculum and
dedicated teaching or support staff at the other end.
Parents or carers are invited to contact the Director
of Learning Support (SENCO) at the earliest
opportunities if they have any questions or
concerns regarding their child.
For more information please refer to the School’s SEN Policy, available on request or via our website.
www.dronfield.derbyshire.sch.uk/index.php/our-school/sen-information-report
“Effective support systems are in place; students at risk of not
doing as well as they should are supported to help them make
better progress.”
Ofsted September 2013
12
Uniform
We enforce a uniform policy from Years 7 to 11. We
are committed to high standards of uniform and
appearance from all members of our community. We
believe smart uniform and appearance are very
important; providing our students with a corporate
identity, encouraging pride in appearance and
allowing for positive community recognition. It also
reflects the highest standards and expectations we
set throughout the school. All our staff are asked to
ensure student uniform and appearance are
monitored at all times and we ask parents/carers to
support and enforce our uniform and appearance
policy:
Uniform:
 Black formal blazer with the school crest
 House lapel badge
 Plain white short or long sleeved collared shirt; tucked in at all times with sleeves rolled
down
 Dronfield Henry Fanshawe School clip-on tie
 Plain black tailored formal trousers or a knee length formal skirt
 Plain black low heeled shoes, which cover the instep of the foot
 Black or flesh coloured tights
 Optional: Formal black cardigan or V neck sweater with or without school crest
 Lanyard showing photo ID for Sixth Form students
Appearance:
 Jewellery and piercings: should be kept to a minimum; a watch is all that is required. Only
one simple ring per hand, no bracelets, and one pair of plain stud earrings worn, with no
other visible piercings; including stretchers, tunnels, or spiked earrings.
 No make-up is allowed except light mascara. (including coloured nail varnish, eye shadow,
eye liner, lipstick, foundation, and fake tan)
 Hair should not be extreme in terms of style, cuts or colour (no Mohican style cuts)
Prohibited items of dress:
 Footwear without backs (sandals, flip flops)
 Trainers/fashion pumps/boots (including canvas, suede or fabric footwear, vans,
converse, decathlon pumps, Ugg boots or Timberland boots)
 Lycra/stretchy, fashion, or frilly skirts, or skirts that are above the knee
 Tracksuit bottoms, jeans, combats, cords, fashion trousers or leggings
 Headwear such as caps and bandanas, with the exception of students whose religion
requires head covering
 Hooded or tracksuit tops.
For more information please refer to the School’s
Uniform Expectations Booklet, available on request or
via our website.
13
Home/School Agreement
1
The Parents/Carers
I will/we shall agree to:
 ensure that my child attends school punctually every day, properly equipped and
wearing full school uniform
 make school aware of any concerns that might affect my child’s work or behaviour
 monitor my child’s use of the internet at home, especially the use of social network sites
like Facebook, YouTube, Snapchat and twitter and intervene when appropriate
 support the school’s policies and guidelines for behaviour
 support my child in homework and other opportunities for home-learning, including
checking and signing the School Planner each week
 attend parents’ consultation evenings and discussions about my child’s progress
 get to know about my child’s life at the school
 Inform school, before 9:30a.m. on the first day of illness
Signature(s) ………………………………………
2
Dronfield Henry Fanshawe School Staff
The School will agree to:
 care for your child’s safety and happiness
 celebrate your child’s successes so that they can reach his/her full potential
 provide a broad and balanced curriculum and meet the individual needs of your child
 set, mark and monitor homework and set appropriate and challenging targets
 achieve high standards of work and behaviour through building good relationships and
developing a sense of responsibility
 keep you informed about school matters and about your child’s progress
 be open and welcoming
 provide high quality teaching and learning
Signature(s) ………………………………………
3
………………………………………………..
………………………………………………….
The student
I will agree to:
 attend school every day and be punctual
 be equipped to learn every day
 look after my books, planner and cashless lunch card
 wear full school uniform every day for school and be smart in appearance
 do all my classwork and homework to the best of my ability
 be polite, courteous and helpful to others
 Respect all members of our school community including when on the internet at home,
on social network sites like Facebook, YouTube, Snapchat and twitter
 keep to and adhere to the school Code of Conduct
Student’s name …………………………………………………… Mentor Group …………….
Signature …………………………………………………
Date ……………………………..
14
Extra-Curricular and Out of School Activities
Dronfield Henry Fanshawe School value the role that extracurricular and out of school activities have on developing the
confidence and skills of young people and the widening of
students’ experiences and ambitions.
Currently students can participate in a range of extracurricular activities and clubs including music and drama
productions, art club, film club, chess and board games club,
Young Enterprise, greenpower (for girls), choir, battle of the
bands, science club, multi-media club, pet club, TnT club (Formula
Schools), peer listeners, paired readers and Duke of Edinburgh
Awards Scheme.
Sports clubs and teams students can get involved in include football,
basketball, hockey (indoor and outdoor), handball, rugby, netball,
cross-country running, tennis, dance, table tennis, volleyball,
badminton, rounders, cricket and athletics.
In addition, students can stand for election and take on
responsibilities as Student Councillors, Student Ministers, Derbyshire Youth
Councillors, House Captains, Student Interviewers, Student Ambassadors and
Anti-bullying Ambassadors. Sixth Form students can also apply to be Head Girl
or Boy.
Some of the out of school learning activities our students have recently
experienced include: a humanities faculty trip to Wentworth Castle, geography
field visits, biology field work, exchange visits with partner schools in France,
Germany and Spain, trips to Boulogne, Duke of Edinburgh Award treks, art
gallery visits, design and fashion exhibitions, theatre trips, visits to law courts
and a visit to the Beth Shalom Centre. We have also undertaken a Space
Science study visit to Moscow, Russia and Cayenne, French Guiana through
our Comenius Programme.
For more information please see the school website.
“Students say how much they enjoy
the wide range of inter-house
activities, challenges and
competitions”
External Review June 2014
15
Transport to school
The majority of students walk to school and
enter the school site either via the Pelican
crossing pedestrian gate on Green Lane or the
Zebra
crossing
pedestrian
entrance
on
Chesterfield Road (Dronfield bottom).
An increasing number of students cycle to school
and lock their bike up at one of two popular bike
racks on the school site.
As a Derbyshire Healthy School, we encourage
our students to walk or cycle to school as the
healthiest and most environmentally sustainable
way to travel to school. We ask parents and
carers to support this where possible.
Parents are not allowed to drive their children
onto the school premises, even in bad weather
because of the risk to safety it causes to
pedestrians. Only parents with prior agreement
due to a child’s medical condition are allowed to
drop off their child on site.
Parents who drive their children to school are
asked to park either at the Greendale Shopping
Precinct on Green Lane/Stonelow Road or park in the Dronfield Station car park on Chesterfield Road
(Dronfield bottom). It is then just a short walk from these car parks to the school’s main pedestrian
entrances.
A number of service buses and Derbyshire County Council contract buses transport students from
catchment areas and Derbyshire non-catchment areas to school. Students who live in Sheffield
currently have a choice of two privately run coaches. A parent co-operative run coach charges a
termly fee for a guaranteed seat. Alternatively, a private coach company charges a per-trip fare. For
bus timetables and bus company contact details please contact the School’s main Reception.
It is the parents/carers responsibility to organise the transport to enable their child to attend a before
or after-school detention.
“The school’s arrangements to keep students safe are comprehensive.
Parents and students are positive about the extent to which all adults
show care and concern for young people, listening extensively to their
views, taking on board their suggestions, and providing all round
support and encouragement.”
External Review June 2014
16
Charging Policy
Education provided during school hours (except break and lunch times) is free. The one exception is
musical instrument tuition.
The school may ask for voluntary contributions towards the cost of an activity taking place during
school hours, school equipment or general school funds. Such contributions are genuinely voluntary
and students of parents who are unable or unwilling to contribute will not be discriminated against.
Examination fees will only be charged in certain circumstances, for example, re-sits or when a student
fails to turn up for an exam they have been entered for.
In technology, materials will be provided but if a student wishes to take the item made home there
will be a charge to cover costs. In the case of food technology, parents or carers will be asked to
provide ingredients on the understanding that the finished product can then be taken home to be
consumed.
Charges will be levied in respect of wilful damage, neglect or loss of school property.
For more information please refer to the School’s Charging Policy, available on request or via our
website.
“Students, parents and staff report that bullying is not frequent in the
school; but that when they do occur, incidents are dealt with swiftly
and effectively. Students also understand how to use the internet safely
and responsibly; this is effectively taught through information and
communication technology lessons and mentor time. Assemblies and
mentor time raise awareness of all forms of bullying, including
homophobic and racist bullying, and how to deal with them effectively.”
Ofsted September 2013
17
Dronfield Henry Fanshawe School
A specialist Technology College
Green Lane, Dronfield, Derbyshire, S18 2FZ.
Tel: 01246 412372
Fax: 01246 412885
E-mail: admin@dronfield.derbyshire.sch.uk
Website: www.dronfield.derbyshire.sch.uk
Headteacher: T. B. Roche B.Sc (Sp Hons) NPQH PQSI