Methwold High School aims to give everyone in its community:

Methwold High School is a mixed comprehensive school which welcomes students of all

abilities aged between 11 and 18 who live both within the school’s catchment area and

outside. The designated catchment area is extensive and covers the villages of Boughton,

Brookville, Cranwich, Feltwell, Foulden, Gooderstone, Hockwold, Ickburgh, Methwold,

Mundford, Northwold, Oxborough, Stoke Ferry, Weeting, Whittington and Wretton. A

growing number of pupils also attend from Thetford, Brandon and Downham Market .

Central to the school’s aim is its determination for all students to achieve the best they are

capable of in all aspects of their education and to prepare them for adult life. The school

also aims to play an active part in the local community and servicing its needs.

8.45 am – 9.45 am - Period 1

9.45 am – 10.45 am - Period 2

10.45 am – 11.00 am - Morning Break

11.00 am – 12.00 pm - Period 3

12.00 pm – 1.00 pm - Period 4

1.00 pm – 1.50 pm - Lunch

1.50 pm – 2.50 pm - Period 5

2.50 pm – 3.20 pm - Period 6 (Form Period)

Spring Term 5th January – 3rd April Half Term 16th February–20th February

Summer Term 20th April – 20th July Half Term 25th May – 31st May

Methwold High School has a three year, prioritised Premises Development Plan that is

linked in its’ School Improvement Plan and Devolved Formula Capital. The Premises

Development Plan concentrates on listing the key premises related issues that impede the

raising of standards as well as more long term aims.

The Premises Development Plan is the responsibility of a sub-committee of the Governing

Body.

The school was built in 1957 so there is always a lot of maintenance work going on, but

over the last few years we have added a Learning Resource Area to the Library

incorporating a full ICT Suite helped by the PTFA (Parents, Teachers and Friends

Association), completed an in-fill project of the inner quad in the Humanities block

providing a resource area with ICT facilities, had a 4 classroom build as part of the Growth

project, installed a fully equipped Science Laboratory, provided 2 completely updated ICT

suites with air conditioning and this summer constructed a Multi User Games Area with the

financial help of Sport England and King’s Lynn Borough Council.

At the present time the school is applying for Specialist Status in Sport and Business and

Enterprise. If we are successful in our bid, plans are in process to complete a new

building to complement the MUGA with changing facilities etc and a wing with ICT facilities

for Business and Enterprise. Eventually we hope to be able to install a Sports Hall and a

separate dining facility.

The welfare of all students is an essential part of the educational aims of the School and

the five outcomes of the national Every Child Matters agenda:

- be safe

- be healthy

- enjoy and achieve

- make a positive contribution to the community

- prepare for economic well-being

It is expected that every member of staff make a significant contribution to student welfare.

Although Senior Staff play an important role, the foundation stones remain the students’

Form Tutors and Subject Teachers. Most children progress through their school careers

following the directions and standards set by these teachers.

Pastoral Care is organised as a Vertical Tutor Group System with a Key Stage Leader and

Pastoral Mentor for each Key Stage.

The day to day administration and conduct of the form is the responsibility of the Form

Tutor, whilst overall co-ordination of Year matters is the responsibility of the Key Stage

Leader. The Form Tutor takes particular interest in the welfare and academic progress of

each child in the form and will consult with subject teachers on a regular basis and liaise

with other senior staff as appropriate. Pupils should take every opportunity to approach

their tutor with problems or to seek advice. The tutor is also responsible for delivering the

one half hour form time at the end of each day which includes time for reflection, thinking

skills and private reading in addition to Assemblies and Information, Advice and Guidance

for Further and Higher Education/Careers. One Assistant Head (ECM) has overall

responsibility for Pastoral organisation and is the link between the Pastoral System and

Leadership Team.

Sixth Form students are arranged in equal tutor groups containing Upper and Lower Sixth

students.

Methwold places learning at the centre of our school life: we encourage each and every

child to strive for high personal academic standards to fulfil their potential as learners. The

school too has a strong community ethos: our students are encouraged from the outset not

only to take responsibility for their own learning but to see themselves as part of the wider

school community and to play their part in making this cohesive and harmonious.

From July 2008 the School moved to a system of Vertical Tutor Groups, driven by our

desire to enhance the experience of these most important aspects – the learning school

and the community school - for all children.

The vertical tutor groups contain approximately 16 students in each group (3-4 students

from years 7-11). From these, 5 ‘communities’ exist, each containing 8 tutor groups. The

Communities are named after Olympic Cities (Athens, Beijing, London, Paris, Sydney) to

reflect the school’s desire to become a specialist school for Sport.

The aim of these smaller mixed groups is to give each student much more individual

attention, monitor academic progress more effectively and ensure well-being and

personal development. Also, at crucial stages of their education, such as when choosing

options or when preparing for examinations, the Form Tutor will be able to devote more

time to each student than they would have done with 25 students all at the same crucial

stage. We hope that this will serve to enhance further our already strong pastoral

support structure.

The mixing of year groups within tutor groups also creates more of a ‘family’ atmosphere

about tutor time, it enables younger students access to positive role models and enables

students to develop important skills in matters such as leadership and personal

responsibility.

Planners are an essential and effective tool of communication between school and the

parents.

The Form Tutor checks planners on a regular basis (at least monthly) and discusses any

issues with the pupil as necessary, passing on any concerns to the subject teachers, Key

Stage Leaders, Leadership Team or home as appropriate.

Students are supported by the Attendance Improvement Officer (AIO) who visits the school

regularly. The AIO is available to assist students and their families if they have problems

such as difficulty in maintaining regular attendance or problems at home which affect

progress at school. Should you need support in such matters please contact the Year

Head at the school who will be able to offer advice, and when necessary, make the

appropriate arrangements.

An Open Day specifically for students and parents in Years 4, 5 and 6 takes place in the

Autumn Term. During the Summer Term staff from Methwold High School visit the primary

schools to talk to Year 6 students and answer their questions. Towards the end of the

Summer Term all Year 6 students spend a day at Methwold High School. In the evening

parents are invited to meet their child’s Form Tutor and ask any further questions. Students

who are new to the area are welcome to visit the school with their parents at any time

before joining. Parents may contact the school to arrange to meet the Admissions Officer

to view the school. Parents are welcome to take tours of the school during the day.

Number of students on roll of compulsory school age 668

Percentage of authorised absence 5.64%

Percentage of unauthorised absence 3.65%

It is the policy of the school that everyone shall complete set homework in each subject

every. There will be a minimum of two evenings to complete homework. The support of

parents in this matter is of vital importance and parents will be informed of arrangements

and asked to ensure that homework is done when set.

Staff are requested to ensure that homework is set on a regular basis and students should

keep a record of homework in their Student Planners. It is anticipated that, as students

progress through the school, the amount of homework will increase.

The School Policy: It is the school policy that all pupils should have homework according

to their age and ability. As a general rule the approximate time a student should spend on

each subject per week is up to:

Year 7 20 minutes

Year 8 30 minutes

Year 9 40 minutes

Year 10 ) Students can expect 1-1_ hours

Year 11 ) per subject per week

Our aim is to create good homework practice in lower school so that upper school courses

can benefit and students have good habits in focused learning when they are preparing for

examinations

The success of each student at Methwold is the result of a three-way partnership between

the school, the parents and the child, and this is most effective when there is an appropriate

level of communication between these three parties. Assessment and reporting are

important elements of this process and they operate as follows. At the beginning of Year 7

the Fischer Family Trust provide data so that we can estimate what students should

achieve by the end of Year 9. At the start of Year 10, the Fischer Trust provide the school

with estimates of where students should be by the end of Year 11. The information this

generates enables us to set targets and track progress in a realistic and meaningful way.

Marking of pupils’ work is done on a regular basis. Parents receive a letter regarding

targets in November, one Report per year and frequent monitoring of progress by Form

Tutors who regularly contact parents.

Careers Education and Guidance is a statutory aspect of the curriculum in Key Stage 3

and Key Stage 4. Students are entitled to a planned programme of CEG within their overall

education.

The CEG programme at Methwold High School is designed to help students understand

themselves and develop their capabilities (self-development), investigate careers and

opportunities (career exploration) and implement their career plans (career management)

using the skills which are necessary to make informed decisions.

Methwold High School provides a taught programme of careers education from year 7 to

year 11, within the PSHE, Enterprise and Citizenship schemes of work. In Years 12 and 13

careers education occurs in tutorials.

Methwold High School provides access to Careers Guidance throughout years 9 to 11.

Information is imparted to students through training in specialised ICT packages, bespoke

literature and through a wide variety of work related learning activities.

Visits to careers events and to employers, mock interview days and visits to colleges and

universities are a regular feature of Methwold High School’s Careers Guidance

programme. A careers library is available to students at all times within the Connexions

Information Point. A Connexions Personal Advisor is available weekly for 1 to 1

appointments, both during the school day and after school. The Connexions Personal

Advisor also regularly attends extra curricular events within the school, to support young

people and their parents /carers.

Methwold High School emphasises the fact that responsibility to deliver the entitlement

belongs not only to our school, but also to the extended community, including colleges,

work based learning providers, Connexions, parents/carers, employers,

voluntary/community organisations and young people themselves.

All have roles to play in delivering an effective and sustainable model for supporting young

people’s choices.

Methwold High School operates a credit system. Credits can be given for academic work,

extra-curricular activities and community service. A Success Assembly is held every term

when certificates are awarded to individual students.

Sanctions include: loss of “free” time, withdrawal of privileges, community service, staff

detention and for more serious offences senior staff detention which is carried out on

Thursdays after school.

The Student Support Centre is based on the Methwold High School site to assist pupils with

behavioural and emotional difficulties.

The fundamental operation and purpose of the centre is to enable Methwold High School

the opportunity to provide separate short-term teaching and support programmes tailored to

the needs of pupils in difficulty.

The Student Support Centre reinforces the school’s inclusion policy by supporting pupils at

times when they would otherwise be failing to learn. It is a base for the reintegration of

pupils who need specific help in reintegrating back into the main school.

The SEN Faculty at Methwold High School offers the following support to pupils as

required:

line with individual pupil’s needs.

Years 7 and 8. Some 1:1 time as needed.

according to need. Some 1:1 time as needed.

Statemented – 14 Teaching Assistants.

In addition all Year 7 pupils are tested for Literacy on arrival at Methwold.

All students who live more than three miles by the most direct route from the school are

entitled to travel on buses contracted by the Local Authority (except those living outside

the catchment area). At the beginning of each year bus passes will be issued to students

which give them access only to that bus which serves their village or area.

Queries, comments or complaints should be made direct to:

Students should behave properly on the buses. The contractor is responsible for the

safety of students they are transporting and they are likely to refuse to carry anyone they

consider to have behaved in a way which could cause an accident. This includes any form

of rowdiness and standing while the bus is in motion.

School dress is seen to contribute to the tone and atmosphere of the school, promoting

good standards.

School dress helps to build a sense of unity, teamwork and discipline.

School dress enhances the reputation of the school within the community it serves.

School dress helps parents to avoid the pressures of ever changing teenage fashions.

Formal black skirt / black standard trousers as appropriate.

School tie – must be obtained from school.

Black school blazer – must be obtained from school – compulsory for Years 7-11

Plain black v-neck sweater may also be worn if desired.

Black shoes – plain and flat heeled.

Outer garments – plain coloured, unadorned by badges and slogans.

No denim or leather garments acceptable.

Jewellery is not permitted in school. Where pupils have pierced ears, one stud in each ear

is acceptable.

Extreme hairstyles are not considered appropriate school dress; neither is an excessive

amount of make-up.

In bringing school dress more sharply into focus it may be necessary to impose sanctions

on the small minority of defaulters.

In the first instance this will mean loss of free time at lunchtime. Where this is not

successful parents will be contacted.

Ties £3.50

Blazers £19.50 - £23.50

Items of uniform can be ordered via the school office.

Please send your order in a sealed envelope with the required payment marked for the

attention of Mrs Donelan.

Enquiries should be directed to the pupils’ Form Tutor on:

Tel: 01366 728333

Fax: 01366 728905

Fully reversible royal/gold rugby shirt (*)

Royal polo shirt (*)

Royal shorts (*)

Royal/gold socks (*)

Trainers (NOT Basketball type)

Football boots

Towel

Shin pads, gum shield and cricket box recommended

Track suit jackets and trousers (*) – not essential but must be obtained from the school

Number of places available at the school in the school year 2008-9 140

Year 7 Intake at 1 September 2008 129

(of which 120 were from our 8 feeder schools and 9 from outside our catchment)

Methwold High School is a community school and therefore the LEA is the admissions

authority. If there are more requests for places than places available, the Authority will

admit children in the following order of priority:

and are not due to transfer but wish to transfer at the end of Year 6 to an 11 plus entry

High School;

who have an older brother or sister attending the school at the time of admission (but

not the Sixth Form);

are leaving the primary school at the end of the school’s final year and transferring to

secondary education;

and are not due to transfer but wish to transfer at the end of Year 6 to an 11 plus entry

High School who have an older brother or sister attending the school at the time of

admission (but not Sixth Form);

and are not due to transfer but wish to transfer at the end of Year 6 to an 11 plus entry

High School;

either a middle or a primary school but wish to transfer before the age at which the

High School usually admits, subject to professional judgement by relevant LEA officers

of appropriate educational and social development of the child;

If all children within any of the above criteria cannot be offered a place, the highest priority

will be given to children living nearest to the school within that criteria. To determine who

lives nearest, distance will be measured door to door, using Ordnance Survey data.

Mr M Wassell Curriculum Leader Mr D Barsby Curriculum Leader

Mrs J Crook Instructor of Art Miss D Blake Teacher of PE

Mrs J Lockyear Teacher of Art Miss H Foy Teacher of PE &

Miss G Ormrod Instructor of Art School Sports Co-ordinator

Mr J Owen Teacher of Music Mrs D Griggs Instructor of PE &

Mr E Pryer Music Assistant Duke of Edinburgh Co-ordinator

Miss A Pummell Teacher of Drama Miss S Turner Teacher of PE &

Mr J Scarisbrick Teacher of Business LOL Transition

Studies & Economics

Mrs J Thomas Instructor of Art

Mrs H Clapp Curriculum Leader Mrs J Collin Curriculum Leader

Ms B Barclay Teacher of French Mrs C Burdett Teacher of Science

Mr K Brodie Teacher of English Dr R Croxall Teacher of Science

Mrs L Knox Teacher of English & Mr R George Teacher of Science

LOL Barriers to Transition Mr D Jones Teacher of Science

Mrs A MacMullen Teacher of English Mr D Masters Teacher of Science

Ms K Taylor Teacher of English Mr M Pickard Teacher of Science

Miss M Trichet Teacher of French Mrs J Scarrott Instructor of Science

Mrs M Young Teacher of English & LOL Literacy

Mr M Stoneman Curriculum Leader Mr C MacDonald Team Leader

Mrs G Harris Teacher of Humanities Mr A Anderson Instructor

Mrs W Hine Teacher i/c RE Mr I Brown Instructor

Miss K Johns Teacher of Humanities Mr J Chapman Instructor

Miss F McCulloch Teacher of Humanities Mr A Jaggs Instructor

Mrs S Scoles Teacher of Humanities Mrs C O’Farrell Instructor

Mr I Thulborn Teacher of Humanities

Mrs S Burbridge Curriculum Leader Mrs S Holsey SENCO

Mrs P A Baird Teacher of Mathematics

& LOL Student Voice

LOL E.Learning Mr P Bate Curriculum Leader

Mr J Goode Teacher of Mathematics & Mrs J Crook Instructor of Technology

LOL Behaviour & Attendance Mr N Hill Instructor of Technology

Mr J Hudson Teacher of Mathematics Mrs W Spaul Teacher of Food Technology

Mrs S Porter Instructor of ICT

Miss L Pretty Teacher of Mathematics

Mrs V Arnold

Mrs D Griggs

Mr N Hill

Mrs R Ashley Office Manager Mrs C Dickenson

Mrs Y Crossman Business Manager Mrs L Field

Mrs S Cutts Attendance/SEN/Admissions Mrs J Nichols

Mrs A Donelan Staff Manager

Mrs F Eyles Faculty Admin –

Communications

Mrs D Grimes Finance Officer Mr N Pegler Residential Caretaker

Mr N Groves Data Manager Mr D Fuller Assistant Site Manager

Mrs D Hovell PA to the Headteacher

Mrs Z Hovell Faculty Admin – Humanities

Arts & Enterprise Mrs R Bingham Teaching Assistant

Mrs S Parnell Receptionist and WRL Assistant Mrs T Bloomfield Teaching Asst & Form Tutor

Mrs J Winn Receptionist Mrs C Breheny Teaching Assistant

Mrs J Cowlishaw Teaching Assistant

Mrs J Crook Teaching Assistant

Mrs H Addison Catering Manager Ms A Danelian Teaching Assistant

Mrs A Voutt Assistant Catering Manager Mrs J Hassey Teaching Assistant

Mrs J Chaplin Miss R Mathews Teaching Assistant

Mrs J Snare Mrs J Orpwood Teaching Assistant

Mrs C Sutton Mrs J Pardoe Teaching Assistant

Miss V Witcherley Mrs S Reeve Teaching Asst & Form Tutor

Mrs C Young Mrs S Waters Teaching Assistant

Mrs S Wright Teaching Assistant

Miss A Bull Mrs S Walker Behaviour for Learning

Mrs H Mead Manager

Mrs A Meadows Mrs G Arndt KS3 Pastoral Mentor

Mrs J Roach Mrs J Bloom Learning Mentor

Miss S Smith Mrs M Britton KS4 Pastoral Mentor

Mrs V Archibald Learning Resources Manager Mr T Champion Network Manager

Mrs J Dickerson Careers Co-ordinator Mr G Fitch ICT Support Technician

Mrs S Porter Teaching & Learning Support Mr B Foster Technology Technician

Mrs J Winn Library Assistant Mrs J Scarrott Science Technician and

H&S/EVC Co-ordinator

Mrs J Thomas Art Technician

Mr R Turner Science Technician

Mr J Prosser Chairman (Community)

Mr M Howarth Vice Chair (LA)

Dr C Snell Community

Mr K Waters Community

Mr S Morris LA

Mr P Barber Parent

Mr I Grinsell Parent

Mr V Martin Parent

Mr S Mitchell Parent

Mr B Rumsey Parent

Mrs J Dickerson Staff

Miss H Foy Staff

Mrs D Walker Staff (Headteacher)

Mrs A Morgan Clerk to the Governors

The curriculum is designed to provide a broad education in the first three years so that all

pupils experience English, Maths, Science, PE, Technology (DT/Art),Music, Drama,

Information Technology, Humanities (History, Geography and RE) and a Modern Foreign

Language (French).

In the Upper School (Years 10 and 11) students take a common core of Maths, English,

PE, Science (20% dual certificate), Technology, Philosophy & Ethics and PHSE including

Moral Guidance, Careers Guidance, Health Education and Citizenship. A further three

subjects are taken from option blocks: 1 constrained choice in Humanities and two further

choices from a wide range of subjects including a Modern Foreign Language. For those

gifted & talented in Science Biology, Chemistry and Physics are offered as individual

GCSEs. (This only allows two other options). Study Plus is a support for students in one

option block to improve literacy to ensure success at GCSE. Also offered is a Work

Related Learning Course with pupils spending (in Years 10 and 11– 4 days in schools; 1

day at college.

Post 16 students may choose from a range of “AS”, “A” Level and a Skills for Success

course and follow a common core of activities and careers guidance.

Equal Opportunities refers to the avoidance of discrimination on any of the following

grounds: Ability, Age, Appearance, Faith, Gender, Physical Disability, Racial & Ethnic

Group and Socio-economic Background.

The following principles and objectives are practiced by Methwold High School under the

Equal Opportunities Policy:

welfare of pupils.

unchallenged.

his/her potential.

opportunity in all aspects of school life.

Sex education involves:

community in general.

Methwold High School seeks to provide a safe, caring, disciplined environment which

encourages both personal development and personal responsibility together with an

awareness of the needs of others in the school and the community it serves.

The Anti-Bullying Policy aims to:

incidents.

the issues are being resolved.

As a school in a rural community Methwold High School recognises that all its pupils and

With regard to the above the school has a duty to make its pupils and students aware of

the dangers of misusing drugs and other harmful substances and to take steps to ensure,

as far as possible, that drug/substance misuse does not occur on its premises.

Consequently, the contents of Drugs and Substance Misuse policy will be made known to

every pupil and student through Form Tutor and/or Key Stage Leader during pastoral form

time.

LAs, LA and grant maintained schools, special schools, further schools and sixth form

colleges have a duty to assist local authority social services departments acting on behalf

of children in need or enquiring into allegations of child abuse.

As well as this statutory duty, schools and colleges have a pastoral responsibility towards

their pupils and students and should recognise that they have a fundamental right to be

protected from harm. Children cannot learn effectively unless they feel secure. Every

school and college should, therefore, develop a child protection policy which reflects its

statutory duties and pastoral responsibilities.

Methwold High School follows the procedures laid down by the Norfolk Area Child

Protection Committee.

The school will ask parents to pay for material costs of any items in C.D.T / Art / Food

Technology where parents express a willingness to have the complete goods. Receipts

can be issued and a payment book will be kept.

In the case of Food Technology, parents will also be asked whether they are prepared to

pay 'in kind' for items that they wish to keep i.e. by supplying the ingredients themselves

rather than paying the school to supply them.

Day visits which operate mainly within school time may not carry a requirement that

parents should pay. Pupils may not be excluded from a visit on grounds of non payment. A

letter should, therefore, be sent to parents indicating the details of the proposed visit and

suggesting voluntary contributions by parents of a set amount. The proposed visit will then

proceed (or not) depending upon the willingness of parents to pay voluntary contributions

to cover the cost.

Residential Visits which occur mainly in school time – parents will be charged full board

and lodging costs (except for pupils where the LA operates remission procedures).

Additional costs beyond board and lodging (travel etc.) will have to be met by seeking

voluntary contributions.

Longer residential visits such as French Exchanges, Ski visits etc. may often have more

than 50% of session outside normal school sessions. Where this requirement is met, then

parental charging can proceed on the basis of all pupils involved in the visit paying full

costs (except those where remission applies).

Longer day visits, where more than 50% of the time is outside normal school hours, will be

subject to full parental charging for all pupils involved in the visit (except those where

remission applies).

Pupil involvement in Drama / Music workshops etc. within school time will be on the basis

of voluntary parental contributions.

Individual or small group instrumental tuition is available for a small charge.

The school will follow the policy of the Local Authority in the matter of Examination Fees.

Charges will be levied:

Where pupils are entered for examination other than those on the prescribed list.

For the entry of a pupil for more than a single prescribed examination in one subject.

For the entry of any pupil for a prescribed public examination for which he / she has not

been prepared by the school.

For the entry of a pupil who is re-sitting a GCSE / A level a fee is required

The school will, at its discretion, levy a charge to parents in respect of replacement of

school property which has been lost or damaged by pupils.

The school will keep a central register of all pupils who are eligible for remission of

charges under the guidelines of the LA.

All reasonable steps will be taken to inform parents of their entitlement under these

remission procedures and to invite eligible parents to have the names of their children

added to the register.

These charging and remission guidelines relate to charges which may be made by the

school and do not apply to activities for which charges are levied by other persons.

Unless otherwise stated, the Governors intend to follow the Charging and Remission

Policies of the LA.

If you are unhappy about any aspect of your child's education or experience at school

make an appointment to see the Form Tutor or Key Stage Leader.

We would hope that discussing the matter with the teacher should be enough to resolve

the problem. If however, you are still unhappy and wish to take the matter further you

should make an appointment to see the Headteacher.

If after discussion with the Headteacher the matter remains unresolved, you should tell the

Headteacher that you wish to make a formal complaint.

For any matter covered by the recent Education Acts the Headteacher will give you a copy

of the Complaints Procedure, the name and address of the Clerk to the Governors of the

school, and the name of the person to write to in the Education Department at County Hall.

You will be asked to make your complaint in writing, but if you wish, you will be able to

attend a meeting, either at the School Governors or of Members and officers of the County

Council, when your complaint is considered and explain it to them.

It will then be for the County Council or the Governors to decide whether the compliant is

justified, and what action should be taken.

If you are still not satisfied when you are told of their decision you may complain to the

Secretary of State for Education and Skills.