Cranford Community College

School Profile

School term dates : Summary of Cranford's curriculum : Student grouping : Key Stage 3 courses : Key Stage 4 courses : Post-16 courses : Extra-curricular Opportunities and the Extended School : Curriculum Complaints Procedure : Public Examination Entry Policy : Staff Development : Careers and Work Related Curriculum : Behaviour for Learning : Religious Education & Collective Worship : Relationship Education : Eating Arrangements : Inclusion Policy : Admissions Policy : Years 7-11 Admissions : Post 16 Admissions : Transferring from Primary School : School Uniform : Chair of Governors : Rates of Authorised and Unauthorised Absences : Key Stage 3 Results : Key Stage 4 Results : Post-16 Results :

Cranford Community College is a co-educational community school. The day begins for all students at 8:45 a.m. and closes at 3:15 p.m. There are 5 lessons every day. Lunches are organised within this time. The Headteacher is Mr Kevin Prunty, M.A.

Academic Year dates 2010 – 2011

Web link: http://www.cranford.hounslow.sch.uk/calendar/term_dates.htm

Parents are not permitted to take students out of school during term time.
AUTUMN TERM 2010:	Teacher Development Day	Monday	6th	September 2010
	School opens (yr 7 & 12 only)	Tuesday	7th	September 2010
	School opens (all years)	Wednesday	8th	September 2010
	Half Term (school closes at 3.15 pm)	Friday	22nd	October 2010
	School restarts for all students, 8.30 am start	Monday	1st	November 2010
	School closes	Friday	17th	December 2010

SPRING TERM 2011:	School opens	Tuesday	4th	January 2011
	Half Term (school closes at 3.15 pm)	Thursday	17th	February 2011
	Teacher Development Day (school closed to students)	Friday	8th	February 2011
	School restarts for all students, 8.30 am start	Monday	28th	February 2011
	School closes	Friday	8th	April 2011

SUMMER TERM 2011:	School opens	Tuesday	26th	April 2011
	Bank Holiday (May Day)	Monday	2nd	May 2011
	Half Term (school closes at 3.15 pm)	Friday	27th	May 2011
	School restarts for all students, 8.30 am start	Monday	6th	June 2011
	school closes	Friday	22nd	July 2011

Summary of Cranford’s Curriculum

The curriculum at Cranford Community College aims to offer students a broad and balanced approach to their studies, with a very wide range of opportunities that encourages and enables all individuals to develop their abilities to the full. We aim to enable students to become confident, responsible and active members of our changing society. Our planning is based on the requirements of the National Curriculum, together with a distinctive approach, to achieve progression and continuity across all phases.

The curriculum is outstanding because of its flexibility in meeting the needs of different groups of students. At times, for example, students benefit from an alternative curriculum that keeps them engaged in learning. The impact of the languages specialism is evident in the provision for able linguists to take GCSE examinations early. Many participate in a 'more-able strategy' club after school. All students take a vocational course during years 10 and 11 and they are prepared well for the world of work through a 'preparation for work' course. This has helped to raise attainment in ICT and business courses. Students have access to an exciting range of work experience opportunities and overseas trips and visits. The school actively seeks the views of students to review the curriculum offer.

Ofsted Inspection Report: Cranford Community College, 18-19 March 2008

How students are organised into groups

Students are organised into tutor groups within their year for registration and tutor time activities. Tutors are responsible for the pastoral care of their students. Each year group is supported by a Year Manager, who is normally the first point of contact for parents, and a Head of Year.

In year 7, students work in tutor groups for their lessons, except for languages, which is by language choice and mathematics which is grouped by student attainment. In design technology, learning is in smaller sized mixed ability groups, created across tutor groups.

In years 8 and 9 students work in tutor-group based classes, except mathematics, science and modern languages. Students are grouped according to ability in mathematics and science in years 8 and 9. Students with a particular talent in languages are fast-tracked onto a GCSE course for examination at the end of year 9. In year 9, information technology are organised into sets on the basis of student attainment.

In years 10 and 11 groups are determined by option choice or by attainment in mathematics, science and modern languages where possible.

Key Stage 3: (Years 7, 8 and 9)

Web link: http://www.cranford.hounslow.sch.uk/curric/ks3_menu.htm

English	3 periods
Mathematics	3 periods
Science	3 periods
Art	1 period
Design Technology	2 periods
Drama	1 period
French, or German, Spanish, Panjabi, Urdu or Mandarin Chinese (currently in year 7)	4 periods
Geography	1 period
PSHCE	1 period
History	1 period
Information Technology	1 period
Music	1 period
Physical Education	2 periods
Religious Education	1 period
Total	25 periods = 25 hours

Key Stage 4: (Years 10 and 11)

Web link: http://www.cranford.hounslow.sch.uk/curric/ks4_menu.htm

English language and literature	4 periods
Mathematics	3 periods
Science	4 periods
PSHCE	1 period
Core RE or PE *students must take either core PE and choose GCSE RE or vice versa	1 period
Vocational course	4 periods
Option A	2 periods
Option B	2 periods
Option C	2 periods
Option D	2 periods
Total	25 periods = 25 hours

At key stage 4, students follow these core subjects: English language and English literature, mathematics, science (double certification), a modern foreign language (French, German, Spanish, Panjabi or Urdu as a GCSE or NVQ). In ICT, every student takes at least the OCR National First Award (equivalent to 1 GCSE grade A*-C). Students may then choose to extend this to the full OCR National Certificate (equivalent to 4 GCSE grades A*-C) or take another vocational course in business studies, leisure and tourism, art & design or health & social care. In addition, every student takes physical education, religious education and personal, social health and citizenship education (including careers education). More able students are able to opt for a triple science course with discrete GCSEs in biology, chemistry and physics instead of the double science award.

Students are encouraged to select those which reflect their strengths and interests. They are supported and prepared through tutorial programmes for their choice of courses.

In 2010, students were able to choose from a range which included:

Art, business studies, drama, history, geography, economics, media studies, music, physical education, psychology, sociology, technology (resistant materials, graphics, textiles or food technology) and religious education. Students are able to study for the IGCSE qualification in English or undertake the Study Plus option for mathematics.

Most courses lead to a full GCSE qualification or the equivalent. Other qualifications include Certificates of Achievement, the IGCSE qualification, NVQ units and the ASDAN/COPE award.

Other world languages are available to all students (and other members of the Community) as after school classes. The school acts as the Hounslow Borough centre for foreign language examinations. Students at key stage 4 are taught for 25 periods (25 hours) per week.

Post-16 courses

Web link http://www.cranford.hounslow.sch.uk/post_16_learning/post_16_curriculum.htm

Cranford offers a range of courses to post–16 students designed to cater for differing strengths and approaches to learning. In September 2010, we have 192 students in Year 12 and 143 in Year 13.

Advanced Subsidiary and Advanced Level courses are currently offered in the following subjects:

English literature, English language and literature, mathematics (pure with statistics or mechanics), further mathematics (double A-level), physics, chemistry, biology, French, German, Panjabi, Spanish, Urdu, sociology, media studies, information studies, history, geography, economics, theatre studies, art and design, psychology, business studies, design technology, physical education, music technology, religious education.

Advanced Vocational courses (level 3) are offered in:

Art & design, business & finance, health & social care, information technology, travel & tourism and science.

Intermediate Vocational courses (level 2) are offered in:

Art & design, business, leisure & tourism, science, health and social care and information technology.

Extra-curricular Opportunities and the ‘Extended School’

Web link http://www.cranford.hounslow.sch.uk/extra_curric/extra_curr_sept2008.htm

The school provides a wide range of extra curricular opportunities for students to enhance and enrich their time at school. The physical education department offers a number of sporting activities every day. In addition there are music clubs, and an after school homework club which enables students to use the excellent ICT facilities. At lunchtimes many clubs have been established covering a variety of activities and all departments offer revision classes for students sitting external examinations. Throughout the year, there are trips and visits targeted at broadening the students’ experiences beyond the classroom. Visits are educational, cultural and include many opportunities for international activities.

Major religious and cultural events are recognised and celebrated throughout the year. On a bi-annual cycle, both as discrete events and as part of the Collective Act of Worship.

They enjoy learning and the rich opportunities for extra curricular activities. Their understanding of healthy living is excellent and they appreciate the importance of making sensible food choices. Participation in physical pursuits is high. Students take responsibilities seriously and provide exemplary service to others….. Students are encouraged to broaden their horizons through the impressive range of extra-curricular activities, including conservation activities to Choi Kwang Do

Ofsted Inspection Report: Cranford Community College, 18-19 March 2008

Curriculum Complaints Procedure

We aim to provide a broad and balanced curriculum, which has been approved by the Governing Body of the school. Should you have any concerns about the curriculum or wish to seek clarification then please contact the school. A matter must first be brought to the attention of the Headteacher in writing and, if it remains unresolved, may then be referred to the Governing Body or the local authority. Details of the full procedure are available from the school. A complaint may also be addressed to the school via the school website www.cranford.hounslow.sch.uk

Public Examination Entry Policy

The school policy is to enter all students for all external examinations where it is appropriate. The full policy is available from the school on request or on the school website

Staff Development

Cranford has been recognised as an Investors in People (IIP), and this was again awarded in 2009. IIP recognition is due to the high quality training and support that we provide for all our staff. Regular training takes place to ensure that teachers and support staff are up to date with the latest technologies and strategies, in order to deliver lessons of the highest quality.

The assessor found that….the principles of Investors in People are well and truly embedded within Cranford Community College and … the culture support people development at all levels.

Investors in People: Post-recognition review report, July 2009

[Teachers] are well supported by very effective professional development programmes, reflecting the college's aim to become a training school.

Ofsted Inspection Report: Cranford Community College, 18-19 March 2008

Careers and Work Related Curriculum

The school offers a structured programme of career advice concentrating on times of choice, particularly in years 9-13. We regard the development of awareness of industrial and economic issues as a vital part of the curriculum and encourage active links with business sponsors on a very wide variety of issues. Work Experience is provided for all students in year 10, all those following vocational courses in years 12 and 13 and, increasingly, to other students at post-16. Some students follow an enhanced work related curriculum, more suited to their needs, at key stage 4 and an increasing number of students at post-16 are offered the opportunity to travel abroad for industrial placements.

All students take a vocational course during years 10 and 11 and they are prepared well for the world of work through a 'preparation for work' course. This has helped to raise attainment in ICT and business courses. Students have access to an exciting range of work experience opportunities and overseas trips and visits.

Ofsted Inspection Report: Cranford Community College, 18-19 March 2008

Behaviour for Learning

Cranford is a Behaviour for Learning school and the focus of all that we do is on learning. Our behaviour policy rewards students where they display good effort, behaviour and conduct, while applying sanctions where necessary if someone’s behaviour hinders the learning of themselves or others. Our expectations of both students and staff are expressed by our three rights and responsibilities:

Everyone has the right to learn
Everyone has the right to be safe
Everyone has the right to be respected

Students behave well and come to school regularly

Ofsted Inspection Report: Cranford Community College, 18-19 March 2008

Religious Education & Collective Worship

The school follows the Hounslow Agreed Syllabus for Religious Education. It aims to promote an awareness of religious issues and encourages the celebrations of all faiths within our community. A determination has been granted which means that Cranford Community College is not restricted to provide collective worship of a broadly Christian nature and can reflect the wider composition of its community. Parents may exercise the right to withdraw their child from religious education and collective worship. Should they wish to do so, an appointment can be made with the school to discuss the programme or to obtain further information. Students who are withdrawn will be expected to take part in alternative curriculum arrangements. At key stage 4, all students follow a GCSE course in religious education either as a full or short course.

Relationship Education

The school recognises that parents are key figures in helping their children to prepare themselves for the challenges and responsibilities that sexual maturity brings. The teaching, where both moral and physical aspects of the subject are addressed, aims to complement and support this role. Parents are reminded that they may withdraw their child from parts of the Sex Education programme. Please notice however, that elements of the science curriculum are statutory. An appointment can be made with the school to discuss the programme if you would like further information.

Eating arrangements

The Dining Hall serves a selection of healthy hot and cold meals with a vegetarian option, sandwiches and snacks on a cafeteria basis. It is open before school from 8.00am, at break and at lunchtime. Food is also served in the Concert Hall during break and lunch. The offer in both venues is to the same quality standards. The school uses a cashless card system for all students. Parents normally pay in advance by cheque.

Inclusion Policy

Ofsted Inspection Report: Cranford Community College, 18-19 March 2008

Cranford Community College has a comprehensive non-selective intake. We take very seriously the principles of ‘Every Child Matters’ (ECM) and want all students to get a fair deal. We embrace inclusion and recognise that some students are disadvantaged and need support to overcome barriers to learning, learn to make the right choices and succeed in education.

We take a holistic approach to meeting the varying needs of students in line with ECM and ’Removing Barriers to Achievement’. We set Special Education Needs into a much wider context which encompasses a far greater range of barriers to learning and use the holistic term AEN (Additional Educational Needs).

Students with AEN are identified through the following ways:

a rigorous transfer programme from year 6 to 7
annual needs audits carried out by AEN department where core subject teachers, tutors and Year Managers update the needs data on class lists
casual admissions interviews led by senior members of staff
careful analysis of termly traffic light teacher assessment data by Heads of Departments and a senior leader
annual reading and spelling tests, numeracy tests and English as an additional language assessments
Year Manager weekly monitoring of electronic behaviour log

The expansion of the inclusion agenda has led to a wider range of staff and services being provided within mainstream schools along with new approaches to integrating students. The Deputy Head (Inclusion) oversees a large team responsible for wave 2 and 3 interventions: EAL, SEN, and Alternative Education. The pastoral team, Heads of Year, Year Managers and the ECM Pastoral Coordinator are led by a senior manager.

The student support referral panel (SSRP) is responsible for ensuring the implementation of the additional educational needs policy and organising the provision for identified students, working closely with staff, parents, carers and outside agencies. These include Educational Psychology Services, Connexions, Traveller Support Service, Health and Social Services, Voluntary Organisations and Welfare Agencies.

An academic board meets regularly to monitor and assess student progress and make recommendations for personalised learning programmes for individual students.

Students with Additional Educational Needs are diverse and include the following;

Gifted and talented (G&T)
Looked after children (LAC) and young carers
Pupils with special educational needs (SEN)
Children thought to be at higher risk of exclusion or disaffection
Students with English as an additional language (EAL)
Refugees and asylum seekers
Students from ethnic minorities most at risk of under achievement (such as; Gypsy Roma Travellers, Boys, White working class students and Somali students)
Under performance against potential (red in 3 or more subjects)

The success of our inclusion policy lies in its flexibility and its focus on getting support to those who need it fast and effectively.

The school hosts the Local Authority (LA) Centre for Specific Learning Difficulties (SpLD)

Admissions Policy

Admissions Policy: The admissions authority is Hounslow LA and queries about the policy should be addressed to the LA directly at the Civic Centre.

Years 7 – 11 Admissions:

If your child is in a primary school in Hounslow complete the form received from your primary school Headteacher
If your child is in a primary school outside Hounslow, an admission form is available from that Local Authority
If your child is transferring during the academic year, an admission form is available from Hounslow Civic Centre

The number of students the school can admit in each year group is 210. Parents have the right to appeal for admissions. The Local Authority policy on allocation of places is available from the Civic Centre

The admissions authority is Hounslow LA and queries about the policy should be addressed to the LA directly at the Civic Centre.

Post 16 Admissions

Students wishing to follow Advanced (Level 3) courses in the sixth form are required to have gained a minimum of 5 A*-C grades at GCSE or the equivalent qualification at a level 2 vocational course. Students wishing to follow a level 2 vocational course for one year are required to have gained appropriate level 1 qualifications (GCSE qualifications at Grades D or E or the equivalent). All students must make a written application. An offer of a provisional place in the sixth form is based upon an interview, reference and confirmation of results. Courses are run subject to group numbers and timetabling constraints. Application forms can be obtained on line via the school website the school website.

Transferring from Primary school

We make great efforts to ensure a smooth and confident transfer. There is an ‘Open Evening’ early in the autumn term for parents and students (7th October 2010). Additional school visits are available on request. Students who are allocated a place in the school are invited to a ‘Taster Day’ in July 2011 before they join Cranford. Students and parents are also invited to a ‘Welcome to Cranford’ individual interview in June. We have detailed discussions with our feeder schools regarding students who are transferring to us. Cranford Community College has close partnerships with feeder schools in the surrounding areas.

School Uniform

Web link school uniform policy

All students in Years 7 to 11 must wear the school uniform. The school uniform comprises of a maroon polo shirt with year colours and a maroon sweatshirt. These can only be purchased from the school shop. The full list of uniform and equipment required is issued to parents and students prior to starting at the school.

Chair of Governors

The Chair of Governors is Mr Roger Owen. The Chair may be contacted through the school.

Rates of Authorised and Unauthorised Absences.

Number of Students of compulsory age on roll

1036

Percentage of half days missed through authorised absence*

(this includes a snow flag due to inclement weather)

4.00%

Percentage of half days missed through unauthorised absence

1.80%

We do not allow parents to take students out of school during term time and may remove the student from the school roll or pursue legal action, where parents do not meet this legal requirement.

Only the Headteacher may authorise absence.

Key Stage 3 Results

Results of the National Curriculum Assessments of 14 Year Olds

On 14th October 2008, the government announced that the national curriculum tests, known as SATs, would be replaced by more intensive teacher assessment and new systems for tracking pupils’ performance with immediate effect. Cranford has always had a robust and thorough system of internal assessment and this stood us in good stead for this change in the national assessment policy.

Teacher assessments at level 5+ are shown below for all core subjects and there is a strong and consistent upward trend, particularly in science. This places students at Cranford in an excellent position to launch into their key stage 4 studies.

Not just key stage 3, but also GCSEs.

In summer 2010, 23 students successfully passed their German GCSE at the end of year 9 with all achieving C or above and 5 achieving A grades. All of these pupils are now pursuing the AS level qualification in German over two years in year 10 and 11.

Key Stage 4 Results

Percentage of students obtaining 5+ A*-C grades at GCSE

Table 1: Percentage of students obtaining 5+ A*-C grades at GCSE

In 2010, 4% more students at Cranford achieved at least 5+A*-C GCSE passes than the previous year, and therefore 83% achieved this benchmark. Cranford students continued the steep upward trend begun in 2001 and achieved the challenging target set by the school. Our students continue to achieve above the national norm. This sustained increase confirms the status of the school as being ‘good’ and moving towards ‘excellent’. 53% of students achieved the new benchmark of 5+A*-C GCSE passes including maths and English. This is excellent news for students who gained their passport to advanced level courses.

Standards are above average by the end of year 11. Students, including those with learning difficulties and disabilities, achieve well from broadly average starting points. Those students with behavioural, emotional and social difficulties make especially fast progress towards their personal and academic targets. Students' progress accelerates as they move through the school because of the good teaching and the strong focus on improving literacy.

Ofsted Inspection Report: Cranford Community College, 18-19 March 2008

Post 16 (Sixth Form) Results

GCE A/AS RESULTS ACHIEVED BY PUPILS AGED 17 AND 18* AT THE END OF THEIR SECOND YEAR OF STUDY.

Table 4A: GCE A LEVEL RESULTS (Pupils aged 17 or 18) Improvement in Average Points Score per student.

The overall pass rate for Advanced level students achieved the same high levels of previous years while the number of students gaining top grades increased by 6%, including the new A* grade. Standards continue their upward trend and this means that all year 13 students have been able to progress to their chosen further studies. The gender achievement gap has now gone from Cranford. The improvement in the average points score per entry is seen clearly in the graph on the following page.

OUTSTANDING VALUE ADDED AT ADVANCED LEVEL

The ALPS analysis (supported by the Learning & Skills Council and the London Borough of Hounslow) is used to measure how successful the students are and how good the teaching is in the Sixth Form. This compares the performance of Cranford students at Advanced Level with students with the same GCSE points score doing the same courses in schools and sixth form colleges across the entire country. In summer 2010, the progression of students from AS to A2 puts Cranford in the top quartile of all schools. This means that students at Cranford came out with better results than many of their peers in schools and colleges around the country. Post-16 teaching and learning were judged to be overall very good. This represents a tremendous improvement and reflects the very good teaching and learning evident in the 6th form.

Cranford does well by its sixth form students. Through its excellent curriculum, it provides a wide range of opportunities for students of all levels of attainment to aspire to further education and training. High numbers from Year 11 stay on into Year 12 and remain to complete Year 13 because of the personalised and flexible pathways open to them. They are joined by significant numbers of students from other local institutions who are inducted well into Cranford's way incorporating 'the right to be safe, the right to be respected, and the right to learn'. Students appreciate the supportive study facilities and enrichment activities including overseas journeys in Europe and beyond.

The majority of students achieve well from their individual starting points. Students are particularly successful in advanced vocational courses.

Ofsted Inspection Report: Cranford Community College, 18-19 March 2008