The Deputy Headteacher and the Assistant Headteacher ensure that the school keeps abreast of national and local policy and exploits every available opportunity to design and deliver courses that all pupils, regardless of ability, will find both stimulating and challenging. Heads of Department are responsible for the day-to-day delivery of courses, for ensuring that staff training is up-to-date, and for monitoring pupil progress within subjects. The Gifted and Talented Coordinator has particular responsibility for ensuring that the most able pupils are stretched in lessons, that their curriculum is complemented and enriched by a range of additional activities, and that their aspirations are raised. The Special Needs Coordinator and the Learning Support Unit Manager have particular responsibility for ensuring that all staff are aware of the styles of teaching that are required by statemented children and others who have special needs (either short-term or long-term). The Pastoral Coordinator and the Heads of Year are particularly concerned with monitoring the overall attitude and progress of individual pupils.
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In recent years national and LEA policy have allowed increasing flexibility in respect of curriculum. Willowgarth is allowed further leeway as it is a member of the LEA's Education Action Zone. The Governors support the school in its determination to exploit this freedom to provide the most stimulating and challenging curriculum possible for each individual pupil. Accordingly, in addition to standard national curriculum subjects, Willowgarth offers a wide range of vocational courses, taking advantage of the skills and resources of the wider community in general and Barnsley College and the business community in particular.
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All pupils will follow a programme of Religious Education, which, though including major world religions, will be non-denominational and broadly Christian in character. The programme of collective worship has been devised in consultation with the local churches of all denominations. Each year group attends one formal assembly per week. Parents may withdraw their children from collective worship or RE on conscientious or religious grounds by informing the headteacher in writing. Arrangements for supervised private study will be made for such pupils.
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The Governors consider that in the light of the risk of pregnancy and the threat posed by AIDS and other sexually transmitted diseases, a full and frank programme of sex education is required for all pupils. Emphasis is placed upon the importance of the family and stable, caring relationships. Parents have the right to withdraw their children from sex education by informing the headteacher in writing. They are also welcome to pass on their views to him.
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As far as possible, children with special educational needs are supported so that they can follow the mainstream timetable successfully. However, provision is made in the Special Needs suite, on a one-to-one and small-group basis, to enable particular difficulties - for example, with reading, writing and basic mathematics - to be addressed. The Special Educational Needs Coordinator is responsible for planning, coordinating and monitoring the delivery of the curriculum of all pupils with statements of special educational need. She devises their individual education plans and directs the work of the support assistants who are assigned to them. She also advises other teachers on the children's behavioural needs and on how to modify work to make it accessible to but challenging for them. She liaises with other professionals who are involved with these pupils and maintains close and regular contact with their parents. In conjunction with the Pastoral Coordinator, the Heads of Year and The Learning Support Unit Manager, she also makes provision for any non-statemented pupils who, nevertheless, have special needs of their own.
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Pupils are grouped by ability for most academic purposes. Express Groups allow for accelerated progress. Children who are not particularly able can gain access to
Express Groups through sustained effort and commitment.
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During Year 9 pupils are involved in a programme of guidance led by the Director of Studies, Personal and Social Education tutors, the Head of Year and the Heads of Subject. Parents are consulted as fully as possible and, before choices are finalised, where there is cause for concern each child is interviewed individually. Pupils are guided towards Year 10 courses in which they are most likely to succeed.
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The highlight of Year 10 for many pupils, Challenge of Industry simulates the realities of modern business and commerce. The pupils work in teams with experts to design, produce and market a product in a competitive environment.
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Careers guidance begins in Year 9. In Year 10 all pupils undertake a two-week period of work experience under Project Trident. Thorough preparation and tutorial visits by members of the teaching staff ensure that they are well supported. Careers guidance becomes the most prominent aspect of the school's Personal and Social Education programme during Year 11. Liaison with Lifetime Careers and collaboration with Barnsley College and other further and higher education providers, including access to 'taster' courses, assists pupils in making effective decisions about their futures.
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Homework is set most evenings, not for the sake of occupying children's time, but as a necessary extension of or preparation for work undertaken in school, it may involve reading, writing, researching, investigating, experimenting or practising a particular skill. At a time when class work is becoming more active, much of it involving practical, oral and group work, homework is seen as an opportunity for independent work. It encourages self-discipline, self-assessment and good organisation, and it develops study skills and initiative. Furthermore, examination boards assume that students will do homework as well as class work. Those who regularly fail to complete homework to the best of their abilities will not achieve the higher examination grades.
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A school planner is provided for the recording of all useful information,
especially homework. It is most important that the homework habit is established early. Parents are urged to help the school by checking that homework is done regularly and on time by referring to the planner and signing it at least once a week. Parents of Year 10 and 11 pupils are also asked to refer to the regular reports which the school issues on homework. As a guide, children might expect to spend 15 to 30 minutes per subject on homework in Years 7 to 9 and 30 to 45 minutes in Years 10 and 11. Generally the number of homeworks set per night will not exceed 3. We produce a homework timetable to ensure that work is spread evenly across the week. Should you experience problems with homework - too much, not enough, too difficult, etc. -please contact the school.
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