fulfil your potential, realise your ambitions...

AdditionalINFORMATION

2018-2019

&MILLOM SCHOOL Sixth Form

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2 Introduction: Letter from the Headteacher

3 What We Want to Achieve Code of Conduct

4 & 5 Student Support comprising: • Gifted & Talented • Special Educational Needs & Disabilities • Safeguarding • Tutor Groups • The Student Voice • Pupil Premium • Rewards

6 & 7 The School Day comprising: • School Buses • School Meals • Holidays During Term Time • Term Dates • The School Day • Cycling to School

8 & 9 The Curriculum comprising: • Subjects • Sex Education • Careers Advice & Guidance • Personal Development • Peripatetic Music • Sport • Homework

10 & 11 Uniform comprising: • Uniform • Bags & Belongings • Mobile Technology

12 Examinations Fees Examination Results Destinations

13 Admission to School

14 Staff The Governing Body

15 Complaints Charges for School Activities Personal Accident Insurance for Students Access to Other Information Disclaimer

16 School Contact Details (back page)

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page

CONTENTS

FULFIL YOUR POTENTIAL, REALISE YOUR AMBITIONS AND ENJOY YOURSELF


INTRODUCTIONYou will see from the publication that Millom School is a great place to come and learn, work and play. My commitment to you is to ensure that your child feels safe, happy and secure and able to make good personal and academic progress during their time with us. The size of the school allows us to get to know our students well and to develop our students’ confidence to ensure that they achieve as well as the possibly can. At Millom School we have high expectations of behaviour and academic effort and are focused on providing the best possible learning environment and opportunities for your child. Millom School is a great school at the heart of its community and I am proud to be its Headteacher.

Matt Savidge Headteacher

CODE OF CONDUCTAs a member of Millom School we expect you to:

Respect each other by:• Helping all students to feel safe and happy at school.• Being polite to everyone you come into contact with at school and in the community.• Taking care of your own, other people’s and school property.

Show respect in lessons by:• Being on time for lessons and registration.• Listening carefully to your teacher and peers.• Responding politely and appropriately during classroom discussion.• Following the School Behaviour Policy.

Respect your environment by:• Always walking sensibly around school, keeping to the right in corridors.• Keeping all rooms/corridors tidy and free from litter.• Keeping outdoor areas clear from litter and avoiding damaging school property.• Eating and drinking in the small hall, refectory or outside areas, making sure you dispose of any litter in the bins provided.

Millom School is a no smoking site.

School is for you – make it a good experience!

WHAT WE WANT TO ACHIEVEWe aim to:• Improve educational outcomes for all learners• Improve the performance of every subject department• Train and develop our staff to be the best they can be• Develop the school site, buildings and classroom equipment• Maintain and develop a positive, outward facing and inclusive school• Ensure school leavers know right from wrong, have respect for themselves and others, and are well-skilled (particularly in literacy and numeracy) and employable

FULFIL YOUR POTENTIAL, REALISE YOUR AMBITIONS AND ENJOY YOURSELF PAGES 2 3AND

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GIFTED & TALENTEDMillom School works closely with its partner primary schools to identify and support very able students before they transfer to secondary school. This enables us to make provision for students with special talents in particular subject areas, and to provide an appropriate level of challenge for students of generally high ability.

We operate a review and monitoring system that enables us to identify the academic potential of every child compared with their actual performance in school. The setting system enables us to cater for most levels of ability, although we also provide particular students with additional activities and opportunities. We aim to encourage, challenge and support all students in achieving their best possible results.

SAFEGUARDINGStudents who are experiencing some difficulty in school may be referred to a member of the Student Support Team. The team includes specialists in special educational needs and disabilities, Learning Mentors, Directors of Learning & Standards, a SENCo, and the Assistant Headteacher in charge of Safeguarding.

Millom School has a duty to safeguard and promote the welfare of students within the school. This responsibility necessitates a Child Protection Policy, which is available to parents/carers on request.

Millom School may need to share information and work in partnership with other agencies when there are concerns about a child’s welfare, and this process begins with a referral to the Safeguarding Hub. Consent is usually sought from parents/carers at the beginning of this process.

Where it is believed that a child is suffering from, or is at risk of significant harm, we will follow the procedures set out in the Millom School Child Protection Procedures.

Millom School’s designated member of staff for Child Protection is the Assistant Headteacher, with the responsibility for student support.

SPECIAL EDUCATIONAL NEEDS AND DISABILITIESOur belief at Millom School is that every child is capable of offering their own unique twist to their school experience. We are committed to creating an inclusive environment for our learners with special educational needs and disabilities and promoting interesting independent learning opportunities. Differentiating and being imaginative with our teaching and learning methods in the classroom means we offer the type of environment where each student feels confident, being able to rise to an appropriate level of challenge.

We are committed to a person-centred approach when planning classroom provision and learning. Although the staff in general and the Learning Support Teams have a wide range of expertise in the field of Special Educational Needs and Disabilities and inclusive working practices, where appropriate, we welcome external specialist advice in the planning and delivery of students’ learning to explore the most effective ways students can access the curriculum. In some cases students may need specific learning aids, support inside the classroom, small group or specific teaching, or access to particular arrangements for exams in order for them to achieve their potential.

Our commitment is to encourage and guide students, dependent on their individual needs, to reach their potential and to strengthen their belief in themselves, and their ability to work with others. We like to feel we strike a balance between promoting a nurturing environment, whilst at the same time aiming to gain the very best progress from our students academically, socially and emotionally.

TUTOR GROUPSWhen students first enter the school, they join a Tutor Group which remains the same throughout their school life until they enter the Sixth Form.

The Tutor is the first point of contact for parents/carers who have any concerns about their child at school, including any pastoral issues that arise.

Each key stage is led by a Director of Learning & Standards who acts as a figurehead for the year groups, and who is responsible for the behaviour and standards of the students, and the quality of their school experience.


PUPIL PREMIUMThe Government believes that the Pupil Premium, funding which is additional to main school funding, is the best way to address current inequalities in outcomes for some students, by ensuring that funding to tackle disadvantage reaches the students who need it most.

It is for schools to decide how the Pupil Premium is spent and they are required to publish online information about how the Pupil Premium has been used.

The Pupil Premium, along with all forms of school funding, is carefully managed to enable us to offer personalised support for children in a range of ways. The following examples outline just some of these ways:• Teams of specialist teachers who deliver lessons

planned to meet individual needs.• Directors of Learning & Standards who help to

target intervention and monitor the impact.• The support of non-teaching Learning Mentors, who

are available to support individuals at any time.• A specialist SEND department which provides

support for students with particular educational needs.

• An innovative approach to the use of new technologies as a way to support individual learning needs.

• A broad and varied extra-curricular programme to offer experience outside the classroom to all children, and to help build a supportive community.

• Constant staff development and training to ensure that all staff in school are able to provide for each individual child.

• Programme to involve our Sixth Form students in the support of students in school.

• Additional support in the core subjects of English and Maths.

THE STUDENT VOICEAt Millom School we value the opinions of our students and encourage them to develop their leadership skills through involvement in the Student Leadership Council.

The Council provides opportunities for all students to have their voices heard through expressing their views and concerns and to make decisions based on suggestions and requests from the wider student body on every aspect of school life and general issues affecting students in school. Students take part in schools assemblies, work with primary schools, sit on interview panels and captain school sports teams.

The Council meets on a regular basis (at least once every half term) to share ideas, opinions, and to make decisions based on suggestions and requests from the wider student body. In addition to these meetings, the Council comprises of a series of smaller committee groups who have specific areas of focus. Each tutor group in the school has a representative who sits on a sub-committee in addition to attending whole school council meetings.

Council meetings are chaired by the Sixth Form senior students and supported in their work by a senior member of staff.

REWARDSWe very much believe at Millom School in rewarding students for “getting it right in school”, and for making positive contributions to school life.

Millom School uses an online rewards system for such things as;• Contribution to the school community;• Excellent effort in class and with homework;• Representing the school in extra-curricular

activities;• Making healthy lifestyle choices.

SupportStudent


DayThe School

SCHOOL BUSESMillom School currently arranges transport for students who live outside the catchment area through local bus company William Sim and Son. Application forms are available from Millom School.

Parents/carers are invited to apply for a seat on the bus during the summer term prior to their admission to school in September. The route and pick-up points are finalised at the end of the summer term prior to entry to school, and are notified to parents/carers usually during the summer holidays.

There is a parental contribution towards the cost of providing this service, which is based on the concessionary rate as identified by Cumbria County Council. Payment can be made in full at the beginning of the school year, or in three termly instalments at the beginning of each school term. A bus pass is provided by the school at the beginning of each term on receipt of the parental contribution.

Students within the catchment area may be entitled to free transport. Information is provided within the “Transferring to Secondary School” pack issued by primary schools in September, and application forms are available on the Cumbria County Council website.

SCHOOL MEALSThe school has a Cashless Catering system, which enables parents to pay online for their child’s meals, or via a cash point machine, where students can pre-pay onto their account. This works using biometrics (fingerprints) or a PIN code. Full details are available from the school.

Hot and cold meals are provided by the school refectory, and offer plenty of choice, with a menu which varies daily. Students bringing packed lunches also use the refectory.

Students qualifying for free school meals use the refectories in the same way as all other students. Money will be allocated to their account in order for them to use the cashless catering system.

Parents/carers of students up to and including Year 10, who wish students to go home for lunch, can apply for a lunch pass. In Year 11 and the Sixth Form students are allowed off site for lunch.

THE SCHOOL DAYSchool starts from 8.45am each day. The school cannot take responsibility for students before 8.45am.

08.45 - 09.00 Registration09.00 - 10.00 Period 110.00 - 11.00 Period 211.00 - 11.15 Break11.15 - 12.15 Period 312.15 - 13.00 Lunch13.00 - 14.00 Period 414.00 - 15.00 Period 515.00 End of the School DayFrom 15.00 Extra curricular clubs and activities

HOLIDAYS DURING TERM TIMEThere is no legal entitlement to family holidays and the school’s policy is not to authorise any holidays in term time. The Headteacher will consider on an individual basis any requests for time off owing to extenuating circumstances. A request should be submitted in writing and parents/carers will be informed of the Headteachers decision via a letter home. Holidays taken without the school’s agreement will be confirmed as unauthorised absences, for which the parent/carer is liable.

CYCLING TO SCHOOLThe school has a cycle storage area for those students who wish to cycle to school. Students will need to bring their own cycle lock to use this facility.


PUPIL PREMIUMThe Government believes that the Pupil Premium, funding which is additional to main school funding, is the best way to address current inequalities in outcomes for some students, by ensuring that funding to tackle disadvantage reaches the students who need it most.

It is for schools to decide how the Pupil Premium is spent and they are required to publish online information about how the Pupil Premium has been used.

The Pupil Premium, along with all forms of school funding, is carefully managed to enable us to offer personalised support for children in a range of ways. The following examples outline just some of these ways:• Teams of specialist teachers who deliver lessons

planned to meet individual needs.• Directors of Learning & Standards who help to

target intervention and monitor the impact.• The support of non-teaching Learning Mentors, who

are available to support individuals at any time.• A specialist SEND department which provides

support for students with particular educational needs.

• An innovative approach to the use of new technologies as a way to support individual learning needs.

• A broad and varied extra-curricular programme to offer experience outside the classroom to all children, and to help build a supportive community.

• Constant staff development and training to ensure that all staff in school are able to provide for each individual child.

• Programme to involve our Sixth Form students in the support of students in school.

• Additional support in the core subjects of English and Maths.

DayThe School

TERM DATESDates of the School Year 2017-2018AUTUMN TERM 2017INSET Monday 4 September and Tuesday 5 September

STARTS ENDS HALF-TERM HOLIDAYWednesday Tuesday Monday 23 October6 September 19 December Friday 27 October

Number of school days in term – 70

SPRING TERM 2018INSET Wednesday 3 January

STARTS ENDS HALF-TERM HOLIDAYThursday Thursday Monday 12 February4 January 29 March Friday 16 February

Number of school days in term – 56

Good Friday 30 MarchEaster Sunday 1 AprilEaster Monday 2 April

SPRING TERM 2018STARTS ENDS HALF-TERM HOLIDAYMonday Friday Monday 28 May16 April 20 July Friday 1 June

Number of schools days in term – 64

Early May Bank Holiday Monday 7 May

Number of days in year 190


KEY STAGE 3National Curriculum subjects...• Art• Computer Science & ICT• Drama• English• French• Geography• History• Mathematics• Music• Personal Development• Physical Education• Science• Technology

KEY STAGE 4Vocational qualifications…• Computing/ICT • Health and Social Care• Performing Arts• Sport

GCSEs or equivalent qualifications…• Art• Art Photography• Computer Science• English Language & Literature• French• Geography• History• Level 1/2 Award in Hospitality and Catering• Mathematics• Media Studies• Music• Science (Combined or Triple)• Technology

KEY STAGE 5A variety of subjects includingA levels in…• Art Photography• Biology• Chemistry• English• Fine Art• Geography• History• Mathematics• Media Studies• Physics• Product Design

Vocational subjects in…• Applied Science• Business• ICT• Performing Arts• Sport

SUBJECTSWe are always concerned to offer the best possible curriculum arrangements for our students, and the school curriculum comes under annual review. Currently, there are give five one hour long lessons each day, and five days in each timetable cycle. Subjects taught are:

CurriculumKey Stage 4 and Sixth Form courses are reviewed annually and courses are offered depending on demand. The school curriculum is constantly being developed to offer the widest range of courses possible to our students.

All students at Key Stage 4 also have lessons in Personal Development and Games

FULFIL YOUR POTENTIAL, REALISE YOUR AMBITIONS AND ENJOY YOURSELF PAGES 8 9ANDPERSONAL DEVELOPMENTThe Personal Development programme is taught to all Key Stage 3 and Key Stage 4 students. The programme consists of:• PSHE (including personal wellbeing and economic

wellbeing)• Citizenship• Careers• Religious Education. This is non-sectarian and within

the context of Christianity, the following religions are covered: Islam, Judaism, Hinduism, Sikhism, and Buddhism. The Personal Development scheme of work confirms with the SACRE guidelines. Parents/carers may exercise their rights to withdraw their son or daughter from the Religious Education units of work and from Acts of Collective Worship. To do so they should write to the Chair of Governors.

HOMEWORKIn Key Stage 3 homework is set regularly in all subjects. In subjects with one lesson a week homework is set every two weeks. Homework may be revision, extension, consolidation or in some subjects more project based. Students are normally expected to allocate up to 30 minutes homework per subject.

In Key Stage 4, it is expected that students are set weekly homework in each subject area that they are studying. Students should complete approximately 1 hour of homework per subject per week.

Homework is recorded in the students’ planners each time it is set and parents/carers must sign the planner each week to confirm they have seen and checked the homework quality.

In Key Stage 5, students are expected to complete homework each week for each subject they are studying. Students should complete a minimum of 5 hours per week per subject outside lesson time.

It is expected that students will make every effort to ensure that their homework is completed to the best of their ability and by the agreed deadline.

SPORTMillom School has always had an excellent record of success in sporting activities. The PE department offers a variety of extra-curricular activities, and aims to develop in students a sense of fair play, team spirit, and co-operation. There are numerous opportunities for students to compete against other schools, and also through inter-tutor competitions. The school holds an annual Sports Day and Swimming Gala.

CAREERS, EDUCATION, ADVICE AND GUIDANCECareers advice and guidance is part of the curriculum for all students and is taught as units on Careers in Personal Development Studies. Careers education begins in Year 7 and increases in Year 9 prior to the Information Evening when students choose their subjects for Key Stage 4. All Year 10 students have one week of work experience.

Each student in Year 11 has an individual career plan, and takes part in a mock interview process. Students are also provided with a range of career talks from various organisations and occupations, both within and outside the local community. In addition, students have the opportunity to discuss careers directly with local and national employers during the school’s Careers Fair.

As the majority of our students continue in full time education after the age of 16, the school has close links with local colleges and training agencies. To encourage and enlighten students to look towards higher education, we arrange visits from universities both locally, including Lancaster and the University of Cumbria, and further afield, to advise and inform students when making their choices. Working with Inspira, our students also have access to impartial advice and guidance, including the presentation of information about potential progressions pathways, which is free from bias.

CurriculumPERIPATETIC MUSICStudents are given the opportunity to learn a musical instrument during the school day. Peripatetic music lessons last for 20 minutes once per week. There is a charge of £6.50 per lesson and parents will be notified of the total costs and where and how to pay these charges. Details are available from the Music Department or the Finance Office.


UNIFORMAll students in Years 7 to 11 are required to wear the school uniform which has been developed in collaboration with parents/carers and students. The uniform and regulation sports kit has been designed to be inexpensive and easily obtainable from the following suppliers: Fergusons of Millom, and Identity of Barrow in Furness.

The day uniform is:• Plain black school trousers or knee-length skirt.• Millom School polo shirt with school crest.• Millom School sweatshirt (round/crew necked) with school crest (no

other jersey or sweatshirt is allowed to be worn in school). This item is compulsory for the Autumn and Spring terms.

• Plain black, white, or green socks or tights.• Durable, smart black shoes or boots suitable for school, may be

worn. Please note that no training shoes, casual leisure shoes or skate shoes are allowed.

The PE kit is:For all students….• *Black shorts• *Green indoor sports top (short sleeves) • *Green indoor sports top (long sleeves)• Green football socks• Football boots• Trainers or gym shoes• Towel• Shin pads

Optional items for all students….• *Black track suit

*denotes items with school crest.

Uniform

FULFIL YOUR POTENTIAL, REALISE YOUR AMBITIONS AND ENJOY YOURSELF PAGES 10 11AN

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OTHER INFORMATION

REGARDING SCHOOL

UNIFORM

• Jackets, including hooded tops, hat and coats are not allowed to be worn in the school buildings

• For health and safety reasons jewellery is restricted to one pair of studs, one earring per lobe, one plain ring and one watch. No other facial or body piercing of any kind is allowed in school, for any student, including the Sixth Form, even if recently pierced

• Hair colour, style and make-up must be appropriate for school. Hair must be natural in appearance therefore dyed or coloured hair such as red, blue, bleached or peroxide blonde etc. is unacceptable. Hair should not be shaved lower than a grade 3.

• Coloured nail varnish is not allowed in school• Trainers must only be worn in PE lessons

or sport at lunch or break times• Sixth Form students are not required to wear a

uniform, but are expected to be neat, tidy, modestly and appropriately dressed The same expectations on hair colour and piercing apply to the Sixth Form

MOBILE TECHNOLOGYStudents are allowed to use their mobile phone according to the Acceptable Use Policy. During the school day mobile phones must be switched off and placed in school bags. On some occasions students may be allowed to use their mobile phone devices for learning purposes during the lesson.

BAGS/ BELONGINGSStudents are responsible for their own bags and belongings. All items should be clearly labelled. A small number of lockers are available for hire in school.

Uniform


EXAMINATION RESULTSThe Department for Education (DfE) require us to show results from the most recent validated data included below:

GCSE Results 2015:68% of Year 11 obtained 5 or more passes at A*-C52% of Year 11 obtained 5 A*-C passes, including English and Maths

GCSE Results 2016:Our most recent unvalidated results are;69% of Year 11 obtained 5 or more passes at A*-C60% of Year 11 obtained 5 A*-C passes, including English and Maths.

EXAMINATION FEESThe school reserves the right to reclaim from parents/carers the full cost of examination fees if students fail to meet controlled assessment, coursework or examination deadlines without reasons acceptable to the Governors.

DESTINATIONSOut of our last year’s Year 11, a cohort od 75 students, 79% stayed on in full time education with 22 students (29%) returning to Millom Schools Sixth Form to study A Levels or vocational qualifications, or a mixture of both. 30 students (40%) opted to continue their studies at Furness College, choosing a more vocational pathway. 14 students (19%) secured an apprenticeship or went into employment with training, this included: Sellafield (Gen2), NuGen, GSK, Kimberly Clark, BAE Systems and Siemens. The percentage of students successfully gaining apprentice positions is higher than the national average. The overall percentage of this cohort going into sustained education or employment with training was 98.7%, again higher than the national average, which in 214 was 94% (most recent available national data).

From the Year 13 cohort, student leavers went on to gain successful apprenticeships at Muncaster Castle, Gen2 or in business administration, dental nursing and as a medical secretary.

Successful applications to higher education included;International Events Management and Media Performance at University of Salford, Veterinary Nursing, Digital Photography and Media Studies at University of Chester, Biology at University of Cumbria, Geography at Cardiff University, Biomedical Science and Forensic Science and Criminal Investigation at Lancaster University, Law at Bradford University and Business at Manchester International Business College.

InformationGeneral


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GENERAL ADMISSION POLICY

2018/2019

Millom School is a community school and we adhere to the Cumbria County Council Admissions Policy given below. The School’s Standard Admission Number is 145.

CUMBRIA EDUCATION SERVICEGENERAL ADMISSION POLICY 2018/2019Community and Voluntary Controlled Schools

Where there are more applications than places available at a community or voluntary controlled school for entry to all year groups except Year 12, applications will be prioritised using the criteria below. They will be applied in conjunction with explanatory notes 1 - 6 which form part of the policy.

1. Children looked after and who were previously looked after, i.e. in public care, giving priority, if necessary, to the youngest child(ren) - see note 1 overleaf.

2. Children living in the catchment area who have brothers or sisters in the school (or associated infant or junior school) at the time of admission. See notes 2 and 3 overleaf.

3. Children living outside the catchment area who, at the time of their admission, have brothers or sisters in the school (or associated infant or junior school) who were allocated a place at that school by the LA either (a) in the absence of a place being available in the catchment area school due to oversubscription and the school was identified by the LA as the next nearest with a place available or (b) the school is named in the sibling’s Statement of Special Educational Need/ Education, Health and Care Plan (EHCP) - see notes 2, 3 and 4 overleaf.

4. In relation to Church of England Voluntary Controlled Schools, children living within the catchment area who with a parent regularly attend a church in membership of Churches Together in Britain or the Evangelical Alliance. See notes 5 and 6.

5. Other children living in the catchment area giving priority to those living closest to the school, measured by a straight-line measure between the centre of the pupil’s home address and a common point on the school site as determined by the LA - see note 6 overleaf.

6. Children living outside the catchment area who have brothers or sisters in the school (or associated infant or junior school) at the time of their admission - see notes 2 and 3 overleaf.

7. In relation to Church of England Voluntary Controlled Schools, children living outside the catchment area who with a parent regularly attend a church in membership of Churches Together in Britain or the Evangelical Alliance. See notes 5 and 6.

8. Children living outside the catchment area, giving priority to those who live closest to the school, measured by a straight-line measure between the centre of the pupil’s home address and a common point on the school site as determined by the LA - see note 6 overleaf.

Appendix 2Applications will be prioritised on the above basis. An exception will be made under the Authority’s policy for the education of children with special needs (i) where a child holds 1. a Statement of Special Educational Need or 2. an Education, Health and Care Plan, or (ii) is currently undergoing a co-ordinated assessment, and in either case it is considered that attendance at a particular school is necessary to meet the identified needs of that child.

Explanatory Notes[These notes are part of the policy]

Note 1A child looked after is a child in public care, who is looked after by a local authority within the meaning of Section 22 of the Children Act 1989. Children previously looked after are children who were looked after, but have ceased to be so because they were adopted (under the terms of the Adoption and Children Act 2002) or became subject to a Child Arrangements Order or Special Guardianship Order (Children Act 1989).The provision to give the highest priority to looked after and previously looked after children applies to all children who have been adopted from local authority care.

Note 2In criteria 2, 3 and 6, priority will be given to those children with the youngest siblings. Brothers and sisters are those living at the same address and includes step and foster children. Priority will only be given where it is known at the time of allocating places that a sibling will be attending the school [excluding a nursery class] at the time of admission.

Note 3Where reference is made to ‘associated’ infant and junior schools this is to describe those situations where infant and junior schools share the same catchment area.

Note 4If parent or carers believe they qualify for consideration under criterion 3, they should indicate this on their preference form in the place provided for this purpose.

Note 5To be considered under criteria 4 or 7 parents or carers must provide proof with the completed form that they regularly attend a church in membership of Churches Together in Britain or the Evangelical Alliance. ‘Regular’ is defined as at least twice a month. Attendance may be at more than one church but should be for at least two years prior to the application date.

In criteria 4 or 7 applications will be prioritised using the distance measurement methodology set out at Note 6 below, with those living closest to the school measured by the shortest straight line distance given priority.

Note 6Distance measurements will be undertaken using the Local Authority’s computerised Geographical Information System [GIS]. This measures a straight-line measure between the centre of the pupil’s home address and a common point on the school site as determined by the LA.

CUMBRIA EDUCATION SERVICEGENERAL ADMISSIONS POLICY (YEAR 12) 2017-2018Community and Voluntary Controlled Schools

Where there are more applications than places available in Year 12 at a community or voluntary controlled school, applications will be prioritised using the criteria below. They will be applied in conjunction with explanatory notes 1 - 4 which form part of the policy.

1. Students (children) looked after and previously, i.e. in public care, giving priority, if necessary, to the youngest child(ren) - see note 1 overleaf.

2. Students living in the catchment area who have brothers or sisters in the school at the time of their admission - see note 2 overleaf.

3. Students living outside the catchment area who, at the time of their admission, have brothers or sisters in the school who were allocated a place at that school by the Local Authority either (a) in the absence of a place being available in the catchment area school due to oversubscription and the school was identified by the Local Authority as the next nearest with a place available or (b) the school is named in the sibling’s Statement of Special Educational Need/Education, Health and Care Plan - see notes 2, and 3 overleaf.

4. Other students living in the catchment area.

5. Students living outside the catchment area who have brothers or sisters in the school at the time of their admission - see note 2 overleaf.

6. Students living outside the catchment area.

7. Where there is a need to prioritise places within any of the above criteria except criteria 1, priority will be given to those students who live nearest to the school – see note 4 overleaf.

Applications will be prioritised on the above basis. An exception will be made under the Authority’s policy for the education of children with special needs (i) where a child holds 1. a Statement of Special Educational Need or 2. an Education, Health and Care Plan, or (ii) is currently undergoing a co-ordinated assessment, and in either case it is considered that attendance at a particular school is necessary to meet the identified needs of that child.

Explanatory Notes[These notes are part of the policy]

Note 1A child looked after, i.e., in public care, is defined as a child who is looked after by a local authority within the meaning of Section 22 of the Children Act 1989. Children previously looked after are children who were looked after, but have ceased to be so because they were adopted (under the terms of the Adoption and Children Act 2002) or became subject to a Child Arrangements Order or Special Guardianship Order (Children Act 1989).The provision to give the highest priority to looked after and previously looked after children applies to all children who have been adopted from local authority care.

Note 2Brothers and sisters are those living at the same address and includes step and foster children. Priority will only be given where it is known at the time of allocating places that a sibling will be attending the school at the time of admission.

In circumstances where there is an application for more than one child in the family, and it is not possible to offer a place to all of the children concerned, it will be up to the parent or carers to decide whether they wish to accept the place[s] offered. This will also be the case in relation to twins, etc.

Note 3If parent or carers believe they qualify for consideration under criterion 3, they should indicate this on their preference form in the place provided for this purpose.

Note 4Distance measurements will be undertaken using the Local Authority’s computerised Geographical Information System [GIS]. This measures a straight-line between the centre of the pupil’s home address and a common point on the school site as determined by the LA.

General


InformationMr S J Olliver

Mr N Eaton

Mrs A S Drage

Mrs C Vance

Mrs S Morton

Mr P J Baggaley

Mrs A M Myers

Mr M D Savidge

Senior Leadership Team:Headteacher Mr M D Savidge

Assistant Headteacher: Student Support Mr N Eaton

Assistant Headteacher: Teaching & Learning Mrs C Vance

Assistant Headteacher: Teaching & Learning Mr P J Baggaley

Business Manager Mrs A M Myers

Associate Member of SLT and Director of Learning & Standards for Key Stage 4: Mr S J Olliver

Associate Member of SLT and Director of Learning & Standards for Key Stage 3: Mrs A S Drage

Student Support Team:Director of Special Needs / SENCo Mrs S Morton

STAFF

THE GOVERNING

BODY

The Clerk and individual members of the Governing Body may be contacted are the school address:

Mrs S MinterClerk to the GovernorsMillom SchoolSalthouse RoadMillomCumbriaLA18 5ABTel: 01229 772300


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InformationGeneral

COMPLAINTSShould you become concerned in any way about your child’s education, it is important that you tell us about this straightaway. As a first step you should discuss your concern with your child’s Tutor or Director of Learning & Standards. If you are still concerned, you should arrange to meet with the Headteacher. Obviously, as a staff we will do all we can to resolve your concerns and to ensure you are happy with your child’s education. If the Headteacher cannot resolve your complaint, you should complain to the Chair of Governors in writing through the Clerk to the Governors, at the school address.

There may be some occasions when parents/carers wish to complain about matters relating to the curriculum and collective worship which are the responsibility of the Governing Body and/or the Local Authority. Special formal arrangements exist for dealing with complaints of this kind. Advice on how to pursue a formal complaint is also available from Children’s Services, 5 Portland Square, Carlisle, Cumbria, CA1 1PU. Tel: 01228 606060.

CHARGES FOR SCHOOL ACTIVITIESThe 1988 Education Act requires that students should have full and equal access to education without charge. We recognise, however, that there is a healthy tradition of voluntary parental contributions to provide extra opportunities for students to broaden and enrich their school experience. We do our best to be sensitive in cases of financial difficulty. Full details of the Act and the School policy are available from the Headteacher.

PERSONAL ACCIDENT INSURANCE FOR STUDENTSSome parents/carers wrongly assume that if a child is injured at school, the County Council is held responsible regardless of the circumstances, and that its insurance will automatically apply. This is not so – the County Council’s responsibility is strictly limited to cases where there was negligence by them or their staff.

Accidents can happen in school, on the sports field, or during school visits, when the County Council or its staff are not in any way at fault, and are therefore not responsible. The provision of personal accident insurance is considered to be the responsibility of parents/carers. Parents/carers who are interested in this form of insurance can contact their local insurance broker..

ACCESS TO OTHER INFORMATIONOther information about the school, including copies of school publications, information about annual school achievement, the school’s Ofsted report, and information about school policies, are available via the school website at www.millom.cumbria.sch.uk, or on request from the Headteacher.

DISCLAIMERThe information supplied in this document is in accordance with information at present available to the Governors and is believed to be correct at the time of publication. In particular, nothing herein prejudices the right of the Education Committee or any of its sub-committees, or the Governors or the Headteacher, as it sees fit without regard to whether this will affect the accuracy of any matters contained in this publication. Further, neither the governors, the school, or the Local Authority, is deemed responsible for any erroneous information in this document.

DESIGNED & PRODUCED BY PALMER PUBLICITY SERVICES LTD. www.palmerpublicity.co.uk Tel: 01772 733213


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LF SALTHOUSE ROADMILLOMLA18 5ABT: 01229 772300F: 01229 772883E: [email protected]: www.millom.cumbria.sch.uk

@millomschool

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