stephenson studio school - prospectus 2010-11

prospectus

2011-2012

The Stephenson Studio School


The Stephenson Studio School – a newopportunity for young people

In September 2011 we are planning to launch the

Stephenson Studio School.

As the sponsoring further and higher education college, we

have a great deal of experience of providing high quality

learning opportunities for young people.

This, coupled with our excellent relationships with both

local and national organisations, gives us an insight into

some of the challenges that both employers and young

people face.

Some things are very clear to us.

First, businesses want to employ young people who are

both highly skilled and ready for work.

Second, young people flourish where they are taught in

small classes and where they have personal learning

support.

Third, where young people develop personal confidence

and self esteem they are more likely to be successful in

both life and work.

As you read through this prospectus you will learn more

about studio schools. We believe that they offer an

excellent opportunity to meet both employers’

expectations and young people’s aspirations. That is why

we are sponsoring this new school.

Each year, we will offer approximately 60 places to year 10

students and 90 places to year 12 students.

We know that choosing a school is a big decision.

The best decisions are always taken when we have all the

relevant information.

If this innovative idea interests you, we hope that this

prospectus will inform any decision you may make.

Nigel Leigh

Principal and Chief Executive of Stephenson College,

sponsor of the Stephenson Studio School.

1


Introduction from The Director

Choosing a school is one of the toughest decisions we’re

ever likely to make.

But, before we choose, it’s important to be clear about

what we want from a school.

Of course we want young people to have qualifications that

will open the door to university or further study.

Ultimately, we all want young people to be successful in

work.

Successful young people create wealth and enable us all to

have a better society.

All too often employers lament that young people are not

ready for work. It’s not just that they can lack basic skills.

Often the problem is more fundamental: young people lack

confidence and a passion for learning.

A thirst for learning is vital. The mere acquisition of

knowledge is never enough for anyone. Knowledge dates.

Every one of us will have to learn new skills and become

steeped in new fields of knowledge at some point of our

lives.

3

I am passionate about learning and about personal

development. It is why I am both a teacher and a learner.

Part of being successful in both life and work is

recognising what we don’t know more than what we do.

It is by being open to the possibility of finding better ways

of working, of achieving, of producing, of living, that we

become better people and contribute more to society.

In Stephenson Studio School we intend to help young

people develop a thirst for learning. In doing so, we will

help them to become confident people who will succeed

in adult life.

If you would like to apply for a place or find out more

about the Stephenson Studio School, please phone

01530 519099, email [email protected]

or visit our website www.stephensonstudioschool.co.uk.

Sarah Unwin, Director, the Stephenson Studio School


We all want the best for our children

Choosing a school for, and then with, our children can be very

stressful.

It can be hard to find reliable information that will inform this

choice.

For years newspapers have been filled with stories of school

failure, rarely success.

Such coverage can colour our decisions.

There are, of course, thousands of very successful schools in the

UK that prepare students brilliantly for further study and

successful lives.

Even successful schools face challenges.

Good schools tend to be well resourced, have low staff

turnover, good discipline, strong relationships with employers

and a sound reputation. But not all schools are able to achieve

this.

Knowing this is of little comfort to parents. While we may be

concerned about the state of British education in general terms,

we worry first and foremost about our own children’s schooling.

Here in Leicestershire, we are opening a new school, designed

to help young people flourish both in their studies and in work.

Stephenson Studio School

Studio schools are state schools that have been developed over

the past five years on the basis of extensive research. They are

designed to equip young people with the knowledge, skills and

experiences they will need to succeed in both life and work.

The model has been developed in partnership with local and

national employers, the country’s leading education agencies

and partners from up and down the country.

Studio schools can help tackle two key challenges.

The first challenge is how to maximise the time that students

spend in school. Studio schools will help young people get the

most out of their school time by using innovative teaching and

small class sizes. Studio schools are custom-built around the way

that people learn. Not everyone is able to do their best in a

traditional classroom setting.

4


The second challenge is how to prepare students for success

beyond school and university. Studio schools will help young

people prepare for successful working lives. Meaningful and

challenging work experience will be a key part of the

curriculum.

Stephenson Studio School will ensure that students will:

� Learn in small classes

� Develop employability and enterprise skills

� Acquire key qualifications

� Have access to personalised learning

� Experience project based learning

� Experience real work

The Studio School is sponsored by Stephenson College, a bold,

confident organisation that provides further and higher

education courses, has excellent links with employers and is one

of the most enterprising colleges in the UK.

5


What do parents and young people want from a school?

Schools provide one of the main building blocks we need to have

successful lives. While qualifications are important – no good

university can be accessed without them – we want more from

our schools than qualifications alone.

School experiences, shaped by inspirational teachers, can help

students learn more about themselves and develop self-

awareness. They often provide powerful role models that help

students aspire to greater things.

Schools can define lives.

They are certainly places where lifelong friendships are forged,

where we learn to get the most out of personal and working life.

They are also places where we acquire the skills needed to help

us negotiate disagreement without having to result to conflict.

Successful friendship networks shape both where and how we

live in adult life.

Perhaps more than anything school can be the place we develop

self-confidence. No quality is more captivating than personal

confidence.

Self-awareness tempered with humility can help confidence

flourish on sound foundations.

Schools help us to learn to take direction and to be able to

follow reasonable instructions, a key skill for aspiring young

people.

In the end, we want our children to be happy and secure.

Most teachers are clear about the factors that can lead to

student happiness in the classroom. Strong discipline, effective

classroom management, and a willingness to address any

emerging behaviour problems early can all contribute towards

students’ sense of well-being.

At Stephenson Studio School, we believe small classes,

personal coaches and a curriculum that focuses on effective

personal engagement and empathy will make it easier to

achieve student well-being.

6

The Stephenson Studio School8


What we offer young people at StephensonStudio School

� A safe, secure and happy place tostudy and learn

� Academic excellence

� A new way to learn - CREATE

� Getting ready for work

� Progression

� Using technology effectively

9


A safe, secure and happy place

We believe that all learners have a right to feel safe, secure

and happy at school. Where they do, they are more likely to

be successful.

At the Stephenson Studio School we will make sure our

students don’t have to worry about classroom discipline.

We will do this in a number of ways.

First, we’re recruiting a strong teaching and non-teaching staff,

people who know how to manage classes. Well-qualified

experienced teachers make good discipline a way of life.

We will focus on achieving and retaining stable staffing levels.

We do not expect our students to tolerate a seemingly endless

stream of supply teachers.

Second, we’ll make sure that everyone who works here

understands how important order and discipline are. We will

have a single set of rules that apply equally to all.

11


Third, we will expect people to behave at school as

they would behave at work. That will mean a zero

tolerance approach to indiscipline – as it does in the

workplace.

Finally, we will make sure that students are involved in

decisions that affect them. Where students and staff

work together we will be better able to tackle any

emerging issues at the earliest opportunity.

12


Being the best we can be

Our drive for academic excellence is non-negotiable.

Schools that make academic excellence a cornerstone of

their approach will flourish.

We will not compromise on the drive for academic

achievement. We believe that students’ performance can be

enhanced in a number of ways.

Year 10 students will work towards a maximum of 9 GCSEs

incorporating the English Baccalaureate in addition to

acquiring CREATE skills.

Year 12 students will either study up to four ‘A’ levels or the

Stephenson Studio School Apprenticeship Framework.

13


These are the ways we will ensure that our students can be helped

to thrive.

A personal coach

Every one of our students will have a personal coach. He or she

will work closely with students helping each to reflect on his or her

work and supporting them so each can make the most of work-

based and school opportunities. Each will operate alongside our

teaching staff to maximise students’ progress and achievement.

Meetings with personal coaches will take place every two weeks,

during which time students will review progress and plan work that

supports their learning sessions.

An excellent staff to student ratio

We will ensure an excellent staff-pupil ratio. This will ensure that

students do not get lost as more outward students clamour for

attention. But ensuring that students feel personally engaged and

supported is not simply a matter of numbers. The way that classes

are taught can also enable students to work at their best. A

combination of collaboration – working in teams and groups – and

competition will bring out potential in most of us.

14


The right attitude

Achievement also depends upon a positive attitude. We believe that

“good enough” is never good enough. High expectations live in every

moment of the school day. Our approach is to expect the best in

everything that students do. This is about fostering an attitude, a life

outlook, that will help students realise the value of focus and

determination.

Those who fail to strive to be the best are more likely to flounder in

the workplace where colleagues and customers alike are intolerant of

mediocrity.

Confidence

We will ensure that our students become confident, mature individuals

who are highly employable. Confidence is a powerful quality, one that

opens doors and enables people to make the best of all opportunities.

We will foster this by ensuring that our students acquire the key skills

needed to serve them well in adult life. The CREATE framework is

based upon research carried out by the Confederation of British

Industries (CBI) and leading education experts. You will find more on

this framework on the following pages.


CREATE: preparing young people for success in study and life

A number of years ago, the CBI carried out research to identify

the skills set most likely to enable people to succeed at work.

This research has been supported by detailed academic

research. None of these skills will surprise adults – they are a

key part of our daily working life.

The six core skills form CREATE. This forms the basis of the

studio school curriculum. These are set out below.

� Communication

� Relating to people

� Enterprise

� Applying knowledge

� Thinking

� Emotional intelligence

17


Communication

People with excellent communication skills are more likely to

succeed. We can achieve little unless we can communicate our

thoughts and ideas to other people. Effective communicators

are excellent listeners. They are able to shape what they have to

say so that it is interesting to people. They are succinct. They

have a strong command of language. And they are as

comfortable putting their message across in print as they are

presenting face to face.

Our students will become excellent communicators.

Relating to people

We all see things differently. It’s very easy to make the mistake

in life of assuming that other people view the world as we do.

That assumption can make life frustrating and lead to

misunderstanding.

Little of what we do every day is done alone. Teams are at the

core of successful organisations – people who work with other

people to get things done. We are all largely interdependent. So

whilst students have to learn to manage their own endeavours,

they quickly realise that understanding others’ points of view is

vital.

Enterprise

Over recent years enterprise has played a bigger role in public

life. Television programmes such as The Dragons’ Den and The

Apprentice have allowed us to see up close people who have

made vast fortunes through their own enterprise skills.

Entrepreneurs learn to see the world differently. They do not

always crave the certainty that characterises life in organisations.

Frequently, they are more comfortable in uncertain climates

where opportunities can be both seen and exploited.

Enterprise for adults can be challenging. It often involves taking

risks, something that can be difficult where our financial

commitments can require us to opt for regular work. However,

students can be given opportunities to look at the world from an

entrepreneur’s point of view. In the safe space of a school

environment, they can start to ask one key question: what if?

We will help our students to develop an entrepreneurial outlook and

a positive attitude towards succeeding at work.

We will ensure our students learn how to get on with other people,

understand their perspectives, empathise and build productive

relationships.

18


Applying knowledge

Sometimes education is artificially divided into two areas - the

academic and the practical. People think in the academic world;

people do in the practical world. As adults, we know that this

division is false. It is the application of what we have learned that

makes us successful. Those who only understand a subject area

in theory can easily fail to understand the practical implications.

Our students will see the acquisition of knowledge from both

perspectives. We will expect them to acquire knowledge, to test

it, to challenge it, and to remember it. But we will also expect

them to apply what they have learned. The application of

knowledge both helps us to remember it, something that is

particularly useful in preparing for examinations, and to grasp it

at a deeper level.

We will ensure that our students are able to acquire and apply

knowledge so they can maximise their learning.

19


Thinking

To be successful in school, university and working life, the ability

to think in a variety of ways is fundamental. In any given situation

there are many ways to think about the challenges we might

face. We may approach a problem from a logical point of view.

That will often yield results. Equally, we may “brainstorm” ideas

with others to find ways into a problem. Creative approaches,

often relying upon “lateral” thinking can create new solutions to

old problems. Success sometimes depends upon merging

together different sets of ideas or systems.

The greater facility we have with ways of thinking through a

problem, often drawing on others’ ideas and bodies of

knowledge, the more likely we are going to be able to solve it.

Our students will be taught to think in a variety of ways: logically,

rationally, creatively, laterally, and critically.

Emotional intelligence

So much human interaction is unsaid. Some people have strong

intuition skills. They are good at reading others’ moods. In

personal and working life, emotional intelligence – knowing the

best way to engage with different people – will mark out those

who are likely to have successful personal relationships from

those who will struggle.

All too often in adult life we expect people to simply have

emotional intelligence. However, while some of us will have a

natural affinity with others, such skills can be learned, practiced

and honed.

Our students will be supported in acquiring emotional intelligence.

20


Innovation in the classroom

We all learn in different ways. Some of us listen to others speak.

Some prefer to read first. Some of us won’t really assimilate new

knowledge until we’ve put it into practice. Effective learning depends

upon a flexible response to students’ needs. Fundamentally, it means

making the acquisition of knowledge interesting, memorable and

applicable.

We will combine traditional teaching methods with innovative ways

of enabling students to learn. Part of what we will be doing is

preparing students for self-directed study, an approach

commonplace in both work and university. We will use seminar-

based approaches, group projects, and individual student project

work to help students.

We will also make use of technology, video, and video conferencing

supported by the involvement of external practitioners to bring

subject matter to life. Students will be encouraged to explore

subjects and to bring their findings into the classroom so that others

can benefit directly.

Our approach will be underpinned by a clear understanding of the nature

of knowledge, the value of external research, the use of historical

sources and an appreciation of original research in subject development.

21


Working towards success

Young people are faced with a perpetual dilemma –

how to get work when experience is both essential

and very difficult to get without experience.

This challenge affects school leavers and graduates

alike. Many take up part time posts, working in bars,

restaurants and other low paid employment. Such

jobs can help build working habits but casual labour

does not always prepare young people for what are

increasingly tough business environments.

23


Getting ready for work

It is easy to talk to students about work in the classroom. But

there is no substitute for learning about it first hand.

Being successful at work is hard. To help prepare students for

working life, schools make work experience part of the

curriculum.

But invariably, students have too little exposure to work to

enable them to develop a strong understanding of work culture

and appropriate work behaviours. What’s more, short bursts of

work experience mean that few students develop the stamina

they will need to thrive in a working environment.

Success at work is more important now than ever before. The

UK faces massive competition now from abroad in virtually

every market. The more effective our workforce is, the more

competitive the UK will be.

Employers increasingly want people who are work ready, people

who are able to hit the ground running from day one and create

profitability or public value.

Year 10 students will have a meaningful internship of four hours

per week with a reputable employer. This will take place

throughout year 10 and 11.

All of our post-16 learners will have a paid internship of 2 days

per week with a local employer. This will take place alongside

their studies. This will be available in a variety of employment

sectors ranging from Accountancy to Engineering, depending

upon the direction in which they want to take their career or

further studies.

Each student will work closely with their Personal Coach and

the prospective employer to plan their internship. They will be

expected to garner particular kinds of experience. Students will

develop an understanding of teamwork, interpersonal

communication, project working, idea development, and seeing

ideas through from inception to execution. They will also be

expected to take responsibility for a focused piece of work that

can be used as part of their curriculum vitae.

Students will be able to bring working examples back into the

classroom so that alongside other classmates they can reflect on

successes and learning points.

25


By the end of their stay at Stephenson Studio School, we expect

every student to be able to operate effectively in an adult

working environment and to have the understanding, skills and

stamina to do it effectively. That means not only being clear

about how adults behave at work but also demonstrating those

behaviours as a matter of course.

Our students will be mentally ready for the rigours of work and

experienced in getting the most out of a working environment.

26


Progression

A successful school career will ultimately prepare students for a

successful working life. This may happen in several ways. Either

school will help students find the best university, college or

further training to enable them to acquire all the skills they need

for work. School could enable students to prepare themselves

for immediate entry into working life. Or students may decide

to set up their own business.

Whichever route students take, it is vital that all of their time at

school is focused on helping them achieve their full potential.

Successful progression is not something that is done in the year

running up to university or work. Careers are built on the sound

foundations of good planning, regular reviews and involving

students and parents in decisions.

We believe that achievement is a product of setting stretching

but realistic targets. The best students aspire to be better in

everything they do. Schools support excellence by setting and

maintaining high standards.

Our tutors will regularly assess students’ work and their

capabilities.

We will send parents regular reports on their children’s progress

and convene regular discussions so that we may look at ways of

helping students achieve their full potential. Each of our students

will develop a Personal Improvement Plan (PIP). This will form

the basis of their relationship with their Personal Coach. Parents

will have individual access to the confidential Parent Portal

through the Studio School website.

Where students show signs of having difficulties or unexpected

underachievement, we will support them in addressing the

reasons for any deviation from their Plan.

We will ensure that our students have clear progression routes

through to higher education or employment. We will build on

our excellent links with university admissions officers and

employers to ensure our students receive the best higher

education opportunities and meaningful work experience as an

integral part of their programme.

27


Technology

While we are singling out technology as a key feature of

our approach, this ignores the fact that it is so much part

of the day-to-day experience of young people that they

no longer notice it. Most young people now have mobile

phones. Most have access to the internet. They

communicate with each other via Facebook more often

than they do face-to-face.

Our approach to learning will use technology to enable

students to maximise their learning and development

time. Each student will be given an electronic notepad.

This will allow them to access the internet and school

intranet where they will be able to download lessons,

podcasts and other learning resources. Each student will

have a personal email account.

We will host a virtual library of useful learning resources

that will be available to students. We will ensure that all

resources are of high quality and add value. We are in

discussion with our university partners to enable


students to access first year introductory lectures as a

way of preparing themselves for higher education.

Alongside BBC and other news feeds, students will be

able to access market intelligence and analysis that will

supplement the learning materials. Students will also be

able to access content from our industrial and

commercial partners.

Our ambition for our students

It is our ambition that by the time they graduate from

Stephenson Studio School each of our students will:

� Be confident, self-aware andemotionally intelligent

� Be well qualified

� Be able both to get on with people andbe able to help others do their best

� Be able to take direction

� Have a lifelong thirst for knowledgeand an ability to learn

29


Working with parents

Schools alone cannot ensure students’ success. Parents can be

highly effective partners in their children’s learning. Parents’

views and wise counsel are fundamental to a young person’s

success.

Parents can guide young people’s decisions, assist them in

putting learning in context and, as school, university and work

careers develop, they can advise and support them.

But to be effective, parents need a number of things.

First, parents need to understand what the school is trying to

achieve. All too often we draw upon our own experiences when

advising our children. This can be problematic; the curriculum

changes and we can be in danger of offering advice on the basis

of out-moded or out-dated thinking.

Parents need information. All of us are always more effective

when we are kept abreast of developments: what our children

are doing, when and how well. Up to date information allows us

to offer support in the right way at the right time.

Parents need to have a robust relationship with the school.

Parents who feel awkward in dealing with tutors or reticent

about approaching senior staff are not always able to work

alongside the school in enabling their children to do their best.

Parents need to be able to talk to teachers about young people’s

progress, where they might offer support, where they think his

or her teachers’ approaches may need to change. Where young

people face challenges, as almost all will at some point in their

school life, parents’ comments can put matters in context for

teachers.

Finally, parents need to be able to access the school when it

matters. There is little point in arranging a meeting several

weeks after it is needed. Decisions have to be made when it

matters.

31

The Stephenson Studio School32

Our curriculum

Seven essential elements lie at heart of the Stephenson Studio

School model, elements that have been developed through

extensive research and consultation with employers, education

experts and young people.

These are:

� Employability and enterprise skills � Real work

� Key qualifications � Small Schools

� Personalised curriculum � Practical learning

� Students of all abilities

How these work in the Key Stage 4 curriculum

Students will follow the National Curriculum and gain key

qualifications principally through enterprise projects, which have

been developed through discussion with educational experts, local

partners, a range of employers and the Studio Schools Trust.

The school subject curriculum covers 9 GCSEs. These are English,

Maths, Double Science, French, ICT and Geography or History so

enabling students to achieve the English Baccalaureate. Much of

their studies will be through six ‘enterprise projects’, each lasting

for 17 weeks. Every enterprise project incorporates six learning

areas. These are mapped to the National Curriculum:

CWO - Communicating with othersCurriculum links: English, Citizenship, Geography, French

TMC - Transforming my communityCurriculum links: Business Studies, History, English and French

DTT - Discovering through technologyCurriculum links: Maths, ICT, English and French

ECB - Enterprising and creative behaviourCurriculum links: Business Studies, English, Citizenship andFrench

UTW - Understanding the worldCurriculum links: Geography, Science, Economics and French

LHL - Leading healthy life stylesCurriculum links: English, Economics, History and Geography

Students will have subject specific learning sessions to support

preparation for exam success. Wherever possible these are

linked to the context of the enterprise projects to root learning

in the real world. Personal and small group coaching sessions will

help students with any areas of study that they find challenging.

Every Key Stage 4 student will undertake four hours of

employment each week. This will be carefully planned and

facilitated through their personal coach. During their time with

each employer, which will usually be for a minimum of six months

The Stephenson Studio School 33

per internship, students will make a measurable contribution

and will acquire the CREATE skills as they work.

Year 12 and 13

Year 12 and 13 students will undertake two days per week paid

employment which is carefully planned and facilitated through

the student’s personal coach. During this time with each

employer, which will usually be for a minimum of six months per

internship, students will be expected to make a measurable

contribution to their business and will further develop their

CREATE skills.

Students will have a choice of two qualification routes - ‘A’ levels

or the Stephenson Studio School Apprenticeship Scheme.

Those opting for ‘A’ levels will have the choice of three ‘A’ levels

plus one of either General Studies or Critical Thinking ‘A’ level.

All subject specific studies will involve projects that are

commissioned by real “clients” who will use the outputs of the

project to support their business or the local community.

Subjects available at A level:

Biology ICT Business Studies

Physics Economics English Literature

Product Design Psychology French

Geography Sociology History

Mathematics and further mathematics Chemistry

Plus compulsory General Studies or Critical Thinking

Stephenson Studio School Apprenticeship

Students will work towards an apprenticeship framework set out

by the Sector Skills Council in an agreed area of work. This

includes a Technical Certificate, an NVQ and Functional Skills.

Usually students would be placed with one employer for the two

years of study, during which time they will be assessed against

professional competencies in the work place to attain the NVQ

qualification. Students will complete the Technical Certificate

and Functional Skills whilst in the Sixth Form Centre.

To participate, students will need to show evidence of a passion

and commitment to the relevant area of work. The application

form provides guidance.


Getting the right balance

Young people need to be physically as well as mentally

active. All of our students will have opportunities to take

part in a range of sport and leisure activities. We have a

multi-use games area, a fully equipped health and fitness

suite as well as access to a nearby leisure centre.

Students will also be able to take part in outdoor activities

such as walking, climbing, orienteering and a range of other

sports.

Personal and social education will be fully integrated into

the curriculum.

The Stephenson Studio School will open for 51 weeks

of the year and both students and staff will book

holidays throughout the year to suit personal,

educational and business needs. Students will have a

total of 13 weeks holiday.


Protecting young people

Student safety and well-being is paramount. We are

required to take any reasonable action to ensure the safety

of our students.

If teaching or non-teaching staff are concerned that one of

our students may be subject to ill-treatment, neglect or any

form of abuse, then we will inform the designated

Safeguarding Officer at the Stephenson Studio School. Our

policy is consistent with national standards for Safeguarding

procedures.

37

Applying for a place at Stephenson StudioSchool for September 2011

Applications to join the Stephenson Studio School in year 10

must be made through your local authority. Applications must

be made before 31st of May.

Application details are available via our website.

Applications to join at year 12 should be made directly through

www.stephensonstudioschool.co.uk

All year 12 applicants will be interviewed and will be required

to undertake an aptitude test.

Everyone is equal

At Stephenson Studio School, we will provide appropriate

opportunities for everyone to maximise their potential

regardless of background, circumstances, faith, gender, sexual

orientation or disabilities. We will promote a supportive

environment free from discrimination.

38 Stephenson Studio School

Stephenson Studio School Thornborough Road Coalville Leicestershire LE67 3TNTel: 01530 519099 Fax: 01530 814253

www.stephensonstudioschool.co.uk

stephenson studio school - prospectus 2010-11

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