Hall CrossScience & Mathematics College

Prospectus2012-2013

BROADSWORD UK PROOF

Introduction

Introduction

Hall Cross is a community comprehensiveschool with Specialist School Status inScience and Mathematics.

Our Vision

� A centre of excellence in learning in ourcommunity and in the borough where thesuccess and development of all is ofparamount importance.

Our Values and Beliefs

� An individual learns best in a secure,ordered, respectful and positiveenvironment.

� Learning should be personalised involvingappropriate curriculum, time, assessment,ICT and other providers.

� We are a vibrant community withoutstanding teachers and support staff,enabling each young person to achieve theirbest and so contribute positively throughouttheir lives.

� A centre which aims to help students todevelop a secure self image based onsuccess.

� Our school community is a happy, wellordered environment in which all feelrespected and valued.

Our overall aim is to provide an education whichenables each student to realise his/her potentialin asmany areas of life as possible.

The School is committed to equal opportunitiesin learning and the safeguarding of children.

Mr P. MarshallChair of Governors

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This can be broken downinto more specific areas:

Curriculum Aims

� To provide aBROAD,BALANCED,RELEVANT andDIFFERENTIATEDcurriculumwhich brings each student intocontact with themajor areas of learningand experience (viz. aesthetic and creative,human and social, linguistic and literary,mathematical, moral, physical, scientific,spiritual and technological).

� To provide themajor areas of learningnamely skills, knowledge, concepts andattitudes.

� To help students develop lively, enquiringminds, with the ability to question anddebate rationally.

� To provide knowledge, skills and attitudeswhich will prepare them for life after school.

� To help students understand the world inwhich they live, humanity’s achievementsand aspirations, and the inter-dependenceof groups, individuals and nations.

� To instil respect for and tolerance of otherreligious andmoral values, and other racesand ways of life.

� To provide equality of opportunity for allstudents. Hall Cross is a widely mixed,multi-cultural community whichwelcomes diversity andencourages tolerance.

Pastoral Aims

� To create a sympathetic and caring ethos,in which there is mutual respect betweenstudents and staff.

� To create structures and systems which arepositive in their use and where the needs ofindividuals do not get lost in bureaucracy.

� To support students’ needs.

� To establish strong relationships and linksbetween school and home.

� To use outside agencies effectively tosupport individual development.

� To give students recognition and to enablethem to show their work and value in asmany ways as possible to the School andthe community.

SchoolPhilosophy

1School Philosophy

Our overall AIM is toprovide an educationwhich enables eachstudent to realise hisor her potential in asmany areas of lifeas possible.

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In the academic year prior to transferto Hall Cross, the following arrangementsare made:

� Visits to all our partner primary schoolstomeet parents, talk about the School andanswer questions about its organisation.

� A prospectus, giving information aboutthe School, is sent to all parents, via thecontributory schools.

� Visits to all our contributory schools aremade by the Head, Phase Leaders andDepartmental staff in charge of liaison,to introduce ourselves to the students, togive them an opportunity to ask about theSchool and to ensure that the transfer toHall Cross is as smooth as possible.

Our students will only spend one seventh oftheir waking lives at school, the rest of thetime they learn at home under the guidanceof parents. Both the School and parentsmustwork together for the benefit of the students.Students achievemost when parents talk withteachers. If you have any worries or concernsplease contact the School. If a member of staffis teaching they will return your call when theyare free.

For some years Hall Cross has had one ofthemostmulti-ethnic student populations inDoncaster. A recent monitoring both surprisedand delighted us by the diversity andcosmopolitan nature of the results: in summer2009 17% of our students were from variousethnic minorities speaking a variety oflanguages at home, ranging from Cantoneseto Farsi and Turkish to Nepali. Indeed, studentswithin the School community have family linkswith some 38 countries in the world.

New students entering Year 12 should see theseparate Sixth Form Prospectus available fromthe office at our Upper School site.

AppointmentsThe Headteacher and other senior staff withpastoral or curricular responsibilities areavailable to see parents by appointment at anymutually convenient time. Please contact theSchool by telephone or by letter, should youwish to see any of the following:

Headteacher Pippa Dodgshon

Deputy Headteacher GordonWatts

Head of Lower School Mike CattrallHead of Upper School Dave DouglassHead of Sixth Form Jill CroskellAssistant Headteacher Sharon CarrollAssistant Headteacher Sian StockhamAssistant Headteacher Simon SwainAssistant Headteacher AlisonWhittaker

Business Manager Mike Swift

Lower School

KS3 Phase Leader, Paul TyrerCare and Guidance

KS3 Phase Leader, PatrickWymerLearning & Progress

Upper School

KS4 Phase Leader, AlisonMarchCare and Guidance

KS4 Phase Leader, James HarrisLearning & Progress

KS5 Phase Leader, Emma KellyCare and Guidance

KS5 Phase Leader, Tracy BlakeLearning & Progress

New Intakeof Studentsinto Year 7

2 New Intake of Students into Year 7

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School SessionsRegistration 8:45 - 8:55

Period 1 8:55 - 9:55

Period 2 9:55 - 10:55

Break 10:55 - 11:15

Period 3 11:15 - 12:15

Lunch 12:15 - 1:05

Period 4 1:05 - 2:05

Period 5 2:05 - 3:05

Parents’ EveningsThese are planned as follows:

Year 7 June

Year 8 March

Year 9 December

Year 10 March

Year 11 November

Year 12 April

Year 13 October

Precise dates will be sent to parentsduring the course of the School year.

Proposed Term Dates/School Holidays –2012/13 Academic Year*

School Closes School Opens

Autumn Term - Monday 3rd September 2012

AutumnHalf Term Friday 26th October 2012 Monday 5th November 2012

Christmas Holiday Friday 21st December 2012 Thursday 3rd January 2013

Spring Half Term Friday 15th February 2013 Monday 25th February 2013

Easter Holiday Thursday 28th March 2013 Monday 15th April 2013

May Day Friday 3rdMay 2013 Tuesday 7th May 2013

Summer Half Term Friday 24th May 2013 Monday 3rd June 2013

End of Term Friday 19th July 2013

ImportantDates

3Important Dates

* five Training Days are to be added

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4 Day to Day Issues

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School MealsAmiddaymeal is available for all childrenattending school. Studentsmay purchase fromawide range of hot and cold food includinghealthy options. The cost of a dinner ticket ispresently £2.10. Parents are asked to send acheque ormoney in a sealed envelope, eachweek to cover the cost of five tickets; chequesshould bemade payable to DMBC. For furtherinformation, including the provision of freemeals, please see Part 6 of the Local Authority’sbooklet ‘Admission to Secondary School andOther General Information’. The Schoolencourages students to stay on the premisesat lunchtime to eat a school meal or to bringa packed lunch.

EquipmentAll students require certain items of equipment,such as a pen or biro, pencil, ruler, rubber etc.and all clothing, including P.E. and Games kit,should be clearly marked with the owner’sname. Thismakes the identification of lostitems that much simpler.

ValuablesIt is preferable that valuable items are NOTbrought to school but, where it is foundnecessary to do so, they should be kept on theperson or handed to amember of staff forsafe keeping. During P.E. and Games lessons,watches, money etc. must be handed to theteacher in charge. Portablemedia players,games players andmobile phonesmust not bebrought to school. If students disobey this ruleand such items are found, the offending itemswill be confiscated. If they are lost or stolen,the School will not be held responsible.

Whilst we do all we can to trace lost or stolenitems, the School accepts no responsibility foritems lost or damaged on the School site unlesscaused by the actions of members of theSchool’s staff.

Parents are advised to consider taking outappropriate insurance cover for the protectionof their child’s personal possessions whilstat school.

Wemust re-iterate that mobile phones are notallowed in school - if your child needs a phonefor the journey either to or from school it mustbe left at the School office during the dayfor safekeeping.

AttendanceWe support themessage that school attendanceis a high priority, and our attendance figures areconsistently above the national average. It isconsidered really important that every childattends school regularly. Time off is considereddetrimental to a child’s education. We have aSchool Attendance Officer on each site, as wellas ongoing support from Learner Engagement.

If there is a problemwith your child’sattendance then please speak to your child’sYear Manager or the School Attendance Officer.Please note that unless school is given a validreason for the absence it will be recorded asunauthorised on the pupil’s Annual Report.DfE guidelines state that only the School mayauthorise an absence.

Absence NotesParents are asked to telephone school on theirchild’s first day of absence (preferably before 10a.m.). Government legislation requires schoolsto indicate absences which are authorised (i.e.confirmed by a note from parents) and thosewhich are unauthorised (where no note is sent).It is the School that is charged with determiningif an absence is deemed authorised or not. Thelatter indicates truancy and will be indicated onstudents’ Annual Reports which remain withthem throughout education and into work.

Absence for HolidaysIf you would like to take your child out ofschool for an annual holiday during term timethen prior permissionmust be obtained bycompleting a holiday request form. In respectof holiday absences the regulations state:“School has a discretionary power for leave tobe granted for the purpose of an annual familyholiday or an annual holiday during term time.Only in exceptional circumstancesmay the

amount of leave granted exceed ten days inany one year. No parent can demand leave ofabsence for the purposes of a holiday asa right.”

PunctualityIt is ESSENTIAL that all students develop anawareness of the importance of punctuality.

Text Booksand Library BooksAll text booksmust have a suitable protectivecovering. The cost of text books and librarybooks lost or damagedmust bemet by theparent or guardian.

School Societies FundThis is a voluntary School Fund to financeactivities and clubs within the School, toprovide additional amenities and subsidisegames fixtures and educational visits. It seemsthat parents would prefer a single subscriptionto three annual payments. Therefore, we shouldbe grateful if, during the first half term ofYear 7 your son/daughter could bring the £3contribution to his/her Form Tutor.

When studentsmove to the Upper School asimilar request will bemade.

Day to DayIssues

5Day to Day Issues

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Charges for School ActivitiesThe Education Reform Act of 1988 enablesschools to charge for certain activities. TheBoard of Governors for Hall Cross has resolvedto adopt the policies of the Local Authority withregard to charges whichmay bemade forcertain school activities, and the remissionof these charges in certain cases.

Themain intention of the 1988 Act is, of course,to ensure the provision of free education and,with one or two exceptions, does not allowparents to be charged for activities which takeplace during school hours, or for those whichtake place outside school hours, but which arerequired by either a syllabus for a prescribedpublic examination, in connection with theNational Curriculum, or religious education.This Authority’s policy with regard to chargingis as follows:

� Costs incurred for the board and lodgingelement of residential trips during schooltime are to be passed on to parents, subjectto the remissions policy in Section 2 ofthese guidelines.

� Costs incurred for residential, or other visitsheld out of school time, which are regardedas “optional extras” are to be passed on toparents in full. When such visits are providedas a required part of the syllabus for aprescribed public examination, or requiredin relation to the National Curriculum orreligious education, then only the boardand lodging elementmay be passed onto parents.

� The cost of examination fees, where theexamination preparation has not beencarried out at school is to be chargedto parents.

� Where, in the opinion of the GoverningBody, there are educational reasons fornot entering a student for a particularexamination, should the parent still wishto enter the student, then the fees are tobe recovered.

� Parentsmay only be charged for, or asked tosupply ingredients ormaterials for designtechnology lessons when they haveindicated, in advance, that they wish toown the finished product.

Remission of Charges� Costs payable by parents for the board and

lodging element of residential trips heldduring school time, or outside school hoursin accordance with paragraph 1(b) of theseguidelines, are remitted where parents arein receipt of Income Support orFamily Credit.

� There is no other remission of charges.

Healthand Safety� Any accident resulting in personal injury

to a student must be reported immediatelyto amember of staff or the School Nurse.

� If a student is taken ill he/she should reportthe fact to amember of staff or to theSchool Nurse.

� If it is necessary for a student to bring toschool medicines, tablets or othermedicalpreparation of any kind, such items are tobe left with the office at Lower School or theSchool Nurse at Upper School during schoolhours for safe-keeping.

� Fire instructions are posted in everyclassroom and all studentsmust acquaintthemselves with the details.

� Studentsmay not enter the swimming pool,laboratories, workshops, gymnasia, musicrooms, art rooms, and design technologyrooms nor use the stage without thepermission of a teacher.

� Studentsmay not leave the School premisesat mid-morning or lunch break. Any studentleaving the premises during school hours,must first report to the School Office andsign the book provided for this purpose.A note giving parental approval is required.

School TransportA special bus service is provided at the end ofschool to Cantley for Lower School students.Currently the bus is boarded on the School site.Students who want to use the service areallowed to travel on the bus only if they have anidentifiable boarding pass and observe the codeof conduct drawn up in conjunction with the buscompany, First Mainline, to ensure safe andsensible behaviour. Unacceptable conduct willresult in the boarding pass being withdrawn.Parents are asked to provide a passport sizedphotograph for the bus pass.

6 Day to Day Issues

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Code of ConductFor the School as a community to workeffectively and to the benefit of everyone abasic Code of Conduct must be followed by alland the rights of everyonemust be respected.

Courtesy

� Students are expected to be courteous at alltimes both in and out of school.

� Students and staff are entitled to work in apleasant environment. Anti-social behaviouris unacceptable.

Responsibility

� Everyone has responsibilities whichcontribute to the smooth running ofeach day.

� All students are required to be punctualto both school and lessons.

� Students should come to school with thebasic equipment to carry out the workscheduled for the classes of the day.

Bullying

� Incidents of bullying and harassment shouldbe reported to amember of staff as shouldracist and other discriminatory behaviour.

Dress

� For security as well as appearance allstudentsmust keep to the requiredschool dress.

� Jewellery must be kept to aminimum: onewatch and one pair of plain stud earrings arepermissible. Students are not allowed towear rings/chains/bracelets. (In practicalsubjects staff may ask for any item to beremoved and placed in safe keeping.)

NB Students disobeying this rule will havethe offending articles confiscated to bemadeavailable at the end of the school day.

EnvironmentFood and drinkmust not be consumed inclassrooms or corridors. Chewing gummustnot be brought to school.

Leaving the PremisesStudentsmust not leave the premises at breakor lunch time. Written permission from parentsis required if a student has to be absent duringschool hours.

SmokingCigarettes, matches or lightersmust not bebrought to school. Offenders will be punishedwith a school detention or further schoolsanctions if appropriate.

RewardsThe School has a positive behaviour policywhereby we seek to reward success both largeand small. Our rewards system includes thecollection of day-to-day credits awarded for:

� a good piece of homework/classwork;

� an excellent contribution to aclass discussion;

� a high ormuch improved test result;

� taking initiative and on a regular basishelping out in the department, e.g. giving outbooks, collecting equipment and tidying up.

These eventually lead to certificates, and insome cases, prizes that are presented inschool assemblies.

At the end of each term every departmentnominates two students, one for outstandingachievement and one for outstanding effort,within their subject. These students arerewarded with a certificate given out in apresentation assembly. At the end of eachacademic year departments nominate twostudents in the same categories for an overallyear prize; the winners of these awards arepresented with a trophy at our AnnualAwards Evening.

Our expectation is that eachmember of HallCross will give of his/her best. Targets are setfor all students based on their previousperformances. We will work hard with ourstudents in our attempts to see thatthese targets aremet.

SanctionsWith regard to sanctions, thesebegin with simple reprimands inthe first instance, andmove upto teacher detention and schooldetention as offences becomemore serious. The School Code ofConduct and stages of sanctionsare displayed in every classroom.Parents should be aware thatdetentions take place after schooland there are no exceptions tothis rule.

For persistent or very serious offences,students will be sent to the School TimeExclusion AndMonitoring unit, the STEAMroom, for one ormore days. In this unit,students are expected to work in total silence.After a period in the STEAM room, students areonly re-admitted after we have seen themtogether with their parents. Additionally, fixed-term exclusion from school used in combinationwith the STEAM roommay be employed.

In themost serious cases, such as persistentviolence or the sale of drugs in school, studentswill be permanently excluded. Thankfully suchinstances are rare at Hall Cross.

Studentsmust note that amongst incidentswhich will normally result in exclusion fromschool we include:

� Violence and threatening behaviour towardsstaff and other students.

� Obscene language directed at membersof staff.

� Racist behaviour, religious abuse, sexistabuse and other serious forms of antisocialbehaviour. (Racist incidents are recordedand details passed to the LA.)

� The possession, use or sale of drugs oralcohol on the School premises or on theway to and from school.

� Possession of fireworks/laser pens.

� Possession of offensive weapons.

Students should be aware that if they persist inthe above behaviour, they will be permanentlyexcluded fromHall Cross.

7Day to Day Issues

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Key Stage 3 (Years 7 – 9)Organisation of Teaching GroupsFor timetabling purposes, our large Year groupsare divided into cohorts of approximately 80 -110 students of all abilities. Block timetablingthen allows subject departments to have theflexibility to set students according to theirability in each subject. The cohorts are dividedinto 3 - 5 sets, or teaching groups, dependingon the size of the cohort and the subject beingtaught. Form units in Years 8 and 9 aremixedability groups (average size 25/26). In Year 7they are streamed.

Courses of StudyAll students study a curriculum throughoutKey Stage 3 which complies with the NationalCurriculum requirements. The 25 period weekis allocated as shown for Years 8 and 9:

Number of Periods Per Week

Subject Year 8 Year 9

English 4 3Mathematics 3 3Science 3 4Drama/Performing Arts 1 1French 1 1Gateway - 3Geography 2 2History 2 2ICT 1 1

Music 1 -Physical Education/Games 2 2Religious Education 1 1Spanish 1 -Technology/Art 3 2

In Year 7 students will follow a thematic, skill-based curriculum. The aim of this model is tohelp students develop the key skills needed tobecome powerful, successful learners in thefuture. The students will be assessed usingEnglish APP levels which form the basis of theirtracking. Some of the themes to be coveredduring the year are: Us and OurWorld, HumanRights, HumanWrongs, Classical Elements andInventiveWorld. They will spend three and a halfdays per week with their Base Tutor but willbe taught Mathematics, Science and PhysicalEducation outside the tutor base byspecialist staff.

Basic SkillsStudents who have been identified as havingspecial educational needs are offered aprogramme of support. This programmeincludes in-class support, structured literacyprogrammes and individualized computerliteracy and numeracy courses. Progress iscarefully and routinely measured. Students areencouraged to be actively involved inmonitoringtheir own progress.

Choosing Subjectsfor Further StudyDuring Year 8 pupils will be offered variedprogrammes of study within the AppliedLearning Gateway and then during Year 9 whenstudentsmake their subject choices for KeyStage 4 (Years 10 and 11 at the Upper School)the following arrangements aremade:

� General advice on careers is given by bothform teachers and subject teachers andmembers of the Careers Department.

� A KS4 booklet is sent to all parents ofYear 9 students, giving information aboutthe courses available and guidance aboutmaking choices.

Parents are then invited to school for aparents’ information evening where parentsand students have the opportunity to discussthe progress of their child with subject teachers.

Students are then required tomake theirsubject choices, having considered with theirparents all the information available, and thechoices are then discussed and confirmedafter an interview with amember of staff. Thepurpose of the interview is to ensure that, asfar as possible, all students follow a broad andbalanced curriculumwhich takes advantage oftheir particular abilities and interests and alsokeeps their options open with regard to furtherstudy and/or career aspirations later on.

Key Stage 4 (Years 10 – 11)Organisation of Teaching GroupsDuring Key Stage 4 at the Upper School,teaching groups are organised according to theexamination level and the nature of the coursebeing followed. Students find themselves inseveral different teaching groups as theymovefrom subject to subject. In the NationalCurriculumCore subjects, students are taughtin sets. Theremay be some setting in Optionsubjects but on occasions theremay be only onegroup on the timetable. In these circumstances,this will have to be amixed ability group.

Courses of StudyOnce the National Curriculum requirementshave beenmet, students have some choice inhow the remainder of their timetable is madeup. An increasing proportion of students followa vocational pathway as well as themoretraditional GCSE route.

Compulsory Core Subjects

English/English Literature 3 periodsMathematics 3 periodsScience 4 periodsPhysical Education 2 periodsICT 1 periodPSHE (including RE) delivered in

Stand Down daysthroughout year

The Curriculum

8 The Curriculum

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Optional SubjectsThe following optional subjects were offeredin 2011/12:

GCSEArt & DesignBusiness StudiesBusiness and Communication SystemsClassical CivilisationDanceDesign & Technology (Resistant Materials,Graphic Products and Food Technology)DramaFrenchGeographyGeologyHistoryICT (OCRNational)LeisureMusicPhilosophy and EthicsPhotographyPhysical EducationSociologySpanishStatisticsTextiles

BTECHospitality and CateringSportTravel & Tourism

Applied GCSEBusinessHealth and Social CareMediaPerforming ArtsSocial Sciences

Assessment& ExamPatterns

9

Subject Type of Course Exam Board

Compulsory CoursesEnglish Language GCSE WJECEnglish Literature GCSE WJECMathematics GCSE OCRScience - Year 9/10 GCSE AQAAdditional Science - Year 10/11 GCSE AQAorApplied Science - Year 10/11 GCSE AQAorTriple Award Science - Year 10/11 GCSE AQAICT- OCRNationals GCSE equivalent OCR

Option CoursesArt & Design GCSE AQAArt & Design BTEC EdexcelBusiness Studies GCSE AQABusiness and Communication Systems GCSE AQAClassical Civilisation GCSE AQADance GCSE AQADesign & Technology GCSE AQA/EdexcelDrama GCSE AQAGeography GCSE AQAGeology GCSE WJECHealth and Social Care Applied GCSE EdexcelHistory GCSE AQAHospitality and Catering BTEC EdexcelICT – OCRNationals GCSE equivalent OCRLeisure Applied GCSE EdexcelMedia Vocational OCRML French GCSE AQAML Spanish GCSE AQAMusic GCSE AQAPerforming Arts GCSE AQAPhilosophy and Ethics GCSE AQAPhotography GCSE AQAPhysical Education GCSE AQASociology GCSE AQASocial Sciences (Foundation) Applied GCSE EdexcelSport BTEC EdexcelStatistics GCSE AQATravel & Tourism BTEC Edexcel

Assessment & Exam Patterns

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Personal DevelopmentAll students follow a course in Personal Socialand Health Education (PSHE). In Key Stage 3delivery of the programmewill be via a seriesof focused days when the normal teachingtimetable will be suspended. One lesson perweek is provided at Key Stage 4. PSHE is adifferent subject, unlike all others. For thisreason, great emphasis is placed on developingdiscussion, thinking skills and the forming ofopinions. Less importance is placed on writtenwork, andmore on debating and group orpair work.

As part of PSHE all students study:

� Careers Education. Guidance is providedon Option choices for future study and adviceon study skills.

� Health Education. Students are providedwith information on drug abuse, sexualhealth and personal hygiene.

� Cultural Studies. Students aremadeaware of the existence of other cultures andlanguages. The importance of racialtolerance in school and society is studied.

� Citizenship. Students learn the skills tobecome informed citizens of their country.

� Financial Capability. Students improvetheir financial knowledge, understandingand confidence.

� Library Skills. In Year 7 students aretaught how tomake effective use of theschool library.

CitizenshipAt Key Stage 3 Citizenship is delivered aspart of the PHSE programme. However,students will be starting to followmodulesof Citizenship inmany of their other subjects.

Students study:

� Rights and responsibilities in schooland in society.

� The workings of parliament andpolitical parties.

� How the law functions.� The power of themedia.� Global issues.

� The role of pressure groups, charities andtrade unions in society.

Students are encouraged to develop as activecitizens of their school community and society.They will have the opportunity to participate inthe decisionmaking process via their SchoolCouncil. Debating skills are further developed,to encourage active, but structured andresponsible participation.

Students are asked to take part in assessmentof their own performance in activities, inaddition to formal, traditional assessmentby the teacher.

Religious EducationKey Stage 3This subject is an essential area of educationalentitlement whichwill give children theopportunity to explore philosophical and religiousideas and concepts and fundamental questionsabout what itmeans to be human in today’splural andmulti-cultural twenty-first centuryGreat Britain.

This subject will encourage the children toquestion, analyse and discuss a range ofphilosophical, religious andmoral issues. Theywill be able to use a variety of learning styles toenable them to build up the use of skills likeempathy, analysis, reflection and evaluation sothat they can express their understanding byusing reasoned argument.

At Key Stage 3, students tackle ultimatequestions such as: Is there a God? Is there lifeafter death?What is themeaning of life? Thestudents look at those questions from their ownviewpoint and that of themainworld religions.Students also engage in discussions on avariety of moral issues such as prejudice anddiscrimination, and Rastafari. Again, the viewsof themain world religions are considered.

Pupils will be assessed at the end of eachunit of study using a variety of assessmenttechniques allowing all learning styles to accessthe topics studied. This assessment willbe based on the current eight level scaleoutlined in the Doncaster Agreed Syllabus.

Philosophy and EthicsKey Stage 4Religious, philosophical and ethical education isa legal requirement and each pupil will followthe GCSE Short Course for one period per weekand sit an examination at the end of Year. Thetopics covered include: drug abuse, matters oflife (IVF, genetic engineering etc.), matters ofdeath (euthanasia, life after death etc.), worldpoverty, crime and punishment, and rich andpoor in society. Those students with a deeperinterest in Philosophy and Ethics can study it asan Option at Key Stage 4 enabling them, aftertaking external examinations at the end of Year10 and Year 11, to attain a GCSE qualification.

Sixth FormThere is opportunity for students to pursuephilosophical and theological concepts at A levelby studying theWJEC specification units whichdeal with issues like the problem of evil,arguments for the existence of God, euthanasia,animal rights, fundamentalism, and religion andpsychology including Freud and Jung.

Physical EducationPhysical Education is compulsory for allstudents up to Year 11. At Hall Cross, throughpractical participation in sporting activities,we encourage young people to adopt a healthylifestyle and stimulate their confidence in theirown skills and abilities.

Sex EducationA coherent sex education programme isdelivered to all students throughout the School,as described in the School’s sex educationpolicy. Both biological and emotional aspectsare addressed, largely through work donewithin PSHE lessons. Every effort is made toensure that the content and nature of lessons isappropriate to the age, maturity and needs ofthe students involved.

Additional CourseInformation

Additional Course Information10

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Many students at Hall Cross decide to stay oninto our large and long established Sixth Form -one of the largest in the North of England (over500 at present). There are four possible coursesof action at 16:-

� Sixth Form (Years 12 and 13).� Further Education course at

Doncaster College.� A one or two year bridging course at

Armthorpe Sixth Form.� Workplace training.

During Year 11, students receive a considerableamount of information and guidance aboutthese various possibilities. For thoseconsidering staying on at Hall Cross theprocedure is:-

� Initial interest in the Sixth Form isestablished by Careers staff during Careerslessons in Years 10 and 11.

� Teaching staff indicate the suitability ofstudents for Sixth Form courses - GCE Alevels, AS levels or BTEC at Level 3.

� The Sixth Form Prospectus is madeavailable to students who have expressed aninterest in staying on.

� An information evening for parents andstudents is arranged during Year 11.

� Taster sessions are offered towards the endof Year 11.

� An individual interview is arranged for allcandidates who wish to join the Sixth Formto discuss their application.

� Following the publication of examinationresults, students will confirm their placeson their chosen courses.

Courses CurrentlyOffered in the Sixth FormStudents are offered courses at various levels:A2; AS level; some vocational BTECs and GCSEsin English andMathematics.

AS/A2 SubjectsApplied Business BiologyArt &Design ChemistryClassical Civilisation DanceD&TFood D&TGraphicsEconomics English LanguageEnglish Literature FrenchFurtherMathematics GeographyHistory MathematicsMedia Studies MusicPhotography Physical EducationPhysics PoliticsPsychology Religious Studies&EthicsSociology SpanishTheatre Studies

Advanced Applied GCE CourseBusiness StudiesHealth and Social CareInformation & Communication TechnologyLeisure StudiesMedical SciencePerforming ArtsSport Education

Enrichment CoursesCritical Thinking ASDuke of Edinburgh’s AwardExtended ProjectGeneral Studies ASSurvival CookeryYoung Enterprise

Personal DevelopmentIn addition to their studies, all students in Year12 are expected to take part in our personaldevelopment and enrichment programme onWednesday afternoons. Students can choose totake part in a sport or recreational activity orundertake some voluntary work or workexperience. In this way they can combineworking towards a healthy lifestyle withmaking preparations for their future careers.

Muchmore information on Upper School lifeand organisation can be found in the separateandmore detailed Sixth Form Prospectusmadeavailable to students who have indicated aninterest in entering the Upper School.

Sixth FormStudents

Sixth Form Students 11

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Access to LearningDepartmentThe aim of the school inmaking provisionfor pupils with special educational needs,including those with emotional and behaviouraldifficulties, is to ensure that the pupils havethe right of access to a broad and balancedcurriculumwhichmeets their needs. Theemphasis is on a positive pupil-centredapproach starting fromwhat the pupils canachieve rather than fromwhat they cannot.This is realised in the following ways:

� all pupils receive their entitlement to a broadand balanced curriculum regardless of theirindividual needs;

� all teachers will endeavour tomeet andaddress the needs of these pupils;

� the curriculum is appropriate and accessiblewhile offering opportunities for successand growth;

� pupils with special educational needs areidentified and their difficulties diagnosed;

� strategies are devised tomeet the identifiedand diagnosed difficulties of these pupils andto support their progress and development.

Students with emotional and behaviouraldifficultiesmay be referred to the Access toLearning Department so that additional supportfor their problemsmay be given. These studentsmay be given Keyworker support in somelessons and/or removed from somemainstreamlessons for a limited time. During this time theymay continue with curriculumwork or take partin a variety of re-engagement projects.

Where students are withdrawn fromlessons they will follow a closely monitored,reintegration scheme. All Year 9 pupils arescreened for access arrangements for publicexaminations; other pupils may be referred bystaff for assessment.

Broad Guidelines

� Each Department is required to plan acurriculum differentiated in pace anddesigned tomeet a wide range of individualneeds. Thematch between a pupil’s abilityand an appropriate curriculum is vital.

� Departmental schemes of work aresupported by assessment procedures thatoffer opportunities for all pupils to exhibitknowledge and learning and gain success.

� Subject Departments and the Access toLearning Departmentmust work closely toensure that information relating to a pupil’sspecial need will be used to inform planningand benefit the child.

� Staff should be familiar with the Schoolidentification and assessment arrangementsand review procedures for pupils withspecial needs and understand the increasedresponsibility placed upon them, by the Codeof Practice, inmeeting pupils’ special needs.

� The successful realisation of the policy is ashared responsibility to be developed anddelivered across the curriculum andpastoral care system.

At Key Stage 3 and 4 the School operates asystem of in-class support through the use ofclassroom assistants. Some students arewithdrawn for extra help. Lunchtime sessionsare provided for those students who wish tohave extra tuition.

At Key Stage 3 the School offers a carefullystructured curriculum, supported by a streamedapproach for students in Year 7who arevulnerable or who have significant learningneeds. These students are identified as a result ofclose collaborationwith the School’s feederprimary schools. The School also offers a LEAPgroup in Year 8, aimed at enabling pupils workingjust below the expected threshold level to quicklyprogress towards this level. In Year 9 aNurturegroup has been established to offer an alternativeprogression pathway for students for whom thetraditional curriculum, for a variety of reasons,may not be appropriate. Courses startedwithinthis group in Year 9 can lead to GCSEqualifications during Years 10 and 11 if the pupildecided to continuewith this curriculumoption.

At both Lower and Upper School, there is earlymorning support, in the form of a BreakfastClub, for students with special educationalneeds who require assistance with homework,coursework, reading and revision. The ‘Hub’also exists, on the Upper site, to support pupilswho are experiencing difficulty in keeping up-to-date with coursework deadlines. Pupils aregenerally referred here by their class teachers.

The knowledge, views and experience ofparents are vital. Effective assessment andprovision will be secured where there is thegreatest possible degree of partnershipbetween parents and their children and schools,the Local Authority and other agencies.

Student Support OfficersStudent Support Officerswill workwith individualstudentswho have specific barriers to learning.Students are referred to Student Support Officersby YearMangers and Phase Leaders. Support isaimed to encourage each student towardspositive self-development which identifies bothshort-termand long-term solutions to theirproblems/issues. The Student Support Officerswork in partnershipwith teaching staff, outsideagencies, parents and carers to help studentsaddress their barriers to learning.

The ‘Hub’Key Stage 4 Students have provision here tosupport them in achieving their target gradesor additional qualifications, where theymay befalling short.

The ‘Hub’ is staffed by three academicmentorswho offer in-class support and also provide awithdrawal facility for 1:1 tuition.

English as an AdditionalLanguage (EAL)Wehave a significant number of students at HallCross for whomEnglish is a second or otherlanguage and there are dedicated bases at LowerandUpper School where students can improvetheir English by studying in a small group, and byworking on a useful computer programme.

The EAL staff offer in-class support andpastoral help where needed – especially whenstudents are new to the school. They encouragethe students to complete homework tasks andcoursework by running sessions at lunchtimeand after school and generally help them toaccess the curriculum.

Some students who come into the School ata later stage can be entered for alternativeEnglish tests which give them a certificate ofcompetence at different levels of English andwhich can then be carried with them tofurther study.

Global CommunityThe School has formal links with secondaryschools in India and South Africa and isdeveloping an e-twinning programmewithEuropean schools.

Inclusion

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Careers EducationThemain aims of the careers programme inschool are as follows:

� to promote the development ofthe individual;

� to extend each student’s thinking abouteducation and vocational opportunities;

� to prepare students tomake consideredchoices;

� to help students consider the adult worldand the part theymight play in it;

� to help students develop the skills andunderstanding which they will need, toachieve as smooth a transition as possiblefromHall Cross to the next stage in theireducation or career.

Students receive a programme of advice andguidance throughout their years in school.In Year 9 a day is given over to helping pupilsprepare for choosing their Option subjects.This is then continued through Years 10 and 11with whole days being given over to careerseducation and guidance at the appropriatetime of the year. In the Sixth Form detailedinstructions and guidance are delivered atthe appropriate time to those wishing to enterhigher and further education. Personal advisorsalso give advice and guidance to those who donot wish to enter higher or further education.

The School Careers Library contains a widerange of information on individual careerareas and entry to the various forms of training,further and higher education. Students areencouraged to use this facility which remainsopen throughout the day.

Various school careers information bookletsare issued to students during their progressthrough school.

Close links aremaintained with Connexionswhose representative establishes contact withstudents during Year 9. All students within theSchool can request a careers interviewwhen required.

Complaints aboutthe CurriculumDetails of the complaints procedure relatingto the Curriculum and relatedmatters areavailable from either the School or from theEducation Department, P.O. Box 266, TheCouncil House, College Road, Doncaster.

Pastoral Care at Hall CrossAt Hall Cross we have developed a caring andeffective pastoral systemwhich supports theacademic work of the School and looks afterthe needs and welfare of our students.

The overall purpose of the pastoral systemat Hall Cross is on the one hand, to enablestudents tomake sense of their school life andtake advantage of the opportunities it offers, andon the other hand, by developing personal andsocial skills, to produce considerate and self-confident young people by the time they leaveus. Although a large school, Hall Cross isorganised on a Year system, with a team ofForm Tutors led by two Phase Leaders in eachKey Stage; one for Care and Guidance and onefor Learning and Progress. They are supportedby a Year Manager for each of Years 7 to 11 andone shared by Years 12 and 13.

Form TutorsAlthough all staff are concernedwith the generalwelfare of students as well as their academicachievement, each form group is placed underthe particular care of a Form Tutor. The latter isof great importance within our pastoral systemand is directly concernedwith the day-to-daywelfare, behaviour, attendance and punctualityof all the students in the form.

Phase LeadersThe Form Tutors in each of the Years, as well asbeing responsible for their own forms, are alsopart of a pastoral team led by Key Stage PhaseLeaders and co-ordinated overall by theHead of School. The Phase Leaders areresponsible for the day-to-daymanagement of their particular KeyStage and deal initially withmost of theproblems that may occur. They alsopraise and encourage students both interms of achievement and effort.

Contact withParents and CarersWe value very highly the contact we have withour parents. We feel that most of the problemsandmisunderstandings that may occur can besolved when parents and school workclosely together.

Parents are encouraged to contact the Schoolif they are concerned about the welfare orprogress of their child. In the first instance, theperson to contact is the Form Tutor or tomakean appointment with a Phase Leader if thematter cannot be immediately resolved. If aForm Tutor or Phase Leader is not available,themattermay be referred to the attention ofthe Head of School or an Assistant or DeputyHeadteacher.

Learner EngagementThe role of the EducationWelfare Officer fromLearner Engagement is that of social worker,counsellor and facilitator in an educationalsetting. The EWO is concerned to ensure thatthe emotional, physical and educational needsof the child aremet. LearnerEngagement assists theSchool, family and childin order to enable thechild to receive thefull benefits of theeducationsystem.

GeneralInformation

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Homework RequirementsHomework is set as amatter of school policy toprovide the opportunity for independent studyand, although not excessively heavy in Years 7 -9 (probably two or three subjects per night athalf an hour each), it increases in amount asstudents progress into Years 10 and 11 and thenthe Sixth Form (Years 12 and 13). The demandsof external examination and assessmentcourses are such that homework is essential ifstudents are to do themselves justice. Becauseof changes in assessment brought about byGCSE examinations, homeworkmay wellinvolve continual assignment work ratherthan the traditional set exercises.

Every student is provided with a SchoolPlanner in which to write a brief summary ofthe homework set. This acts as a reference forstudents, parents and the School. It would bemuch appreciated if parents became involvedin their child’s homework commitment by:

� checking that homework has been done;

� checking that the work is completed to ashigh a standard as possible;

� signing the School Planner each week.

Behaviour for LearningStudents are encouraged to develop a positiveattitude to their own learning and to supportthe learning of their peers in the classroom.Students are consulted about their views onhow behaviour is managed and this informationis used to inform school planning. A rewardssystem operates that encourages all aspectsof positive behaviour for learning, includingattendance, and acknowledges achievement atall levels throughout the School. The ClassroomCode of Conduct acts as ameans of achievingconsistency of facilitating learning. Students arereminded by all staff, their Form Tutors and inassemblies about placing the learning needs ofthemselves and others as their main focuswhen in school.

When this commitment is not realised, theSchool operates a tiered level of sanctions,including teacher and department detentionsand a school detention for one hour. Parents areinformed of all detentions after school that arelonger than 15minutes. Students’ conduct andwork ethic may bemonitored by report and in afewmore serious cases, exclusion and SchoolGovernorsmay become involved.

The School strives to work in partnership withstudents, parents and carers to encourage andacknowledge positive behaviour for learning.

DetentionDetention is an integral part of the School’sbehaviour policy. A three tier system is used:-

� An individual teacher can detain students forup to 30minutes.

� Heads of Department and Phase Leaderscan detain for up to 45minutes.

� For themost serious offences there will be aschool detention of one hour.

Parents will be given at least 24 hours notice inwriting for detentions of more than 15minutes.For detentions of less than 15minutes no noticewill be given.

Equal OpportunitiesAs a school we are committed to a policyof equal opportunities for all our studentsregardless of gender, race or disability. Thisincludes equality of opportunity throughout theCurriculum, for example, in subject Optionchoices and careers guidance.

We encourage students to treat everyonewith respect, regardless of their sex, culturalbackground or physical ability and treat ALLharassment very seriously.

Bullying In SchoolAll Bullying is UNACCEPTABLEOurs is a school that unreservedly believes thatevery individual is entitled to repect. ‘Bullying’,however perceived, will be swiftly addressed.Any behaviour that causes hurtful effects,emotionally or physically, to anymember of theSchool community will not be tolerated.

The School has put into practice a number ofstrategies and provisions including; the facilityfor students tomake online reports of instancesof intimidation, support and guidance fromStudent Support Officers and Year Managers,and a wider working relationship with SouthYorkshire Police. The staff will work to ensurethat students will be free from intimidation andwill treat victims of bullying in a supportivemanner.

We recognise the harmful effect on studentperformance which can be occasioned bybullying and are committed to controlling allbullying behaviour.

We will try to help the bully modify his/herbehaviour and create a positive climate whichencourages all, those bullied and those whohave knowledge of bullying, to report theincident. Extreme cases of proven persistentbullyingmay result in permanent exclusionfromHall Cross.

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School Dress - Years 7 – 11� White shirt/blouse – worn with top button

fastened. No polo shirts between Septemberand Easter holidays. After Easter blue poloshirts with the Hall Cross logo can be wornfor the summer term.

� School clip-on tie – worn to cover top buttonand waist button of shirt.

� Navy blue V-necked sweater/sweatshirtwith the Hall Cross logo in red.

� Black trousers/skirt (no jeans, ski pants,leggings or combat trousers) – skirt ofappropriate length, just above the knee.

� Dark socks or dark/flesh coloured tights.

� Black shoes (NO trainers or Ugg boots).

� Dark sensible outdoor coat (no denims orhooded sweatshirts).

School uniform embroidered with the Schoollogo is available to purchase in school.

Sports KitBoys’ P.E.Indoor Activities/AthleticsPlain or logo white polo shirtPlain or logo navy blue/black shortsTraining shoes - white socksSwimming - navy blue or black trunks

Outdoor ActivitiesMaroon/white rugby shirtPlain or logo navy blue/black shortsor plain navy/black jogging bottomsMaroon socks

Girls’ P.E.Indoor Activities/AthleticsPlain or logo white polo shirtPlain or logo navy blue/black shortsTraining shoes - white socksSwimming - predominantly navy or black onepiece swimsuit

Outdoor ActivitiesPlain or logomaroon sweatshirt ormaroon/white rugby shirtPlain or logo navy blue/black shorts or plainnavy/black jogging bottomsMaroon socks

KS3 sports kit canbe purchased fromthe Lower SchoolOffice.

(In Key Stage 4plain navysportswearmaybe worn. Thisincludes polo shirt,overtop or sweatshirtand rain jacket. Itemswith a school logoincluding white/navy poloshirts and navy hoodedsweatshirts are optional andcan be purchased from the Upper School.)

It is highly recommended that students buyand use shin pads and a gum guard for use incontact activities such as rugby and hockey.

PLEASE ENSURE ALL YOUR CHILD’SEQUIPMENT IS CLEARLY NAMED.

Attendance Figures –01/09/10– 08/04/11Number of students ofcompulsory school age onthe roll for at least one session 1626

Number of students sessions 408271

Number of authorised absences 25089

Number of students with atleast one authorised absence 1491

Number of unauthorised absences 6731

Number of students with atleast one unauthorised absence 493

Percentage attendance 92.2%

Percentage authorised absences 6.2%

Percentage unauthorised absences 1.7%

Assessment,Examinations and RecordsCourse AssessmentMarks or grades are given for class work andhomework and students whose work reflects ahigh standard of achievement or effort, may beawarded a teacher’s Commendation Certificate.Course assessment also plays a significant partinmany of the examinations in Years 10 and 11and in some cases, at Sixth Form level.

External ExaminationsYears 10 and 11 will have external examinationsin May and June. Years 12 and 13 will havemodule external examinations in January,May and June.

Precise dates of these and any internalassessments and examinations will be sent toparents at appropriate times during the year.

Annual ReportsAnnual Reports are usually sent to parents,via students, on the following occasions:

Year 7 JuneYear 8 MarchYear 9 DecemberYear 10 MarchYear 11 NovemberYear 12 AprilYear 13 November

Precise dates of publication of these AnnualReports will be sent to parents at appropriatetimes during the year.

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We feel that extra-curricular activities play animportant part in the life of the School and whatis offered reflects as far as possible the skillsand interests of the students. Thus, someactivitiesmay become less popular and othernew onesmay take their place. However, we doexpect students to take advantage of what isoffered and play an active part in the corporatelife of the School.

It is not possible to list all the activities and,of course, many visits, trips and courses arearranged during the school year as theopportunity or need arises.

SportOur sporting record for both boys and girls isexcellent, with representation at local, regionaland national levels. We expect students to givea regular commitment to teams and practicesand tomaintain high standards of conduct andappearance in whatever sport they participate.As well as providing sports where studentscompete against other schools locally,regionally and nationally, we also cater forthe recreational performer both in team andindividual activities.

Sports offered are:-athletics, badminton, basketball, canoeing,cricket, football, hockey, lifesaving, netball,rounders, rugby, swimming, tennis,trampolining, volleyball and watermovement.

When the School takes part in outdoor activitieswe adhere to LA and national guidelines.

In all of these ventures, we are fortunate to havethe use of two school minibuses to reduce theotherwise very high costs of public transport.

The Duke ofEdinburgh’s AwardDuke of Edinburgh is an award scheme thatallows Key Stage 4 and 5 pupils at Hall Crossto help people or the community, get fitter,develop skills and become self-sufficient onexpedition. The award recognises activities thatour students are already pursuing from peer

mentoring, representing the school in a sport ordrama production to life guarding andmusic;while also encouraging them to develop a newskill or talent.

It is possible to do programmes at three levelswhich lead to a Bronze, Silver or Gold Duke ofEdinburgh’s Award. Each involves an expeditionof either two, three or four days during which 4-7 pupils build teamwork and engage in routeplanning, camping, cooking and navigation.The expedition locations are the Peak District,the Yorkshire Dales and at Gold level, Norway.

Performing ArtsThe Performing Arts Department is made up ofMusic, Dance and Drama and is a thriving andgrowing aspect of school life with examinationcourses as an ever popular choice. We have wellequipped facilities at both Lower and UpperSchool sites and the recent investments anddevelopment are further enhancing the workthat we do.

All students experienceMusic and Drama atKey Stage 3 and there are a range of courses tochoose from at Key Stage 4 and 5.

Students are strongly encouraged to take part inthe number of activities and groups that are runwithin the Department such as the variousinstrument, dance and drama groups. Throughthese groups there are various opportunities toperform both in and out of school.

We also offer a range of trips to variousconcerts and performances for all of ourPerforming Arts students. Each Year groupand course will have representatives on thePerforming Arts Council who will help toinfluence the work that we do as a Department.

MusicWe offer instrument lessons to all Year groupsin conjunction with theMusic Centre and theseare heavily subsidised, with the School askingfor only a proportion of the actual costs fromparents. All we ask in return is that thesestudents take part in one of the ensemblegroups and contribute to the performanceevenings.

We currently offer GCSE and A level Music atHall Cross and we have recording and computerfacilities to aid the students in achieving theirbest on these courses. Again, it is expected thatthose students studyingMusic take part in thewider life of the Department which in turn willhelp them achieve their full potential throughbroadening their music experience.

DanceWe offer GCSE and A level Dance. We have aspecialist Dance studio with sprung floor andmirrors. Students are encouraged to participatein extra-curricular dance groups, visits andsubmit work for the annual Dance Showcase.

DramaWe offer GCSE Drama and A level TheatreStudies and students are very successful onthese courses. We have recently had the studiosat both sites developed and we have a newrehearsal studio at Upper School. Students arevery committed to the Department and theirinvolvement has helped shape a new vision forthis aspect of the Performing Arts.

In addition to the above pure courses, we alsooffer Applied GCSE and A Level courses inPerforming Arts. These are combineddiscipline courses.

Once again, students are encouraged totake part in the extra-curricular work of ourDepartment and to submit and direct work forthe student run Performing Arts Showcaseevenings.

ClubsOther clubs and societies cater for interestssuch as art, ICT, science, Christian Study,books, films and board games.

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17Notes

Key Policy Summary

Attendance PolicyThe aim of this policy is to raise levels ofachievement by ensuring the highest possiblelevels of attendance, punctuality andinvolvement in the school.

Behaviour PolicyHall Cross encouragesmutual respect andaims to provide pupils with an environment inwhich they feel safe and valued as individuals.It has a clear structure of expected standardsof behaviour, enhanced by a positive attitude todiscipline. We believe that effective educationis achieved when school and homework inpartnership through a developing relationshipof respect, openness and understanding.

Charging PolicyThis policy informs staff and parents aboutcharging for school activities. It conforms toguidance included in the Fair Funding Schemefor Financing Schools and the Guide to the Lawfor School Governors.

Child Protection PolicyHall Cross fully recognises the responsibility ithas under section 175 of the Education Act 2002to have arrangements about safeguarding andpromoting the welfare of children. This policysets out how the school’s Governing Bodydischarges its statutory responsibilities relatingto safeguarding and promoting the welfare ofchildren who are pupils at the school.

Curriculum PolicyThe curriculum is the whole experience ofthe student in the school and is the vehiclefor achieving the aims of the school. Thecurriculummust be: broad, balanced andrelevant; differentiated; coherent; organised;progressive; active and empowering; selfmonitoring, evaluated and reviewed.

Disabled Accessand Facilities PolicyThis policy states that whilst on either of theHall Cross sites; people with a disability havethe right to expect to be treated no lessfavorably than anyone else; wheelchair usersshould not be required to negotiate steps;people with a disability should be able to passthrough doorways easily and that people witha disability have the right to expect the samelevels of service as anyone else.

e-Safety PolicyThis policy has been written by the School,building on the Doncaster e-Safety Policy andgovernment guidance. It is part of the SchoolDevelopment Plan and relates to other policiesincluding those for ICT, Behaviour for Learning,Bullying and Child Protection.

Equal Opportunities PolicyOur aim is to be a school which provides anatmosphere for learning based on equalopportunities for all and which incorporates themulti-cultural nature of the school and society.

Examinations PolicyThe purpose of the exam policy is to ensurethat the planning andmanagement of exams isconducted efficiently and in the best interest ofcandidates; and the operation of an efficientexam systemwith clear guidelines for allrelevant staff.

Extended Schools PolicyHall Cross, in line with government policy,through the Extended Schools initiative aimsto provide a range of services and activities,often beyond the school day, to helpmeet theneeds of children, their families and the widercommunity. This will embrace the ‘Every ChildMatters’ agenda and have as its focus theraising of attainment/standards at Hall Crossby engaging all the stakeholders positively inlearning.

Governors’ Visits PolicyEvery Governing Body has a statutoryresponsibility to establish andmonitor itsschool’s policies and evaluate the effectivenessof the school and its curriculum. Governorsare also held to account for their own school’sperformance; one of the best andmost effectiveways in which a Governor can get to know abouttheir school is to visit during the school day andsee it at work, talking to staff and pupils andfinding out what happens in the school andthe classrooms.

Health and Safety PolicyThe aim of the Governing Body is to providea safe and healthy working and learningenvironment for staff, pupils and visitors.It believes that the prevention of accidents,injury or loss is essential to the efficientoperation of the school and is part of thegood education of its pupils.

Racial Equality PolicyHall Cross is proud of themulti-ethnicnature of the school. We value and respect theresulting diversity of culture and languages.Hall Cross values every individual. We supportthe right of everyone to learn, work and live in ajust community and to be treated with respect.All forms of racism and racist behaviour areunacceptable to us. We aim to work to eliminateunlawful racial discrimination, and to promoteequal opportunities and good race relations.Hall Cross has a vital role to play in preparingyoung people for life in Britain’s diverse andmulti-ethnic society.

Religious Education PolicyThe Education Reform Act 1998 (ERA) statesthat, among other things, the school curriculumshould promote the ‘spiritual’, moral (and)cultural development of students. ReligiousEducation is a statutory part of the basiccurriculum. Unlike the subjects of theNational Curriculum, Religious Education isadministered at a local rather than nationallevel through an agreed syllabus. All maintainedschoolsmust provide Religious Education forall students. This includes students in theSixth Form.

Sex & RelationshipEducation PolicyHall Cross believes that SRE is best taught aspart of Personal, Social and Health Education(PSHE). The PSHE programme goes beyondNational Curriculum Science and seeks topromote the spiritual, moral, cultural, mentaland physical development of pupils, as well aspreparing pupils for the opportunities,responsibilities and experiences of adult life.The programme incorporates themajor strandsof the National Healthy Schools Standard.

Substance Useand Misuse PolicyThis policy seeks to highlight key issuesconcerning drug education within Hall Crossas well as to address the strategies used inthemanagement of drug-related incidents.

Hall Cross policies are approved by theGoverning Body and are reviewed on an annualthrough to tri-annual basis, dependent uponstatutory requirements. In addition, Hall Crosshas adopted LA policies covering amongstothers: admissions guidance, complaintsprocedure, exclusion, staff code of conductand whistleblowing.

Additional NotesThe information in this prospectus is correctat the time of publication.

It should not be assumed that there willbe no change affecting either the relevantarrangements of some particular mattercontained therein before the start, or duringthe school year, or in relation to subsequentschool years.

Further, more detailed information aboutthe admissions process can be found in theAdmission to Schools Booklets; availablefrom the School or the Local Authority.

All documents relating to the Education ReformAct can be seen or obtained from the School orthe Local Authority.

Up-to-date information about the School,copies of policies and ourmost recentinspection report can be accessed via theSchool website.

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Hall Cross is a community comprehensive schoolwith Specialist School Status in Science andMathematics for students aged 11 to 18 years.

Addresses and Contact Numbers

The Upper SchoolHall Cross, Thorne Road,Doncaster DN1 2HYTel: 01302 320626Fax: 01302 322190

The Lower SchoolHall Cross,St. Michael’s Road, Bessacarr,Doncaster DN4 5LUTel: 01302 535559Fax: 01302 533960

Email: hxadmin@hallcross.doncaster.sch.ukWebsite: www.hallcross@doncaster.sch.uk

HeadteacherPippa Dodgshon

Deputy HeadteacherGordonWatts

DirectorChildren and YoungPeople’s ServicesMr C. PrattP.O. Box 266The Council HouseDoncasterTel: 01302 734444

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