MONTSAYE ACADEMY Greening Road Rothwell NN14 6BB Telephone: 01536 418844 Facsimile: 01536 418282 Academy Website: www.montsaye.northants.sch.uk

PRINCIPAL

Mr J Cumming

CHAIR OF GOVERNORS

Mr R Emery

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Montsaye Academy is a maintained, co-educational comprehensive, catering for pupils in the 11 - 18 age range, and also has a thriving community sports centre.

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MONTSAYE ACADEMY AIMS Education in Partnership: Montsaye Academy regards education as a lifelong process and aims to provide high quality teaching and effective learning for all its students. High standards of behaviour and achievement, in its widest sense, are encouraged. We aim to help students to achieve their full potential, to develop the skills necessary for their varied futures, and to become good citizens able to take an active role in a democratic society. We wish to create a positive and caring environment in which there exists a mutual respect between all parties.

The academy will strive to provide all students with: Teaching and Learning  a broad, balanced and stimulating curriculum in a friendly atmosphere conducive to effective learning  stimulating teaching and learning styles which enable them to achieve their potential  support structures that allow them to develop the varied skills and attributes which will equip them for the future, enabling them to make a positive contribution to the community and to society  opportunities for the highest standards of achievement and to celebrate that achievement

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Student Guidance  a well ordered, safe and caring environment where students feel valued as individuals  the opportunity to take responsibility for their own learning and behaviour  the opportunity to work co-operatively, respecting each other, adults and their environment  an environment where learning is valued by all partners  opportunities to play an active role in the local, national and, where possible, international community The academy will also strive to: Community  help students to understand their place in the local community and their responsibilities to that community  involve the academy fully in the wider community and make it a focus for lifelong learning  promote and extend the academy’s international links Relationships  maintain and further develop professional working relationships  create an effective partnership with parents and other stakeholders  work within a framework of equal opportunity and respect for all  encourage an awareness and appreciation of cultural and religious diversity and gender issues Professional Development  facilitate high quality professional development for all staff Resources and Accommodation  provide effective and efficient administration and use of resources  provide an environment conducive to working and learning

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THE MOVE TO MONTSAYE The closest curricular and pastoral links are maintained with all the primary schools that send students to Montsaye Academy. Regular meetings take place to ensure that the move from the primary school to Montsaye Academy is as productive as possible. A complete day is set aside in the summer for your child to visit Montsaye Academy along with all the other students who will be starting in September. This provides them with a range of experiences in preparation for their education at Montsaye and starts to alleviate some of the anxiety which is associated with such a major change. There is an open evening for parents and students in the summer term. These arrangements seek to ensure that every child looks forward to starting at Montsaye. ADMISSION CRITERIA 2017 Places will be allocated to pupils who have a statement of SEND that names the school as appropriate provision. When there are more applications for places than there are places available, priority will be given in the following order: (i) Children in public care (looked after children) (ii) Pupils who live in the linked area associated with the school. i.e. Arthingworth, Ashley, Barford, Brampton Ash, Braybrooke, Desborough, Dingley, Draughton, Faxton, Glendon, Hanging Houghton, Harrington, Lamport, Loddington, Mawsley, Maidwell, Orton, Pipewell, Rothwell, Rushton, Stoke Albany, Sutton Bassett, Thorpe Malsor, Thorpe Underwood, Weston-by-Welland, Wilbarston. (iii) Pupils who will have an older brother or sister continuing at Montsaye Academy at the time of admission of the younger child. This should be made clear on the preference form. (iv) Other pupils Distance Tiebreaker If the admission number is exceeded within criterion (ii) priority will be given to those who live furthest from the nearest alternative school. If the admission number is exceeded within any other criterion, priority will be given to those who live closest to the school. All distances are measured in a straight line from the centre of the child’s home address to the nearest student access point at the Academy using the NCC’s GIS system. CURRICULUM Montsaye provides every student with a broad and balanced curriculum and the academy takes great care to offer a curriculum which is relevant to students of all abilities. Children who are academically gifted and who aim to go on to higher education at university can be sure of expert teaching. Others who have particular learning difficulties will receive appropriate help from a team of staff with responsibility for ensuring that all students make progress and fulfil their potential.

ACADEMY DAY Monday-Friday Registration Period 1 Period 2 Break Period 3 Period 4 Period 5

08.40 – 08.45 08.45 – 09.45 09.45 – 10.45 10.45 – 11.05 11.05 – 12.05 12.05 – 13.05 14.00 – 15.00

Lunch

13.05 - 13.45

Form time/assembly

13.45 - 14.00

The academy expects all its students to be punctual and to be on the premises ten minutes before the start of morning and afternoon of the academy day. HOMEWORK We consider homework a vital part of your child's education. The form teacher will give your child a student organiser. This is an important document in the communications between the academy and you. The organiser contains information about the academy and is used by the student on a daily basis. A homework timetable is issued at the beginning of each year which outlines which homework should be set. We set homework using a Show My Homework system on the school’s VLE so that parents have easy access to it to support their child. Facilities are available at lunchtimes and at the end of the day, in order that students can use academy resources to complete homework. We hope the two systems will encourage students to organise their studies well.

VERTICAL TUTOR GROUPS At Montsaye we think it is very important that all students have the opportunity to fulfil their potential and we encourage all to respect another. Our aim is to foster an acceptance of others and recognition of the unique contribution each person makes to our community. At Montsaye we operate smaller, vertical form groups where three to four students are drawn from each year group thus creating a “family” type atmosphere and enabling staff to work closely with individual children and their families. This is popular with students, parents and staff. Students have told us in surveys that they enjoy being part of a smaller tutor group and mixing with other students of all ages makes them feel they have more friends at the academy. The form tutor will get to know your daughter/son very well and will be there to offer help, support and guidance when it is needed. The tutor will monitor your child and take a keen interest in her/his academic and social development. One of the key aspects of our pastoral system is that all students within a form are mentored throughout the year by their tutor who works with them to review their academic progress using data, books, reports and discussion. Mentoring enables targets to be set in order to ensure future success.

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A meeting for parents is arranged early in the autumn term so parents can meet with form tutors and discuss how their child has settled into the academy. The form tutor plays a key role in your child's education and if at any time you want to discuss progress, please do not hesitate to contact them. The forms are placed in one of our four houses (Flame, Phoenix, Rose, Sword) and a range of inter-house activities and competitions are arranged throughout the year. Each of our Heads of House is experienced in working with students and parents and supporting young people to achieve their potential and enjoy academy life. DEVELOPING RESPONSIBILITY We expect high standards of behaviour based on care and respect for all. As students progress through the academy, Personal, Social and Health Education remains a central feature. The academy places considerable emphasis on encouraging personal responsibility and there is a House Point award system, which recognises the hard work, effort and success of students and encourages them to assume more responsibility for their studies and the general wellbeing of the academy. All students participate in a Leadership Challenge scheme. Recognition and celebration is emphasised rather than punishment, but students face sanctions and are punished, if necessary, including the use of after school detentions. If serious problems do arise, parents and teachers will work closely together at an early stage so that the problems can be resolved together. We also expect students to care for the environment in which they work and to show respect for the school facilities and buildings. BEHAVIOUR The academy provides guidelines for students on what constitutes acceptable and unacceptable behaviour. These expectations are clearly displayed around the academy and can be found in the student handbooks. The academy defines good behaviour as that which promotes respect, courtesy, co-operation and consideration both in the academy and when travelling to and from the academy. They should behave in a similar manner when representing the academy. We have strong behaviour management systems in place to support staff to encourage all students to behave appropriately so that all students can learn and make progress in lessons. If a student behaves badly they will be reminded of the expectations and further poor behaviour will be dealt with using the sanctions procedures. Our behaviour policy is available on the academy website or directly from the academy on request.

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ANTI-BULLYING POLICY We take bullying very seriously at Montsaye and believe that even if only one student is bullied, it is unacceptable. The academy has an established disciplinary structure which will be used. Students are given clear advice on what constitutes bullying and what they should do if they witness bullying or are themselves bullied. They are made aware also that bullying behaviour will not be tolerated in the academy. Parents are always encouraged to contact the academy if they suspect bullying. We are part of a Northamptonshire scheme to promote an understanding amongst young people about appropriate relationships with others. We are committed to minimising the opportunities for bullying and we aim to deal with instances of bullying quickly and firmly. Our anti-bullying policy is available for students on our academy website. WORKING WITH PARENTS Regular contact with parents is an essential part of our partnership to provide effectively for your child's educational and social needs. We issue newsletters and have a reporting/parents’ evening programme to report on your child's progress. We aim to contact you about achievements and concerns at the earliest opportunity. We are happy to see parents at any time but do ask that you ring for an appointment in order that we can ensure the person you wish to see is available. The Vice Principal runs a parents’ drop-in on Wednesday afternoons if parents wish to raise a concern or collect information. MORE ABLE AND TALENTED Every year we admit a number of students who have clearly marked aptitudes. These may be evident in one, or a number of, subject areas or in artistic, linguistic, sporting or other fields. We aim to identify such strengths early and provide activities and opportunities that allow students to develop their talents. A programme of activities is added to the extra curricular timetable. There are also specific events and opportunities throughout the year for different subjects.

EDUCATIONAL SUPPORT Implementation of the Academy’s Policy for Special Educational Needs Implementation of the policy for Special Educational Needs is the responsibility of the whole academy. All adults in the academy share the responsibility for ensuring that the needs of students identified with SEND are met and that they have the same opportunities to be successful in school as all other students, both academically, and more broadly. For many of these students the Educational Support Team will take a lead role. Subject teachers have a responsibility to provide work and a learning environment which allows all students to have access to the curriculum. The Educational Support Team is made up of specialist Special Educational Needs teachers and teaching assistants (TAs). The team is based in the Educational Support Centre. The team provides advice and guidance to teaching and pastoral colleagues in helping to ensure that students with special educational needs are able to participate fully in the curriculum offered by the academy, while taking full account of their individual differences and needs. In many cases the team will

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provide direct support for students in achieving this goal. This support will vary according to the individual needs of the students and may be based within the mainstream classroom or in alternative provision within the academy. In line with the special educational needs Code of Practice, the academy has a named member of the teaching staff who is the Special Needs Co-ordinator (SENCO). That person is Mr P Martin who also acts as Head of the Educational Support Team. Special Educational Needs Admission Arrangements The academy offers places to all students in line with the admissions policy. The academy seeks to ensure that there is a smooth transfer from the primary setting to the secondary setting for those who may be more vulnerable as a result of their special educational needs and/or disabilities. Section 10.2 of the academy’s policy for special educational needs states: “Where there is a concern that a student may experience particular difficulty transferring to Montsaye, discussions with all those involved with the student are undertaken as soon as possible.” and “It is normal practice for a teacher from the academy’s Educational Support Team to attend the Year 6, (and in some cases Year 5) Statement Review of those students intending to transfer to Montsaye.” Where it is felt to be helpful, students with any type of disability and their parents are invited in to the academy during the second half of their Year 6 to build up their confidence, meet members of the inclusion team and to discuss concerns that they might have. These visits are usually arranged so that the initial visit is at a time when the academy is less busy, e.g. after the end of the working day, and then subsequent visits are arranged so that the student can have experience of the academy at busier times. This strategy has been found to be very successful. The academy has full access and full integration into the mainstream curriculum for physical disability. Admissions relating to students with physical disabilities living outside our linked areas are managed through the local authority. The academy has developed a policy and practices that ensure that students with disabilities, whose needs can be met by the academy, are not treated less favourably than other students.

HOME - ACADEMY AGREEMENT We have a home - academy agreement, resulting from consultation with parents, staff and Governors. This explains the responsibilities of the academy, parents and children. All parties are asked to sign the agreement.

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ASSEMBLIES House and year assemblies play an important part in the day to day life of the academy focusing on a range of ethical, moral and religious themes and issues. In addition to staff and students leading assemblies we also have outside speakers. Parents have the legal right to withdraw their child from some aspects of religious education and collective worship. If you wish to do so you should write to the Vice Principal, Miss O’Leary, in the first instance. We suggest that you should discuss your concerns with us before reaching such a decision. A student withdrawn from any of these areas will work on material related to other areas of their studies. RELIGIOUS EDUCATION Religious Education is taught according to the regulations in the Northamptonshire Agreed Syllabus under the subject title Ethics and Philosophy. Montsaye is not affiliated to any particular religious denomination. STUDENT LEADERSHIP Student Voice is an important aspect of the work of student committees/Senior Leadership Team. Two students are selected each year to lead this team. They represent the views of students at meetings with the SLT and governors. Students in each of the houses elect their student leaders annually. There are house councils elected by the student body which meets regularly during the year to consider a wide variety of topics suggested by the students themselves. Many of the recommendations from the council have been adopted; the names of the houses and new uniform are examples of decisions made by the students. There is the opportunity for students of all ages to join the main school committee. ATTENDANCE We believe good attendance is essential and ask parents to place a high value on their child attending the academy. We can only authorise absence from the academy for reasons the law allows. This includes illness and religious observance. It does not include looking after children or adult relatives who are ill, or for shopping. Time off during term time should be avoided and will not be authorised unless in exceptional circumstances. Any holiday during term time will not be authorised. We believe that good patterns and working habits, including regular attendance, are essential to educational success. To help us ensure high attendance, we ask parents/carers to inform us in advance of known absence or to ring the academy in the morning if a student is going to be absent. It is our policy to send a text message to a parent/carer on the first day of absence if we have not heard from you and we ask that you reply immediately. Please update us on a daily basis if the absence continues beyond the first day otherwise we will send subsequent texts. We ask parents to ensure that their children arrive at the academy on time. Students who are late more than a specified number of occasions are expected to attend an academy late detention.

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Admission to the sixth form is based upon success in examinations at the end of Year 11 and a commitment to hard work. Detailed entry requirements are available in the sixth form brochure published each year. Please note, transport to the academy is not funded by the local authority at post sixteen level. Students have to purchase a bus pass or make alternative arrangements. ACADEMY DRESS The academy expects all students in Years 7 to 11 to wear the academy uniform, which is smart, reasonably priced, practical and easy to maintain. We ask all students to wear the academy uniform in the expectation that they will be proud to wear it and proud to be recognised as part of the Montsaye community. Make-up should not be used in the lower school and used moderately in the upper school. Jewellery should be kept to a minimum. One pair of “stud” type earrings and a watch is acceptable. All other types of body piercing are strictly forbidden. We have a separate PE kit which all students are expected to use and which is different to the academy uniform. A detailed list of what is required for academy dress will be provided in the “Welcome to Montsaye” pack which is issued in the summer term. This includes information on how to order particular items. Sixth form students are not expected to wear academy uniform but are asked to dress in a manner that does not cause offence and is practical in a working environment. LUNCHTIMES Students are expected to stay on site during lunchtimes and have access to an excellent quality of food in one our academy dining halls, where they can eat a packed lunch or purchase food cooked and prepared on academy premises. We operate a system of cashless catering at Montsaye, which ensures students do not need to bring large quantities of money into the academy with them. Instead, their finger is scanned and an electronic record of their payment is processed. Once students have eaten their lunch, they can stay in the dining hall and chat to their friends, or participate in some of the many lunch time activities provided by their teachers.

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EXTRA CURRICULAR PROVISION The academy publishes a termly extra curricular timetable which has a wide range of activities from sports clubs to academic support. We encourage students to use these opportunities to broaden their experiences and support their own learning. EXAMINATION RESULTS “Relationships between staff and students are good and teachers plan and teach lessons that deepen students’ knowledge and understanding. They have high expectations of what students can achieve and work hard to raise the ambitions of students and instil them with self-confidence. Students know this and value the hard work of their teachers.” “The academy is justly proud of the good work it does in raising student ambitions and self-confidence. Expectations of students are high…” (Ofsted April 2013) Key Stage 4: In 2016:  54% of students in Year 11 achieved the basics measure of a grade A*-C in both English and mathematics;  there has been a significant improvement in both the attainment of students and the progress they have made;  15% of students achieved the Ebacc suite of qualifications. “This year – as a result of the hard work of both students and staff – we have seen a 15% increase in the percentage of students achieving A*-C in both English and mathematics. Early indications would suggest that we have done well on the new Progress 8 measure of success, which judges a school across a broader range of subjects, and this is great outcome for the students and the school. We are also pleased to have seen over 90% of entries in the three sciences result in students achieving at A*-C. There has been particularly strong achievement this year in English Language, biology, physics, chemistry, dance, music and ICT” Jason Cumming, Principal The outcomes for last year’s Year 11 are the result of the good quality teaching and learning across the curriculum and of highly effective pupil tracking. These two key areas of the academy’s work combine to ensure that every student is able to achieve their best, experiencing good quality first teaching of the curriculum and effective intervention strategies to address any areas of concern. Through effective personalisation of the curriculum we are able to ensure that an increasingly high percentage of students achieve the minimum expectation of five good GCSE grades.

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Key Stage 5: Results in Key Stage 5 were very strong in 2016.  24.3% of entries resulted in an A* or A grade;  42.6% of entries were awarded one of the top grades A* to B;  7 students of the 61 in the year group have accepted places at Russell Group universities. “Results were particularly good in English literature and sociology, with students achieving 7 A* grades in these subjects. Progress in both biology and business studies was excellent. “The improvement across the board, either in terms of attainment or progress, is a real testament to the hard work of the students, the staff who taught them and the parents who kept them on track. These results show the best of what can happen when school and home work together to support students to achieve their best.” Jason Cumming, Principal

FURTHER INFORMATION Copies of the syllabuses and schemes of work at Montsaye can be seen at the academy, as can the subject details of the national curriculum. Please contact the academy so that the appropriate arrangements can be made. Please contact the academy office (01536 418844) if you would like further information at this stage. A parent handbook is distributed to all parents prior to their daughter/son joining us and also contains information about day-to day matters at the academy. A curriculum guide is also provided. Please note that the information in this guide is correct at the time of printing but may be subject to change.