Departments

  • Mrs E Fox – Director of English.

    The English department at Philips High School is a hardworking and successful department. Year on year our results just keep getting better and that is due to the dedication of the English team and the hard work and commitment of the children!

    We are a dynamic and enthusiastic department, full of creative ideas that make learning fun for our pupils. Pupils can be involved in a range of fun, inventive and challenging activities. These include: working on creative ideas on the interactive whiteboards, creating power point presentations in our ICT suites, recording podcasts to help with revision and meeting famous poets and authors. We also have a wide range of brand new and up-to-date novels that are sure to engage pupils of all ages and abilities.

    Extra-curricular activities regularly take place in the English department at Philips High School. Pupils can attend a weekly Scrabble club, a reading club and our Debating Society. We also visit the theatre to see live performances as well as invite theatre companies into school.  Pupils have recently visited the theatre to see productions of Blood Brothers and To Kill a Mocking Bird.  We are sure that your child will enjoy and achieve through their involvement in our interactive, fun and educational lessons. The English department at Philips High School is a great place to learn and encourage the development of confident and articulate young adults.

    We are dedicated to developing literacy across the curriculum and work closely with other departments on cross curricular skills.  Year 7 pupils have recently taken part in a Literacy Drop Down Day where they created diaries, letters, newspaper articles and autobiographies based on the stimulus of a hurricane hitting our local town, the life of Buddha and the study of Pompeii.

  • Mrs A Thompson – Director of Maths.

     

    We aim to provide the best possible environment for the learning and teaching of Mathematics so that all pupils may achieve at the highest level accessible to them. The Mathematics department at Philips High School is an experienced and creative department that is committed to providing interesting and challenging lessons for pupils.

    Resources within the department are both engaging and challenging; each Mathematics classroom has an interactive whiteboard and a set of laptops are available for use within the department Moreover, the department subscribes to MyMaths and Active Maths annually so that pupils and teachers may use the resources on these sites, at home as well as in school.

    In addition to the excellent classroom-based learning opportunities, there are many enrichment activities available to pupils at Key Stage 3 and 4. For example: Maths in Motion; ProShare Stock Market Competition; UK Maths Challenge; Schools Fantasy Football League; Chess Club; and Maths Mentoring for Year 7 pupils. We believe that by providing extra-curricular activities it not only enhances pupils’ enjoyment of Mathematics, but also improves their level of achievement.


    A sound understanding of Mathematics prepares pupils for the world beyond education and we believe that the Maths department at Philips High fully prepares pupils whilst involving them in a range of fun, interactive and creative lessons.

    Link to Cars – Maths in Motion

  • Mrs J Potts – Director of Science.

    The science department consists of seven teachers and two laboratory technicians. Science teaching takes place in six very well-equipped laboratories. These all contain interactive whiteboards and we have access to laptops and computer suites to complement our teaching and learning.

    As a successful department we aim:

    • To make science fun, visually exciting and active.
    • To support “how science works”, to raise engagement in lessons and to help with progression to GCSE.
    • To develop the pupils scientific skills and personalised learning and thinking skills (PLTS).
    • To focus on personalisation allowing each pupil to reach their potential.
    • To use assessment for learning techniques to support and motivate individual learners.
    • To build children’s self-confidence to enable them to work independently and develop their social skills to work co-operatively with others.
    Key Stage 3

    The Science department delivers the new KS3 programme of study through an investigative approach using an integrated science course covering the key concepts, key processes, curriculum opportunities, range and content.

    Some of the topics covered include:

    • Biology, Cells to organ systems; Ecology; Classification; Inheritance and Micro-organisms.
    • Chemistry, including: Acids and Alkalis; Particles; Elements; Chemical reactions and Compounds.
    • Physics: Electricity and Magnetism; Forces and Motion; Light and Sound; the Earth and Beyond; Energy Resources and Energy Transfer.
    Key Stage 4

    Students have five lessons of Science per week. At Philips High we offer both traditional academic science GCSE’s and vocational courses to our pupils.

    Courses available include:

    • Edexcel GCSE Science
    • Edexcel GCSE Additional Science
    • Edxcel GCSE Biology, Chemistry, and Physics (Triple award science).
    • BTEC L2 Principles of Applied Science
    • BTEC L2 Application of Science

    Here are a few Youtube Video Lesson’s that can be used for revision.

    2013 Best ever results for science
    100% of all our pupils gained at least two GCSE’s (or equivalent) grade C or above.

    Last year’s cohort achieved fantastic results. All of our pupils left Philips High School with at least two science qualifications grade C or above.

    Summary of results
    100% of our pupils achieved at least a grade C in GCSE Science
    100% of our pupils achieved at least a grade C in GCSE Additional Science
    100% of our pupils achieved at least a grade B in GCSE Biology
    100% of our pupils achieved at least a grade B in GCSE Chemistry
    100% of our pupils achieved at least a grade B in GCSE Physics
    100% of our pupils achieved at least a grade C in BTEC L2 Applied Science

    Triple Science Results
    At Philips High School we are proud to offer the challenge of studying the separate sciences. I am delighted to say our pupils achieved outstanding results.
    88% of pupils entered gained at least one A/A* in their triple science GCSEs
    85% of pupils entered gained at least two A/A* in their triple science GCSEs
    58% of pupils entered gained three A/A* in their triple science GCSEs

  • Mrs J Smith – Director of I.C.T.

    ict_dept

    In years 7, 8 and 9 pupils have timetabled lessons in ICT during which time they follow a curriculum which encompasses topics such as e-safety; game design; web authoring (using HTML and CSS); animation; robotics; podcasting and app development.

    In years 10 and 11, pupils may opt to study GCSE ICT or GCSE in Computing.

    GCSE ICT involves the pupils in exploring how digital technology impacts on the lives of individuals, organisations and society. Students learn about current and emerging digital technologies and the issues raised by their use in a range of contexts (learning and earning, leisure, shopping and money management, health and well-being, on the move). They develop awareness of the risks that are inherent in using ICT and the features of safe, secure and responsible practice. In addition students broaden and enhance their ICT skills and capability. They work with a range of digital tools and techniques to produce effective ICT solutions in a range of contexts.

    GCSE in Computing involves pupils in developing their understanding of current and emerging technologies, understanding of how they work and apply this knowledge and understanding in a range of contexts. In addition they acquire and apply a knowledge, some technical skills and an understanding of the use of algorithms in computer programs to solve problems using programming.

    Facilities:

    Over 400 networked computers throughout the school (over 100 of which are wireless laptops)

    • 4 Main ICT Teaching rooms with 85 networked computers, plus:
    • 1 ICT Suite with 64 networked computers.
    • 1 ICT Suite with 19 networked computers (both suites are bookable by different subject areas).
    • ICT facilities within specific subject areas.
    Clubs:

    The computer facilities are available for use every lunch time and after school for pupils to work on school work. Regular clubs include:

    • Game Design / Programming Club.
    • DJ Club.
    • Apps Development Club.

    The IT Team

    Find News and updates at our ICT BLOG Page.
  • Mr J Anderson – Director of Geography.

    Geography is a popular subject at Philips High School with a healthy uptake at GCSE. Our aim is to broaden the horizons of our pupils and improve their knowledge and understanding of our world.  We encourage pupils to learn about their local and global environments and to develop an understanding of other cultures and way of life different to their own and hopefully combat any stereotypes they may have. We encourage pupils to be inquisitive thinkers and ask questions about their role in our society.
    To do this at Key stage 3, we study topics about Fantastic Places, Adventure Landscapes and Living in Risky Places. We study the geography of fashion and sport and aim to develop positive images of Africa.

    At key Stage 4 we follow AQA Syllabus B.

    To help pupils gain a better understanding of their world we have developed links with schools in Ghana and Kenya. Our longest partnership is with Sumiyoshi High School in Japan and we have visited the school three times with pupils.  In 2008, we won the British Council Gold Award for our work with Sumiyoshi and delivered a workshop to over 100 Japanese Teachers in Tokyo.  Closer to home, we have regular outings to the Lake District, Peak District and Formby.



     

    More photo’s here  or find news and help at our Geography blog page.

  • Director of Art, Miss V Craig with Mrs K Trees & Miss Z James.

    Through the practise of art, students develop their powers of observation, self-discipline and concentration, control of media, manual dexterity, imagination, enjoyment and aesthetic judgement. It is therefore an integral part of general education.

    At Key stage 3, students are taught the basic skills in pencil work, painting techniques, printmaking, textile art; computer aided art and three-dimensional work, together with specialist vocabulary. The core art curriculum focuses on: line; tone; texture; shape; form; pattern; proportion; composition; structure and colour.  Students are encouraged to develop independent learning skills, which can be transferable across the curriculum. At Key Stage 4 students have all the knowledge to build upon to prior learning and confidently develop their own ideas from conception to realisation.

    In keeping with the national curriculum, projects seek to combine investigative and making skills and critical studies. In practical work, students study artists, craftspeople, designers and cultures of both the past and the present.

    The KS3 Art and Design curriculum is as wide, interesting and enjoyable as possible, covering the following themes:-

    Year 7 KATs Year 8 KATs Year 9 KATs
    Can Drawing Artists Style Figure
    Colour Theory Pattern and Letters Giacometti
    Identity Newspaper drawing Architecture Drawing
    Portrait Abstract painting Lino-cut Printing
    Mask Theme Park Group work GCSE project
    Still Life drawing

     

     

    • Each theme builds over the course to cover as many artistic skills and techniques as possible, including basics like mark-making, pencil shading and use of tone in pencil. Pupils learn how to use paint and how to mix, blend and use the theory of colour. There are observational drawing exercises in all three years together with opportunities for three dimensional work, textiles and printmaking.
    • The Art Department runs after school sessions most nights and a dedicated Art club two lunchtimes per week. There is an open door policy for KS4 pupils so they can work at lunchtime on any day of the week. Saturday classes run during the examination period to ensure that everybody has access to materials.
    • At KS4 Art is a popular choice as an option. We offer AQA GCSE Art, Drawing and Painting, Photography, Textiles and Photography. Pupils can choose to specialise straight away or wait until Year 11 to make their choice, using year 10 as a foundation year trying out all of the skills whilst producing coursework.
    • Pupils start with a project on Jars and then produce work based on their own ideas. All pupils must produce a minimum of two pieces of controlled assessments (worth 60% of the overall mark) and a 10 hour controlled test, (worth 40% of the overall mark). Work has been described as imaginative, creative, individual, unique and of a very high standard. The last cohort received 80% A*-C grades.

    Community art School Blogspot

  • Mr D Wallbanks – Director of History.

    History is a popular and successful subject area at Philips High School. Our aim is to encourage students to enjoy studying the past and to enable them to have the skills, knowledge and understanding necessary to achieve success at GCSE. History is a fascinating subject, full of interesting people, places, events and colourful stories about the lives of others before us. Knowing about the past is a rewarding and fruitful study which offers a window on different times and places and where people lived much different lives to our own. History is important because it enables our students to develop students into mature, considerate adults, capable of forming their own opinions and making decisions about their life with surety and understanding. We want students to enjoy finding out about their past so we seek to make full use of modern technology through Internet research, podcasting, blogging and use of interactive teaching materials, giving students modern skills that they can use in their everyday lives.

    History is a vibrant subject that offers a lot of extra-curricular activities for students to enjoy studying the past. Every Thursday at lunchtime the history department runs a popular criminal history club where we study crime, punishment and policing through the ages whilst on Tuesdays we hold a history activities club for year 7 – 9 students where they can work on stained glass designs, create coats of arms and other art and history related tasks.  In addition Mrs Davis runs an after-school club in which our students are creating history themed mosaics for display around school. Every Thursday after school the department hold a workshop for GCSE students to drop in for help with revision, exam technique or to help them complete their work.

    Every Thursday after school the department hold a workshop for GCSE students to drop in for help with revision, exam technique or to help them complete their work. In addition History is a vibrant subject that offers a lot of extra-curricular activities for students to enjoy studying the past. Every Thursday at lunchtime the history department runs a popular criminal history club where we study crime, punishment and policing through the ages whilst on Tuesdays we hold a history activities club for year 7 – 9 students where they can work on stained glass designs, create coats of arms and other art and history related tasks. Mrs Davis runs an after-school club in which our students are creating history themed mosaics for display around school.

    The department runs a number of field work visits during the year, including a recent visit to Beeston Castle, a conference on the Holocaust, a year 11 visit to the Hitler on Trial performance and an excellent visit to the battlefields of the First World War in France and Belgium. We were very proud to have two of our students lay a wreath at the Last Post ceremony at Menin Gate to remember those from the Whitefield and surrounding area who gave up their lives during the Great War. We recently helped to organise a humanities theme day for year 7 students based on the Whitefield conservation area, helping students to discover the history of our community.

    In year 7 students learn about the skills of the historian, finding out how to use evidence to find out about the past before moving on to study the Roman Empire and life in Britain during the Middle Ages.

    During year 8 our students study Britain’s development under the Tudor and Stuart monarchs, assessing whether Henry VIII was a hero or a villain and investigating whether Guy Fawkes was framed for his part in the Gunpowder Plot in 1605. Later on in the year we look at the Industrial Revolution and its’ effects on our area.

    In year 9 we encourage our students to independently investigate important historical events including the murders of Jack the Ripper and the sinking of the Titanic. We also examine how the world of the 21st century has been shaped by the events, people and places of the 20th century, studying the First World War and Home Front in the Second World War.

    At GCSE we study the modular Edexcel Modern World History course. Students complete three different exams on Germany 1918-39, The Cold War 1943-1991 and Britain 1903-1928.

    They also complete a controlled assessment on the war in Vietnam 1954-1975. Each unit is worth 25% of the final exam mark. We run regular revision clubs after school, have a revision blog and give students a full pack of revision materials including a CD of podcasts, presentations and extra notes and exam questions.

  • Design Technology – Go to Foodtech

    Mr G Weilding – Head of Technology

    The  Design Technology Department aims to expose all pupils to a variety of Design and Technology experiences throughout their time in school.

    In Year 7 pupils tackle a number of practical projects, working individually and in groups to design creative solutions to particular problems. Pupils become proficient in the use of Computer-Aided Design (CAD) in 2D and 3D – the Department has a fully-equipped CAD suite featuring, a Laser Cutter and vinyl cutter machine.

    The designs are manufactured in our superbly-equipped workshops and pupils learn how to safely and skilfully use a range of workshop machines and hand tools. In Year 8 electronic components are used to bring a project to life and pupils learn how to solder. Pupils also design and make a modern plastic product using the technique of laser cutting and heat shaping of acrylic. In Year 9, pupils examine how mechanisms can create motion in products. 3D CAD is used to model a moving mechanism which is then manufactured using a range of parts. Smart Materials, which are already revolutionising the way designers work, are studied.  Finally, pupils are challenged to design their own contemporary, architectural product from scratch. This is a very rewarding exercise which brings together all the designing and modelling skills acquired up to this point.

    Pupils may opt to study the subject to GCSE, following the AQA Product Design course. This exciting course helps pupils become knowledgeable and critical users of products and to think creatively to produce designs showing imagination and innovation.. Pupils are required to design and make their own brand new product – a tremendous opportunity to let their creativity and ingenuity run wild.


    Food Technology

    Mrs T. Sheppard – Food, Textiles and Child Developement.

    All pupils take part in Food and Textiles in Years 7, 8 and 9. In Years 10 and 11 Food, Textiles and Child Development G.C.S.E.s are optional, with many pupils studying one or more and gaining a most useful and practical qualification.

    YEAR 7, 8 and 9 Food

    In Year 7 the pupils start to learn a variety of basic skills. A typical first lesson would involve fruit or vegetable preparation but by week 7 or 8 they will have mastered control of the cooker and be making a food product with a sauce, pasta, rice, meat, vegetables and a garnish. They cook every week.

    In Year 8 the pupils enjoy using food processors, burger presses, microwaves, electric whisks and woks to make eight exciting products. The pupils begin to consider the nutritive value of food and The Balanced Plate. Again the pupils cook every week.

    In Year 9 the pupils are starting to follow full recipes such as from the chef Jamie Oliver. They make breads, meat dishes, pies, sauces, and desserts. The pupils begin to consider social, moral and ethical issues such as Food Miles, Fair Trade and Animal Welfare. As in Year 7 and 8, they cook every week.

    As the pupils progress each week their design skills are also tested and they are given NC levels every other week for this.

    YEAR 10 and 11 Food

    GCSE Food is a very popular course. In Year 10 pupils work on improving their cookery skills for the first 2 terms. Cakes, pastries, breads, meat/vegetarian dishes are selected for the level of skill and appropriateness for the meal and user.

    There is greater emphasis on nutrition, cost of food, social, moral and ethical issues.

    Coursework is started in the final term in Year10 and is completed in Year 11.

    Our current coursework is titled The Great British Bake.

    The results are always high and for many pupils it is their favourite GCSE.

    YEAR 7, 8 AND 9 Textiles

    In Year 7 the pupils learn to use basic sewing equipment and the sewing machine. They investigate the work of the artist Kandinsky. They use various decorative techniques to make a wall hanging which can be made into a wash bag if there is sufficient time.

    In Year 8 pupils start to use computerised sewing machines. They make purses, pencil cases, mobile phone holders and use a variety of equipment.

    By Year 9 the pupils are skilled enough to design and make cushions. A variety of decorative techniques are available but the computerised sewing machine is always very popular. They add zips, buttons, and recycled decorations to complete an original product.

    Child Development GCSE

    This is a very popular GCSE which is always over-subscribed to. The pupils study the development of a child from conception to the age of four. Students taking Child Development can look forward to an exciting opportunity to learn more about:

    Parenthood:The family, Planning for a family, Preparing for the baby, Provision of a safe environment, Pregnancy:  Reproduction, Pre-conceptual care, Preparation for the birth, Labour and birth, Newborn baby, Postnatal care.

    Diet, health and care of the child: A healthy diet, Feeding a baby, Weaning, Feeding the young child, Food related problems, Child care, Child health.

    Development of the child: Physical development, Intellectual development, Social and emotional development, Learning and play

    Support for the parent and child: Types of support available, Child care provision, Educational and developmental provision

    Pupils complete course work involving a Child Study and Research Tasks

  • Mrs C Suttie – Director of Religious Studies.

    The Religious Studies Department aims to enable students to develop respect for others, explore their own beliefs, build their sense of identity and belonging and consider their responsibilities to themselves and others.

    We also provide all students with high quality learning experiences which will enable them to reach their potential within Religious Studies.

    The department follows the Bury Local Agreed Syllabus at Key Stage 3. 50% of the curriculum is devoted to themes connected to Christianity as required. The remaining 50% is spent looking at themes around the other five world religions – Buddhism, Hinduism, Islam, Judaism and Sikhism.

    Year 7 students currently have 1 or 2 lessons per week (dependent on setting).
    Year 8 students currently have 1 lesson per week whilst Year 9 students have 2 lessons per week.

    What do we learn about?

    Year 7 – Looking for evidence of God; Buddhism; Visiting a place of worship; Islam
    Year 8 – Rites of Passage; Jesus’ incarnation and resurrection; Justice; Sikhism
    Year 9 – Origins of the universe; Beliefs and Values; the Holocaust; Suffering

    Key Stage 4

    Currently all students are working towards a GCSE Full Course qualification. This is started in Year 9 and is very enjoyable!

    Topic areas include –

    Animal Rights; Planet Earth; Prejudice; War and Peace; Early Life

    Matters of Life and Death; Crime and Punishment; Drug abuse; Poverty in the World and the UK

    The Existence of God; Immortality; Miracles; Evil and Suffering; Revelation; Science and Religion

    Visits

     

    Wherever possible, we have arranged visits to religious places so that students can gain a deeper understanding of topics. Visits in the past year have included:

    Central Gurdwara Manchester
    Manchester Buddhist Centre
    Imperial War Museum North
    Whitefield Hebrew Congregation
    All Saints’ Church

    It is hoped that a cross-curricular Key Stage 4 visit to Krakow will be available in the near future. This will be run in conjunction with the History department and will assist with units on the Holocaust, Evil and Suffering and the Existence of God.

  • Mrs E Wightman – Director of Laguages.

    • 75% of the worlds population does not speak any English at all.
    • 94% of employers think that a foreign language skills are important.

    Languages at Philips High School prepares students for tomorrows world, this increases problem solving skills, memory and self esteem.


    At KS3 the majority of pupils study GCSE French or German.

    The lessons are challenging, interactive and enable pupils to encounter cultures different to their own.

    We offer a wide variety of enrichment activities such as trips to the continental markets and residential trips to French and German speaking countries.

  • Mr G Davies – Director of Physical Education

    The Department offers a skill based approach in the following major sports, both during lessons and in extra-curricular time, to all pupils depending on age and sex; Hockey, Football, Netball, Basketball, Rugby, Cross-Country, Track and Field Athletics and Cricket. We also aim to develop expression and creativity through Gymnastics and Dance. It is hoped to engender a positive attitude to a healthy active life throughout all lessons and health related fitness lessons through both KS3 and KS4. In addition senior pupils are offered a variety of minor sports/leisure activities and these include Badminton, Golf, Trampolining, Health Related fitness, Swimming and Aerobics/Dance.

    Competition is a very real element in all Physical Education teaching and thus as a development of the games teaching, we have a strong inter-school fixture list. During the Autumn and Spring terms the school is involved in Boys and Girls Football, Basketball, Rugby, Hockey, Netball and Cross Country fixtures after school during the week. During the summer term there are boys and girls Track and Field Athletics meetings, Cricket matches and Rounders matches. Moreover, the school is successfully involved in various competitions organised by the Bury Schools’ Sports Association and through these many pupils have gone on to gain representative honours. Pupils are also regularly involved in inter-house/form competitions.

    In general the aims of the Department are for improved standards of sportsmanship, awareness of others, care of oneself and other people and above all a genuine desire for, and the enjoyment of participating in physical activity to whatever standard suits the child’s needs. We have now started a Healthy Heart Club for those pupils keen enough to try and improve their personal levels of fitness.

    P.E. is now offered at GCSE level to those pupils interested and despite the demands it places on the pupils both physically and academically it has become increasingly popular. The pupils have achieved consistently successful results.

    Sports winners 2012

     

    Photo Gallery – Olympics 2012
  • Mrs J Dalziel – Director of Music

    ‘Music is a unique form of communication that can change the way pupils feel, think and act. Music forms part of an individual’s identity and positive interaction with music can develop pupils’ competence as learners and increase their self-esteem. Music brings together intellect and feeling and enables personal expression, reflection and emotional development. As an integral part of culture, past and present, music helps pupils understand themselves, relate to others and develop their cultural understanding, forging important links between home, school and the wider world.’ National Curriculum.

    Music is taught throughout the school in line with the National Curriculum. Years 7 to 9 are given opportunities to perform, compose and listen to a wide variety of Music. Pupils have the opportunity to make appropriate use of ICT and develop their understanding of Music from different periods, countries and cultures. At KS4 a number of students each year choose to do study Music to GCSE level.

    Practical skills are developed within the classroom through the use of electronic keyboards and a suite of computer workstations or laptops.
    Instrumental tuition provided by Bury Music Service, means that pupils can receive individual or group lessons on a wide variety of instruments.

    The Music Department currently runs lunchtime and after school sessions most days including choir, senior choir and band. Students of all abilities and ages are encouraged to join in and build their confidence. Pupils are also encouraged to come along and practice at keyboard club.

    Each year a number of formal and informal concerts take place at Philips High School. In previous years these have ranged from solo and ensemble performances at the Christmas and summer concerts, Talent Shows, Celebrations Evening and Open Evening.
    This year we are hoping to stage a Musical. There are lots of fun activities to get involved in whatever your taste in music.

  • Mrs Tachauer – Director of Lifeskills.

    All pupils have a one hour Lifeskills lesson per  week, which consists of a mixture of “Personal, Social and Health Education”,  (sometimes called PSHE) and “Citizenship”. Lifeskills is taught by a variety of  teachers from all the main subject areas.

    PSHE Education aims to help young people deal with the real life issues they face as  they grow up.

    The  issues that PSHE education covers are central to young peoples’ wellbeing:  nutrition and physical activity; drugs, alcohol and tobacco; sex and  relationships; emotional health and wellbeing; safety; careers; work-related  learning; and personal finance.

    Citizenship teaches us to have respect for other national, religious and ethnic identities.  Pupils are encouraged to think about different ideas and opinions, and to take  an interest in social processes both inside and outside school; learning about  rights, responsibilities, laws, justice and democracy.

    In KS3

    Pupils study a specific unit of work per term, and are given the chance to  demonstrate their level of understanding with a Key Assessed Task. There is no  end of year exam.

    In KS4

    Pupils follow the “AQA Certificate in PSHE” at either level 1 or 2 according to  their ability. A level 2 certificate is approximately equal to a B grade GCSE.  This course requires pupils to independently research the various topics, and  then present their findings either as an Essay or in a Booklet  form to an external moderator.

    The  Lifeskills program covers all the statutory and non-statutory requirements of  the secondary curriculum: the DfE guidance for 2012 says:

    Secondary schools
    The secondary curriculum remains as introduced in September 2008. The programmes of study for PSHE education at key stages 3 and 4 themselves remain non-statutory but schools should remember that aspects of them are already statutory for example:
    • careers – statutory for key stage 3 and 4
    • work-related learning – statutory at key stage 4
    • sex-education – statutory for all pupils registered at the school
    Ofsted  inspects Lifeskills provision either separately or as part of a whole school  inspection and this can have an impact on the whole school. You can find out  more at: http://www.pshe-association.org.uk
  • Mrs Duxbury – Assistant Head Intervention and Learning Support
    Miss Owens – Literacy intervention coordinator

    We always keep a check on the progress that your child is making in school. If for any reason there are any barriers to learning we strive to put appropriate support in place.

    Learning Mentor Intervention:

    The learning mentors are based in school and offer programmes which are available to support a variety of pupil needs. They are also there to offer encouragement and support. The Learning Mentors will keep in regular contact with parents when required. The Learning Mentors will monitor your child closely and tailor their support towards your child’s needs. We have two key stage three and two key stage four Learning Mentors.

    Possible reasons for mentoring:

    • Underachievement
    • Organisational issues, with regard to homework and equipment
    • Emotional or behavioural difficulties
    • Social skills difficulties.

    Possible interventions undertaken:

    • One to one sessions with the pupil
    • Motivational groups and support
    • Some in class support
    • Support with revision strategies
    • Social skills groups
    • Behaviour intervention groups
    • Attendance interventions

     

    At break times there is a ‘Super Sevens’ group run by the Learning Mentors, which is run to support pupils with social skills issues. At this group friendships are made.

    Learning Interventions:

    Pupils are tested for reading and spelling ability on entry to the school. With this information we are able to put intervention in place for pupils who have difficulties. We also run groups to support improvement with writing skills and maths skills. Pupils with English as an additional language difficulties also receive support if required.

    Types of support

    • Some SSA support in class
    • Differentiated teaching groups
    • HLTA (higher level teaching assistant) input
    • Spelling groups
    • Reading groups
    • Supported homework groups – run at lunch time
    • Revision groups

    HLTA Intervention

    The school has two HLTAs, one works with pupils who have literacy difficulties and one works with pupils who have numeracy difficulties. They work either in class or they withdraw pupils in to the intervention room for individual or small group work. Pupils who have difficulties as a result of having English as an additional language will also be supported as required.

    Possible interventions undertaken:

    • In class support – take small groups within the lesson or support pupils individually
    • Withdrawal – take small groups or individuals out of the lesson in order to follow intervention programmes following the direction of the teacher or the intervention coordinator
    • Revision sessions
    • Homework support at lunch and break times

    Emotional and Behavioural Interventions

    Pupils who have emotional and behavioural difficulties will be given support and intervention from the pastoral team (form teacher and head of year). In addition, other interventions are put in place.

    • Learning mentor input
    • Social skills groups
    • Behaviour support groups
    • Emotional support groups
    • Group interventions
    • The report system
    • PLC outreach support
  • Mrs Duxbury – SENCO

    At Philips High School we have pupils with all types and levels of special need, from school action, school action plus through to statement. We support pupils according to their needs. We realise that all pupils are different and support packages need to be adapted to their needs.

    The department includes two fully qualified SpLD teachers, SSAs and HLTAs. We work with class teachers in order that they effectively differentiate within the classroom. We are committed to working with parents and welcome their advice and support.

    We work closely with the LA’s support agencies and the medical services.

    We realise that transition from Primary to Secondary and Secondary to College can be a stressful time. We run transition programmes and provide support for the pupils and parents in conjunction with outside agencies.

    Categories of support and provision provided

    Learning:

    Pupils are tested on arrival to Philips and are provided with provision according to the severity of their learning difficulty. Pupils can have difficulties with both literacy and numeracy.

    Provision

    • SSA support in class
    • HLTA intervention for literacy and numeracy
    • SpLD teaching input (small group or individual withdrawal)
    • Reading interventions
    • Spelling interventions
    • Supported homework club
    • Differentiation and support from the class teacher

    Physical/medical:

    We support pupils with all kinds of medical conditions and physical difficulty; support provided depends on the level of need. We have a fully trained HLTA, who is also a first aider. We work closely with the LA advisory teacher and with the medical services.

    Provision

    • SSA support in class
    • Support moving around the building
    • Support on school trips
    • Physiotherapy programmes
    • Support with medication
    • Medical passes
    • Differentiation in class
    • Support with additional equipment requirements

    Sensory impairment:

    We support pupils with sensory issues and work closely with the LA’s support services in order to provide effective support.

    Provision

    • Differentiation within the classroom
    • Support with additional equipment requirements
    • Differentiated materials
    • Support from sensory services

    Emotional and behavioural difficulties:

    Pupils with emotional and behavioural difficulties respond well to provisions provided. We work closely with the medical services and the PLC outreach service.

    Provision

    • Differentiation within the classroom
    • Learning mentor input
    • SSA support
    • Group work sessions, including anger management sessions
    • Lesson passes
    • Pastoral support
    • Support from the PLC outreach worker

    Communication difficulties:

    We support pupils with all levels of communication difficulties and work closely with the LA’s communication difficulties team.

    Provision

    • HLTA intervention and mentoring
    • Learning mentor input
    • SSA support
    • Pastoral support
    • ‘Super Sevens’ break time club

    The use of a ‘quiet room’ at lunch time.