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Induction Pack 2024 – 2025

INDUCTION PACK 2024 – 2025

Included in this pack:

  • Safeguarding and key information about the school
  • Attitude to Learning
  • Determined Learner Grid
  • Code of Conduct
  • Reader programme
  • SEND information
  • Support in school

A full copy of the Behaviour Policy can be found on our website under the statutory information heading.

Useful Contact Numbers and Contact Details:

Headteacher: Mrs R Thompson

Mrs Thompson can be contacted via her PA: contact@phoenixcommunitycollege.co.uk

Telephone: Main Reception: +44 (0)7723 163 974

Safeguarding

At Phoenix High School we take safeguarding very seriously. All staff working at Phoenix High School have a statutory duty to ‘safeguard and promote the welfare of children’. All staff are trained in child protection and safeguarding. Senior leaders are also trained in safer recruitment and at least one member of each interview panel for all posts will include a member of staff with this qualification. For more information and to view our safeguarding policy, please view the safeguarding section on our website.

Please contact us if you have concerns about the safety or wellbeing of a child.

You can email us via: safeguarding@phoenixcommunitycollege.co.uk

Safeguarding Team

Designated Safeguarding Lead:

Headteacher: Mrs R Thompson

Attendance

At Phoenix we place the education of our students at the heart of everything we do. We want all of our students to have the same opportunities and not be disadvantaged in any way, in terms of their learning experience. We realise how important it is for all of our students to attend school all day, every day of the school term and the impact that even a few days off a year will have on their progress cannot be underestimated.

We do understand that illness and family circumstances can sometimes mean that a student is unable to attend fully, and the Pastoral team are happy to support any student who has a medical condition or experienced a bereavement which has impacted on their attendance.

Staff are expected to provide catch up work for lessons missed and where it is likely that a student may miss a considerable amount of school due to illness, and it is appropriate, they can catch up on missed sessions from our recorded live teaching.

The Pastoral team want to work closely with parents and guardians, so if there are any reasons for poor attendance, extended illness or bereavement, which has affected your family, please do inform your child’s Tutor, who will be happy to support however they can.

National data shows that students with an attendance of less than 95% are at risk of achieving a grade lower than their peers in their final exams. With the success of our students always in our minds, we would encourage, wherever possible, that students aim for an attendance of at least 98% with no more than 8 absences (4 days) per year.

If your child is unwell and unable to attend, we ask you to take the following action:

  • Inform the school on each day of absence by informing us via the Parents Portal, no later than 9.30 a.m.
  • The telephone line for absences is 07723 163 974. Voicemail is available.
  • Keep us updated if the absence if prolonged.
  • Confirm in an email when the period of absence is over on their return to school.

We have a system of first day calling/texting which means you may be contacted at home or work if your child has not registered, and we have not received communication  from you.

Leave of Absence Requests

The 2013 regulations on Education (pupil registration) now make it clear that leave of absence during term time will not be granted unless there are “exceptional circumstances,” which do not include family holiday and extended leave; Holidays in school time should be avoided A form must be completed 4 weeks in advance of any leave of absence. If there is a concern about attendance the Pastoral team will be in contact with you to discuss how the school can help improve your child’s attendance and catch up on any gaps in learning.

Punctuality

At Phoenix we value the punctuality of our students and staff and recognise this is an important quality that future employers and colleges will be looking for in our students once they leave us in Year 11. Punctuality is the first key to good attendance. Students should be ready to attend assembly/tutor time which commences at 8.50am.

Where a pattern of lateness begins to appear, tutors will have a conversation with their tutees about any reasons for this and how the school can support them to improve punctuality.

Edulink

At Phoenix, from September 2024, all of our communication will be centralised through a platform called Edulink.

You will be sent login details for Edulink as soon as you have accepted your place at Phoenix. Edulink is where all student homework will be listed, our student reports will be uploaded, Parents Evenings will be organised through, and notices and information will be published in. There are other features too which will make it far easier to communicate effectively between school and home.

Homework – Organisation and Communication

Homework is set online. This will be through an app (Edulink) which parents and students have full access to. Students will also have access to Microsoft Teams, which will be a place for work to be uploaded to, and for resources to be stored in if appropriate.

Equipment

For organised working at home, Students should ensure they have ready for class start:  relevant books, a pencil case containing black/blue pens, a green pen, pencil, ruler, rubber, pencil sharpener, glue stick, compass, protractor and calculator.

Mobile Phone Use

The use of mobile phones is not permitted during class times.  The fact is the presence and use of mobile phones and electronic devices in class have a detrimental effect on concentration and learning.

The School Day

Our current timings are:

Registration – 8.50am – 9.05am

Lesson 1 – 9.05am – 9.45am

Lesson 2 – 9.50am – 10.30am

Break – 10.30am – 10.45am

Lesson 3 – 10.45am – 11.25am

Lesson 4 – 12.30 – 12.10pm

Lunch – 12.10pm – 12.50pm

Lesson 5 – 12.50pm – 1.30pm

Lesson 6 – 13.35 – 14.15pm

Break – 15.15 – 14.30pm

Lesson 7 – 14.30 – 15.10pm

Lesson 8 – 15.15 – 15.55pm

Co-curricular Clubs – 16.00 – 16.30

There are a number of extra-curricular clubs that run during the week. Individual -department areas will inform students what is on offer and the website will also be updated with the information for each term.

Attitude to Learning

Learning lies at the heart of everything we do at Phoenix. We know that to be great learners our children need to be conscious of themselves as learners and the attitude they have when facing learning challenges. We believe that deep learning involves struggle and requires students to take risks (Perseverance – as enshrined in our core values). The most successful learners are committed and resilient; they have stamina; they embrace challenge and are constantly looking for ways to be even better.

The attitude that our students have towards learning really matters to us, and so we devote time to teaching them how to become effective learners and we report on their progress. We have worked together as a school to define what it means to be a great Phoenix learner. The list below highlights the characteristics of an effective learner at Phoenix and details specific learner behaviours. We have created this document to help us all (students, teachers and parents), to have a shared understanding of the behaviours that our children need to adopt, in order to be successful learners. We expect all of our children, regardless of age and ability, to strive to be ‘determined’ learners.

We ask that you work with us by talking with your child about their attitude to learning. We hope that the grid and feedback you receive in our progress reports will support your conversations.

I am a determined learner when: -

  • I listen carefully to my teacher, and I always cooperate
  • I have a significant positive impact in the classroom
  • I always show kindness, consideration and respect
  • I actively seek challenge to make maximum progress
  • I consistently persevere when learning becomes challenging
  • I ask questions to extend my learning
  • I seek opportunities for feedback and respond positively to feedback provided
  • I listen to my peers, encourage them in their learning and I am a role model
  • I complete the vast majority of work to an excellent standard – on or above target
  • I independently seek solutions to difficulties
  • I am always well-equipped and ready to learn
  • I show pride in my work by keeping my work organised and to a high standard

HOW DO I BECOME A DETERMINED LEARNER?

I am a Determined learner

  • I am resilient. I consistently persevere when learning becomes challenging.
  • I actively seek challenge and support and encourage others to face challenge.
  • I ask relevant questions to extend my learning.
  • I seek opportunities for feedback and always strive to be even better.
  • I independently seek solutions to difficulties.
  • I always show kindness, consideration and respect. I am open minded and keen to learn.
  • I show an active interest in the world around me.
  • I listen to others. I develop and challenge ideas respectfully.
  • I collaborate effectively and think about how to get the best out of others in my team.
  • I have a positive impact in the classroom and inspire others to learn.
  • I complete work to an excellent standard – on or above expectations.
  • I show pride in my work by keeping my work organised and to a high standard.

I am an engaged learner

  • I show resilience. I persevere when learning becomes challenging.
  • I actively seek challenge to make maximum progress.
  • I ask relevant questions to clarify my learning.
  • I respond well to feedback provided to help move learning forward.
  • I seek solutions to difficulties.
  • I show kindness, consideration and respect. I am open minded and want to learn.
  • I listen to my peers, and I can build on the comments made by peers. I work effectively in a team and  contribute my share.
  • I have a positive impact in the classroom, and I encourage learning.
  • I complete my work to a good standard – on expectations.
  • I show pride in my work by keeping it well organised and to a good standard. I am a compliant learner
  • I attempt challenging tasks when prompted but can lack self-motivation.
  • I can sometimes lose focus when completing challenging tasks.
  • I seek support when challenged in my learning.
  • I ask questions to seek support when I need it.
  • I can become demotivated by feedback to improve and can provide poor or minimal responses to feedback.
  • I do not impact negatively on the classroom, but I am passive in my learning, or I can on occasions distract others.
  • I show kindness, consideration and respect. I can be closed minded and be hesitant to learn.
  • I listen to my peers but not always effectively – I do not build on the comments made by peers.  I can work well in a team but on occasions I do not do my fair share.
  • I complete work set but I do not push myself and my work can fall below expectations
  • I show some pride in my work, but work can be untidy (which may include graffiti).

I am a reluctant learner

  • I avoid challenging tasks or use distraction to prevent beginning tasks.
  • I do not stay on task, and I can give up easily when faced with challenge in my learning.
  • I can fail to ask for staff support when I need it resulting in lack of progress.
  • I can ask irrelevant questions or make comments which distract from learning.
  • I become demotivated by feedback. I am reluctant to act on feedback and show improvement in my work.
  • I can talk over my peers. I do not always listen effectively. I do not contribute effectively in team work.
  • I can have a negative impact on the learning of others by causing distractions and preventing learning.
  • I can show kindness, consideration and respect but on occasions I fail to do so. I can appear unwilling to learn.
  • My work can be of poor quality and below target. I fail to complete some work.
  • My work lacks pride and can be disorganised and untidy (including graffiti).

Code of Conduct

What are we aiming for at Phoenix  School? 

At Phoenix School we want our students to:

  • Achieve excellent exam results in a range of high quality qualifications so that when they leave us at the end of Year 11 they can choose from a variety of next steps
  • Be honest, kind and good people with a range of interests and experiences who can talk to new people with confidence
  • Be excellent team-players and selfless learners who contribute with enthusiasm to their communities
  • Know that struggle is an essential part of learning and that if they work hard they are far more likely to be successful
  • Be well informed about the world beyond school and be optimistic about the part they can play in it

Code of Conduct

What are we aiming for at Phoenix  School? 

At Phoenix School we want our students to:

  • Achieve excellent exam results in a range of high quality qualifications so that when they leave us at the end of Year 11 they can choose from a variety of next steps
  • Be honest, kind and good people with a range of interests and experiences who can talk to new people with confidence
  • Be excellent team-players and selfless learners who contribute with enthusiasm to their communities
  • Know that struggle is an essential part of learning and that if they work hard they are far more likely to be successful
  • Be well informed about the world beyond school and be optimistic about the part they can play in it

Code of Conduct

What are we aiming for at Phoenix  School? 

At Phoenix School we want our students to:

  • Achieve excellent exam results in a range of high quality qualifications so that when they leave us at the end of Year 11 they can choose from a variety of next steps
  • Be honest, kind and good people with a range of interests and experiences who can talk to new people with confidence
  • Be excellent team-players and selfless learners who contribute with enthusiasm to their communities
  • Know that struggle is an essential part of learning and that if they work hard they are far more likely to be successful
  • Be well informed about the world beyond school and be optimistic about the part they can play in it

Code of Conduct

What are we aiming for at Phoenix  School? 

At Phoenix School we want our students to:

  • Achieve excellent exam results in a range of high quality qualifications so that when they leave us at the end of Year 11 they can choose from a variety of next steps
  • Be honest, kind and good people with a range of interests and experiences who can talk to new people with confidence
  • Be excellent team-players and selfless learners who contribute with enthusiasm to their communities
  • Know that struggle is an essential part of learning and that if they work hard they are far more likely to be successful
  • Be well informed about the world beyond school and be optimistic about the part they can play in it

SEND Information

We get to work straight away from the moment we get a confirmed student with SEND, to their induction and their first day in September with Phoenix.

We try to find out as much as we can about them as young people, as learners and any additional needs they may have. Key information is then shared among staff so they are aware of their learning needs and can support them accordingly.

Wherever possible our students with SEND will  “meet” us on line, with their parents and guardians, to help ease any anxieties, and help them to familiarise themselves with their new school.

All our students with SEND will have a bespoke plan put in place, to help support their needs, which is done in collaboration with our SENCO, parents, and guardians. We are very much a family at Phoenix and want all our new students, parents and guardians to feel part of that family.

If there is anything we can do to help your child settle in with us, please do let us know by contacting us using the transition@phoenixcommunitycollege.co.uk email.

There is further SEND information on our website on the `SEND information section where you can view  information on how we support our SEND students at Phoenix.

Should you require further information on SEND provision at Phoenix, please contact us on: send@phoenixcommunitycollege.co.uk

 

SEND Information

We get to work straight away from the moment we get a confirmed student with SEND, to their induction and their first day in September with Phoenix.

We try to find out as much as we can about them as young people, as learners and any additional needs they may have. Key information is then shared among staff so they are aware of their learning needs and can support them accordingly.

Wherever possible our students with SEND will  “meet” us on line, with their parents and guardians, to help ease any anxieties, and help them to familiarise themselves with their new school.

All our students with SEND will have a bespoke plan put in place, to help support their needs, which is done in collaboration with our SENCO, parents, and guardians. We are very much a family at Phoenix and want all our new students, parents and guardians to feel part of that family.

If there is anything we can do to help your child settle in with us, please do let us know by contacting us using the transition@phoenixcommunitycollege.co.uk email.

There is further SEND information on our website on the `SEND information section where you can view  information on how we support our SEND students at Phoenix.

Should you require further information on SEND provision at Phoenix, please contact us on: send@phoenixcommunitycollege.co.uk

 

What do we expect of Phoenix students?

Our behaviour code is based on the three principles of being :

Ready

We show we are Ready by:

  • Attending school every day
  • On time for lessons
  • Being calm and purposeful at the beginning of a lesson
  • Well equipped with pens, pencils, ruler, rubber, sharpener, a scientific calculator
  • Being well informed and optimistic about the future
  • Taking part in extra-curricular opportunities, representing the tutor group, house and the school

Respectful

We show Respect to our school community by:

  • Having positive attitude and by speaking clearly and positively
  • Listening carefully to the teacher and the views of others
  • Being kind in our words and actions- (we don’t use swear words, abusive or prejudicial language)
  • Following the instructions of Tutors quickly as they will be keeping students safe and focussing on their achievement.

Safe

We show we know how to be Safe by:

  • Being where we should be
  • Speaking to an adult if we are worried about something
  • Acting safely, keeping ourselves and others from harm
  • Reporting any concerns we have to a member of staff. If we see something that’s not right, we must say something.
  • Using technology safely by adjusting our privacy settings, by only writing positive messages to other students and by reporting anybody who makes you feel uncomfortable online.
  • Not taking drugs, smoking or vaping. These have a harmful effect on a student.

THESE QUALITIES ARE UNDERPINNED BY

Phoenix Reader Programme Y7 and Y8

At Phoenix School we believe that reading is the key to success across the curriculum. Recent developments in the demands of GCSE courses mean that the literacy skills of our students are intrinsic to their progress. As you are aware, the reading ability of a student has a massive impact on how well they can access the whole curriculum.

We know you value your child’s education and therefore we want to do everything we can to help your child to read and write confidently, in order to be successful right across the curriculum. With your support, we can help your child to make progress with literacy, feel more confident and acquire the reading and research skills which will benefit them now and for their future study and work.

Through focusing on reading, we can help develop your child’s understanding, expand their vocabulary, and provide them with access to a wealth of ideas, concepts and facts. 

We know from research all over the world that children who read widely and often, and who have access to plenty of books or magazines, do better at school.

We would like you to actively encourage your child to read at home. Even ten minutes reading a day will help your child become a better reader. It is a good idea to establish a routine of reading at approximately the same time each day, perhaps right after dinner or just before bedtime. Developing reading as a habit means it becomes part of our everyday routine. It can be helpful to read a book more than once to get extra practice and encourage fluency. We would also like your child to choose a reading book of their own choice or from our recommended reading lists, they will read from each day.

Reading is a skill for life; we want your child to develop that essential skill while they are here with us at Phoenix School.

Reading for pleasure in form time

In addition to the texts that your child will study in English, they will read three novels each year with their form tutors.

We have started reading together in form time this year. Having time to read together and discuss the novels we read is proving to be a positive experience for all and one that we are confident your child will look forward to.

Our Library

We are proud of our school virtual library which is at the heart of our school. Phoenix’s library is an inclusive and welcoming learning space. Available to children at all times which is used for independent reading and study, reading lessons and reading-related clubs.

It also houses special events such as visiting authors and spelling bee competitions. Our School Principal, Mrs Thompson,  is a published Author of 14 books, and loves to talk about reading, and is always happy to support our children with their book choices.

Year 6 Phoenix Summer Writing Challenge!

We are looking forward to meeting you in September. We would love it if over the summer holiday you had a go at our writing challenge.

Your challenge:

  1. Have a good look at the picture below.
  2. Write the opening of a story inspired by the picture below.

Write a story (based on this picture), could begin, ‘We didn’t know there was something in the water that day…’

We’d like you to write no more than 300 words. Bring your story openings with you when you start Phoenix in September, and hand them to your English teacher.

We can’t wait to read them!

HOW TO BEST ORGANISE MY HOMEWORK SESSIONS

ENVIRONMENT

Get into a homework routine by doing homework at the same time every day preferably in the same place.

INFORMATION

Use a variety of sources to help you (such as resources shared by your teacher on your Teams classroom, textbooks, revision guides, peer support, the internet, parents, Homework club, etc.)

SUPPORT

Always remember that you can ask for support if you are unsure – the earlier you do this, the better.  Help can be found from parents, peers, family members and teaching staff. You could also go to homework club for support and or a quiet place to complete your work.

DUE DATE

You will be given a clear deadline when given a piece of homework. We do not set homework due in for the following day, so there is always time to get the work completed. Homework may need to be uploaded to Teams – your teacher will make this clear to you. You can check the deadline for your homework by using Edulink – our online platform, where all your homework will be recorded.

Support in School

Tutor Group

Each child will have a dedicated tutor in Year 7 who will work closely with them to help them settle in. There is a daily registration in their form groups and during this time tutors will be following a tutor programme designed to develop their tutor groups’ resilience, confidence and organisation.

One day per week Year 7 will have a whole year group assembly and the following day in registration, they will discuss this assembly as a group to see what they can learn from the topic.

All tutor groups also deliver their own assembly to the year group and their tutor will support them with this. This helps them to develop oracy, planning and public speaking skills alongside confidence and team work.

 Once a week in tutor time, Year 7 we will also be finding out about `Amazing People’ which is a programme that the school uses where students get to explore about key individuals from history and learn about character and how they can emulate these in their own lives.

Our Year 7 tutors are excellent and work very hard to get to know each and every child in their tutor group. If you have any questions or concerns, your child’s tutor is your first port of call.  They will be able to liaise with teaching staff for you and will also discuss any issues with their Head of Year, if needed.

Support and Guidance Team

We have a dedicated Support and Guidance Officer who supports our students on a daily basis. They are usually the first port of call for many of our students who have a question, need help with a timetable or need some emotional support.

The SGO team are a crucial part of the pastoral support that your child will receive at Phoenix, and it is one that we are especially proud of.

Peer Mentors: Student Helpers

As part of the support and guidance systems in school we offer a peer mentoring service to students. Peer support in schools impacts positively on things such as attendance, attainment, anti-bullying measures and the general well-being of students being mentored. At Phoenix, our peer-mentoring system takes the form of ‘buddying’ where (usually) a younger student is matched up with an older student, who is a trained mentor to help and support them with any problems they may have. The pairs meet once a week, during morning registration, and at other times if needed.

Who are the mentors?

Each year, a team of students from year 10 are trained in listening and communication skills, problem solving, confidentiality and child protection issues. This team will become active mentors toward the end of year 10 and throughout year 11, where they will be matched with younger students and work with them, for as long as is needed.

Who is the scheme aimed at?

The scheme aims to provide support for any student who is experiencing difficulties (in or out of school), and who it is felt would benefit from the support of an older student. Typically, these students would be those who are vulnerable, at risk of being bullied, anxious, may have difficulty settling in secondary school, who may have few or no friends and who lack support from a network of their own.