Message from the Head Shenley Brook End school is an outstanding school (Ofsted 2006) and we are all very proud of the achievements of the pupils in the school. This year 93% of Year 11 pupils achieved five or more GCSE or equivalent qualifications at grades A*-C (a slight improvement on last year’s 90%). Our A level results are also very good with this year’s students gaining a 98% pass rate. Most of our sixth-formers continue their education at university, whilst others use their qualifications to enter employment. The school has a positive learning climate and we have high expectations of attainment and behaviour, this allows everyone to achieve to the best of their abilities. We encourage all pupils to try their best whether it is within their academic learning, or within other areas such as music, sport, art and drama. The school has achieved Sportsmark Gold and Artsmark Silver awards. We are also a mathematics and computing specialist school and support the development and training of all staff which is recognised by our Investor in People award. Read more...

Fitness Suite From July 1st 2007, to enhance the existing sporting facilities, Shenley Brook End School has opened a new purpose built fitness suite, with 2 new private changing facilities attached to the existing busy sports centre. The fitness suite is open Monday to Friday from 07:00 to 21:30 and weekends from 09:30 to 17:00. Read more...

Admission to the school is in line with the published admissions criteria which are published annually.  Applications are also considered for pupils requesting entry into established year groups subject to the school’s criteria of admission for the year group in question and availability of places.

Admission to the school is in line with the published admissions criteria which are published annually.  Admissions arrangements for pupils transferring from primary school to secondary school in September are organised by Milton Keynes Council. For information relating to this please read ADMISSIONS ARRANGEMENTS FOR ENTRY TO SHENLEY BROOK END SCHOOL FOR SEPTEMBER 2008 FOR PUPILS AGED 11+.

If a parent wishes to apply to the school for a mid-term transfer, an application form will need to be completed before the application can be processed. The school will not process any application without proof of residency.  If a parent wishes to apply, they should provide the following documents to support their application:

CURRICULUM POLICY

The curriculum is the formal means by which the school translates its aims and values into practice. It comprises all the planned activities and experiences which the school provides to help pupils to learn.

1 PRINCIPLES

The aims of our curriculum are to:

• provide equal opportunities for all pupils regardless of gender, aptitude or cultural, ethnic or religious background;
• offer a broad and balanced entitlement core of experiences to all pupils;
• prepare pupils for further study, the world of work and to become active citizens;
• develop positive personal and social values;
• provide a variety of activities which bring about effective learning, provide appropriate challenges for all pupils and lead to achievement for all pupils;
• provide continuity and progression from the point of transfer to the time of leaving school.

2 CURRICULUM STRUCTURE

The curriculum is planned in a coherent manner ensuring it meets legal requirements, including those of the National Curriculum, and embraces cross-curricular themes (including careers education and guidance, citizenship, economic and industrial understanding, environmental, health and sex education) and cross-curricular skills, in particular those of literacy, numeracy and ICT.

The development of pupils’ personal and social skills and their spiritual and cultural development are addressed specifically through the citizenship programme and school assemblies, as well as permeating the whole curriculum, both formal and hidden.

The importance of developing ICT, literacy and numeracy is recognised by the allocation of discrete lesson time at KS3 and a continuing emphasis on the further development of these skills across the whole curriculum.

In years 7, 8 and 9 pupils study a common curriculum comprising timetabled lessons in Art, Citizenship, DT, English, French, Geography, History, ICT, Maths, Music, PE, RE and Science. An element of Drama is built into the English curriculum in year 7 and year 8 but Drama is offered as a discrete subject in year 9.

Together these subjects contribute to pupil learning broadly in the following ways:

3 CURRICULUM TIME

The taught school week comprises thirty 50 minute periods. Teaching time per subject reflects the need to maintain a broad and balanced curriculum. A generous time allocation is made in particular for English, Maths and Science reflecting the importance of these subjects for all pupils at KS3 and KS4 and the development of vital basic skills.

4 SCHEMES OF WORK

A scheme of work for each subject is essential in helping to plan teaching and learning within and across subjects, as well as documenting the curricular activities planned for groups of pupils and coverage of the National Curriculum programmes of study and GCSE syllabuses. Schemes of work also provide a basis for monitoring and evaluating the curriculum.

Each subject team will produce a scheme of work for each year group and will review this, and update it as necessary, each year. The standard school format for schemes of work will be used, addressing common headings including:

• planned teaching and learning activities
• cross-curricular aspects and links to ICT and other subjects
• differentiation
• assessment
• homework
• resources.

5 DIFFERENTIATION

Pupils need to work at a level and pace appropriate to their potential. Pupils are taught in classes grouped by broad ability and prior attainment or of mixed ability. Whatever the form of grouping a differentiated approach is required to ensure that the range of abilities and interests of pupils is taken into account, so enabling them to experience success.

6 TEACHING AND LEARNING

Pupils learn through their experiences and by being taught. They learn most effectively when they feel valued, when they are encouraged to take responsibility for their own learning and when they are actively involved in the learning process.

A range of teaching and learning strategies needs to be employed with pupils of all ages in order to increase and maintain their motivation and to create a challenging, stimulating and rewarding learning environment in which they can succeed. Strategies will include working individually, in pairs and small groups, whole class teaching, practical work, problem solving, role play, the use of ICT and video and visits outside the classroom.

7 HOMEWORK

Regular and appropriate homework set according to the published schedule is an integral part of pupils’ curricular entitlement. Homework enables pupils to consolidate and extend work covered in lessons, to carry out private study and research and to develop good study habits. Further information about this can be found in the school homework policy.

8 TRANSITION

Pupils join us in Year 7 at the beginning of KS3. Teaching programmes are carefully planned to take into account pupils’ previous work and achievements at KS2. This work will be supported by the use of agreed transfer documentation including National Curriculum information, the work of the West Flank Liaison Group and other formal and informal contacts between teaching staff here and at our main partner middle schools.

The importance of transition from KS3 to GCSE courses also needs to be recognised in the planning of schemes of work and the level of demands made of pupils.

9 MANAGEMENT, MONITORING AND EVALUATION

Overall responsibility for the curriculum at Shenley Brook End School rests with the governing body in consultation with the Curriculum Committee. The governing body’s further curriculum responsibilities are:

• to work with the Headteacher in ensuring the National Curriculum and its assessment procedures are carried out
• to agree a sex education policy for the school
• to ensure RE is provided
• to ensure the special educational needs policy is being carried out in identifying and helping pupils with special needs
• to hear any complaints from parents concerning the curriculum.

The Headteacher, in consultation with the Deputy Headteacher and Curriculum Team Leaders, is responsible for day-to-day decisions about the management of the curriculum of the school.

This policy is to be read in conjunction with these further policies:

• Assessment, Recording and Reporting
• Homework
• Equal Opportunities
• Careers Education and Guidance
• Sex Education
• Personal, Social and Health Education
• Special Education Needs

Shenley Brook End School was awarded Specialist Status in Maths and Computing from September 2004. Through the status Shenley Brook End School will continue to use the extra funding to become a centre of excellence in Maths and Computing. In addition the status will continue to raise the profile of and achievement in Mathematics and Computing across not only ours and our partner schools, but across the whole local community.

For detailed information on the remit of Maths and Computing specialist schools click on the link below.

http://www.standards.dfes.gov.uk/specialistschools/what_are/maths