We put great emphasis on pastoral care, provided through our four Houses, Milner, Oldfield, Sunderland and Wooller. The welfare and overall progress of students are the concern of the Pastoral Team, led by the Deputy Head and consisting of the four Directors of House, the Deputy Heads of House, the House Learning Mentors and the Form Tutors. Post 16 students are under the care of the Director of Sixth Form and his team of Personal Tutors. The transition of our new pupils from their primary schools, and their settling in, is overseen by our Transition Manager/Head of Year 7.
In the summer term prior to entry, our Transition Manager visits our main feeder schools to introduce herself and welcome our new pupils. All children and their parents have an individual meeting at Bingley Grammar School with their new Year 7 tutors. This gives an opportunity to discuss any individual concerns, and establishes a contact which will be of great importance in enabling each child to settle in happily. We also hold an Open Day in July when all our new pupils are invited to spend the day in School together, and our new parents are then invited to an Open Evening in September. Halfway through the first term, parents will be invited into school to meet the tutors and discuss how their child has settled in. If, in the future, there are any concerns, the tutor will contact parents, either directly, or through the Director of House. Each tutor group has both an Associate Tutor and a Lead Tutor in order that more one-to-one counselling and support of pupils is possible.
It is one of our aims that pupils should understand how to work together and to learn that their own wellbeing is closely connected with that of others. In every school, younger pupils aspire to be like their senior counterparts. At Bingley Grammar School, senior students are encouraged to recognise the responsibility that this places upon them. They are expected to accept their adult role within the community of the school, and, along with staff, to play their part in “Passing on the torch of learning”. In particular they are encouraged to provide positive role models for younger pupils. Many Year 11 students undergo training to become “House Assistants”, with each House Assistant caring for five or six younger pupils. The House Assistants are taught how to help pupils plan out their homework, and they also learn how to encourage pupils to develop self-discipline. Younger pupils are also supported by Sixth Form Pastoral Support Assistants who have been trained in listening and helping skills.
Review and Mentoring System
Throughout the School all our pupils have regular one-to-one meetings with their tutors in order to review progress in each of the subjects under study. They are encouraged and assisted to look critically at their performance and to set targets for improvement.
Pupils are also supported by our learning mentors. Each House has its own mentor who targets pupils particularly in need of support, for a variety of reasons, eg significant underachievement, poor attendance, poor disciplinary record. The mentor, working one-to-one with the pupil, tries to identify reasons for poor performance or unhappiness and to agree on and implement strategies to improve the situation.
The House Ethos
Each House meets regularly in morning Assemblies. There are inter-House competitions in various sports, and pupils can also earn House points through Credit Stamps achieved in and out of the classroom, through regular attendance and through House music, dance and drama competitions. The key is that each individual’s efforts and achievements are recognised and valued. Membership of the House brings to many, feelings of belonging and of loyalty. The House Competition generates much excitement, especially on Sports Day.
The Pupil Planner
At the beginning of each term, all pupils in the school are issued with a Planner. This is more than just a homework diary; it contains all the various forms that might be filled in about a pupil during a day in school; it enables pupils to record their targets and achievements; it records all the Credits achieved and any warnings or sanctions given for poor behaviour; and it provides a further means of communication between staff and parents.
The Planner provides a means for ensuring that pupils are supported in developing motivation and self-discipline, and a method of checking that poor patterns of behaviour are identified and corrected at an early stage. The Planner provides a helpful insight into the daily life of a child for staff and parents alike.
Pupil Code and School Rules
The School has a pupil code which is based upon mutual respect, common sense and taking responsibility. As well as giving pointers towards achieving success within the school community, it also gives an important list of things that should be avoided. The pupil code is published in the Additional Information Booklet. The School Council has recently been involved in developing a clear and concise list of School Rules which is displayed in every classroom and corridor around School and in the Pupil Planner.
We operate a ‘Positive Discipline’ system. This aims to ensure that the learning environment for pupils is not disrupted, and that their safety and sense of security and wellbeing are not prejudiced by misbehaviour around School. We ensure that pupils are well aware of our rules and expectations. They also understand that there is a set of common disciplinary procedures applied in all contexts, by all our staff. With this clear, consistent and fair system, pupils understand the consequences if they choose to misbehave. Good behaviour is formally rewarded on a weekly basis, withy each tutor awarding three credit stamps to all those who have kept a ‘clean slate’. We hope that the vast majority of our pupils will be happy to work within our rewards system rather than risk the clearly spelt out consequences of misbehaviour.
It is the wish of the Governors of Bingley Grammar School that the school uniform should represent the high standards of the school. Separate ties are used to denote the different Houses, and are intended, not only to promote a sense of belonging, but also to represent the values which the members of the House hold to be important.
Because we want pupils to maintain a positive attitude towards the uniform, it is important to us that the uniform should not be the subject of conflict either with parents or with staff. For this reason, we have laid down a very precise uniform code, and we ask parents to support us in ensuring that this code is adhered to. Details are given in the Additional Information Booklet.
The School has an anti-bullying code which aims to identify the various types of bullying and to encourage an atmosphere in which pupils believe they have the right to feel safe and secure. A pupil who feels that he or she is being bullied should confide in someone as soon as possible. Pastoral staff will always aim to deal swiftly with bullying incidents and to be sensitive to the concerns of those involved. Parents who have a concern that their child might be the victim of bullying are asked to make contact with the tutor as soon as possible.
A security badge system is operated for staff and for visitors to the School, and all visitors are asked to report to reception on arrival. Pupils are encouraged to report to staff if they see a stranger on site without a badge.
The School has a full time workplace first aider on site. If a pupil is unwell, then with the approval of the tutor, parents will be contacted for permission to send the child home. In more serious cases, or where an injury requires further investigation, the first aider will ask parents to take the child to hospital. In an emergency, the first aider will send directly for an ambulance and contact parents immediately.
For most purposes, the first point of contact at the School should be the tutor. The House staff, that is the Director and his/her Deputy, are also available to deal with any concerns.
|School Aims |
The School aims to provide a relevant curriculum through which all pupils fulfill their potential because:
they feel secure and cared for;
they are engaged in and motivated by their learning;
they develop self-discipline and responsibility;
they participate in the life of the school and
they celebrate the achievements of themselves and others.