School Prospectus - Radyr CS

Transcription

Radyr Comprehensive School
Ysgol Gyfun Radur
“Respect, Commitment and Success”
School Prospectus 2016/2017
Ysgol Gyfun Radur
Heol Isaf, Radyr, Cardiff, CF15 8XG
Telephone: 029 20845100
Fax: 029 20845101
Headteacher: Mr A.D. Williams B.Sc. M.Ed.
Email: [email protected]
Website: http://www.radyr.cardiff.sch.uk
October 2015
Dear Parent
Welcome to our 2016/2017 School Prospectus. I hope you will find it of real interest. This is divided into two main sections
with the earlier part aiming to give you a general understanding of the nature of the school and the second part designed
more as a reference section.
We are an English medium Community Comprehensive School. You will see that our students achieve extremely good
examination results at both 16+ and 18+. However, I hope you will also sense that we are committed to the highest
possible standards in other areas as well. Sport and the Arts feature prominently, with participation rates and levels of
achievement very high indeed. Perhaps just as important is our aim to be a caring school dedicated to providing the sort
of supportive environment in which all youngsters, whatever their abilities, talents and problems, can thrive, develop to
the full and enjoy their time here. We are on the path towards becoming a ‘restorative school’ and therefore put an
emphasis on building and sustaining relationships with all those involved with our school.
The move to a new school is an important step in any young person's life and one not to be taken lightly. If, when you
have read the following pages, there are still issues about which you are uncertain and would like to know more, please
do not hesitate to contact me.
For those transferring into Year 7 from local primary schools there are opportunities for both parents and their children
to visit the school during the term before entry. Details regarding admission can be found within this prospectus. Although
we hold Open Evenings for Year 6 and Year 11, I am always happy for parents to arrange visits at other times if they think
this would be useful. Indeed, for those transferring from further afield or at a different stage of their secondary schooling,
I believe such a visit is a must.
I look forward to meeting you and working with you during the coming years.
Yours sincerely
Mr A D Williams
Headteacher
Dr D Silver
Chair of Governors
Respect – Commitment – Success / Parch – Ymrwymiad – Llwyddiant
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Ysgol Gyfun Radur
Contents
Aim, Vision and Values
Senior leadership and pastoral Teams
4
5
Admissions
6
Caring for students
7
Wellbeing team
7
Grouping of students
8
Meeting individual needs
8
Extra-curricular activities
9
Sports at Radyr Comprehensive School
10
Working in partnership with parents
11
The school day
12
Term dates
13
Behaviour and relationships
14
Attendance
15
Curriculum structure
16
Examinations
20
Curriculum: core elements
21
Examination Results 2015 – National Curriculum Assessment Year 9
24
Summary of School Performance
26
Examination Results 2015 – GCSE
30
Examination Results 2015 – GCE A Level
Examination Results
Results 2015
2015 –– GCE
GCE AS Level
Examination
31
Targets
33
Appendix 1 Home school agreement
34
Appendix 2 Complaints Procedure
Complaints
Appendix
3 Procedure
Charging for School Activities
35
Charging
School Activities
Appendixfor
4 Equality
and Looked After Children
37
Appendix 5 School Rules
38
Appendix 6 School Code of Behaviour
40
Appendix 7 Relationships Policy
41
Appendix 8 Anti-Bullying Statement
43
Appendix 9 School Uniform-general
45
Appendix 10 School Uniform-Physical Education
46
Appendix 11 Health and Safety
47
Appendix 12 Destination of School Leavers 2015
48
32
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Estyn 2010
“Radyr Comprehensive School is a good school in which pupils and teachers work together happily and productively”
“The School is a very caring community”
“Nearly all pupils are well motivated, polite and courteous. Their attendance is good and their behaviour is very good”
“The school’s provision of out-of-hours learning and extra-curricular activities is outstanding”
“The care, support and guidance that the school provides for its pupils has many outstanding features”
“Standards in 96% of lessons observed were graded ‘1’or ‘2’. This represents a very high proportion of lessons
with no important shortcomings”
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Ysgol Gyfun Radur
Respect – Commitment – Success
Aim, Vision and Values
Our Aim
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To be a caring and inclusive school that promotes the highest standards of respect, commitment and success.
Our Vision
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To achieve excellence in everything we do;
High quality, inspirational and innovative teaching and learning;
Inspirational and accountable leadership at all levels;
Consistently high academic standards and expectations for every individual;
Creative, exciting and memorable experiences inside and outside the classroom;
A safe, secure and caring environment in which to work and learn;
All achieved through collaboration and teamwork leading to empowerment.
We value pupils and their need to:
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Develop the attitudes, characteristics and self-belief to tackle any challenges in future life;
Enjoy their time at school;
Be recognised as individuals;
Develop good relationships and lasting friendships;
Recognise and celebrate diversity;
Develop and apply moral values;
Acquire the skills, commitment and resilience to become successful, independent life-long learners;
Take responsibility for leading themselves and others;
Receive recognition and praise for their efforts and achievements in all areas of school life;
Be active members who contribute to the school and wider community including academically, socially, culturally
and in sporting pursuits;
Accept hard work and discipline as requirements for success.
We value staff and their need to:
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Receive innovative, developmental and effective training;
Be supported, cared for, challenged and valued;
Feel trusted and empowered to take risks in the classroom;
Have opportunities to develop and fulfil their potential in leading the school and their own professional development;
Participate in, contribute to and benefit from partnerships beyond the school;
Be a cohesive group with time and opportunities to develop partnerships and relationships with others within school;
Enjoy their work and find it fulfilling.
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Ysgol Gyfun Radur
We value parents/carers and their need to:
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Demonstrate commitment to supporting their child and Radyr Comprehensive School;
Receive regular quality information, advice and guidance in order to fulfil their roles as key partners in their child’s
learning;
Have opportunities and be encouraged to provide feedback and contribute to the creation and maintenance of an
exceptional school.
We value governors and their need to:
 Be ambitious and aspirant in setting the strategic direction for the school;
 Inform themselves of educational developments beyond the school;
 Embrace partnership working where this is of benefit to the school, students, staff and governors;
 Develop new and alternative models of governance which respond to the changing needs of the school;
 Exercise rigour in monitoring and evaluating the school’s progress and the extent to which the school experience is
exceptional for all.
Our Commitments
In striving to move towards our vision, we recognise that we must commit ourselves to:
 helping our students grow into adults who will make a positive contribution as citizens in an increasingly global
society that is changing rapidly socially, economically and technologically;
 taking a broad view of education incorporating an emphasis on developing emotional and spiritual wellbeing,
creativity, social skills, problem solving skills and flexibility of approach as well as the knowledge, understanding and
skills embedded within academic and vocational areas of the curriculum;
 maintaining clear parameters of acceptable behaviour and high standards of conduct based on mutual respect and
support;
 excellence in all aspects of our provision.
Senior Leadership Team*
Headteacher
Deputy Headteacher - School Improvement
Assistant Headteacher - Curriculum and ARR
Assistant Headteacher - Teaching and Learning
Assistant Headteacher - Inclusion and Wellbeing
Mr A D Williams
Mrs S Phillips (Child Protection, LAC)
Mr R Jenkins
Miss C Robins
Miss J Howlett
Pastoral Team*
Year 7 Progress Leader
KS3 Wellbeing Officer
Mrs C Fowler
Ms J Thomas
Mrs C Powell
Mrs R Power
Mrs K Slade
Mrs C Atkins
Mr M Collins
Director of 6th Form
Dr J Roe
Mr M Todd
Further details regarding staffing can be found on the School’s website.
* staffing correct at the time of writing
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Ysgol Gyfun Radur
Admissions Procedures
The admissions authority for the school is Cardiff County Council. The school’s standard admission number for entry to
Year 7 through to Year 11 is 210. There is no standard admission number for Year 12 and this give an overall capacity for
the school of approximately 1369. Numbers on roll in Autumn 2015:
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Year 7
Year 8
Year 9
Year 10
Year 11
Year 12
Year 13
Total
201*
207
208
207
207
165
154
1349
*For 2015/16 entry, the number of preferences received by the published closing date of 1 December 2014 was 248.
In 2014/15 there were 10 admission appeals (9 for Year 7, 1 for Year 11). There was 1 successful appeal (Year 7).
The catchment area for the school is the combined catchment area of the seven partner primary schools – Bryn Deri,
Creigiau, Danescourt, Gwaelod y Garth, Pentyrch, Radyr and Tongwynlais.
Parents are invited to express a preference for the Secondary School they wish their child to attend. Pupils living outside
the catchment area can be admitted to Radyr Comprehensive School if their parents express a preference for the school
and there is space.
Places are assigned by March and there is an appeal process if a place is not allocated for the school of choice. Further
information regarding admissions is available from Mr Simon Williams, Pupil and Student Services at:
Pupil Admissions Section
Schools Service
Cardiff County Council
Atlantic Wharf
CARDIFF
CF10 5UW
Telephone: 02920 872087
A booklet on ‘Admission to Secondary Schools’ is freely available. Amongst other things, the booklet details the admissions
criteria to be applied when schools are over-subscribed.
Although application must be made to the Local Education Authority, the Headteacher is always happy to speak with
parents considering applying for their child’s admission to the school.
The school is its own admissions authority for post compulsory education so application for entry into the Sixth Form
should be made to the Headteacher.
Further details can be found in the Admissions Policy, which is in the School Information section of the school website.
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Ysgol Gyfun Radur
Caring for students
“The school is a very caring community where interpersonal relationships at all levels are very good. All pupils are
well known and well supported by staff at all levels”
On entry to the school, pupils are grouped into seven mixed ability classes. Information from primary schools is used to
achieve a balance of academic abilities in each class. Each class has a Form Tutor who is likely to remain with the group
for five years.
The Tutor has a major responsibility for the overall development, general welfare, academic progress and behaviour of
members of his/her form. It is the Form Tutor who is likely to be the first point of contact with parents if problems arise.
Supporting the work of Tutors in each year group is a Progress Leader and a Wellbeing Officer who may, in turn, depend
upon the support of the Assistant and Deputy Headteacher and, ultimately, of the Headteacher.
It is our policy to work in partnership with parents as much as possible and to involve them at the earliest practicable
opportunity if problems begin to occur. We would ask parents, in return, to contact the school as soon as possible if they
know of problems of which we should be made aware. Small problems can often be prevented from growing into larger
ones by keeping one another informed.
Bullying is a particular concern of many parents. Sadly, it seems a feature of every human organisation or institution. Our
comprehensive Anti-Bullying Policy commits us to action whenever bullying is reported or detected. We are a ‘telling
school’ and parents are urged to encourage their children to report to staff any incidents in which they or others are
bullied.
Wellbeing Team
“The care, support and guidance that the school provides for its pupils has many outstanding features”
We have 3 pupil Wellbeing Officers to cover each of the key stages and they are located in the centre of the school. The
Wellbeing Officers will be the first point of call for any parents wanting to discuss anything regarding their child. The
Wellbeing officers have a wealth of skills and experience from qualifications in coaching, counselling, anger management,
mentoring as well as developing specific programmes to support pupils with their academic progression. The Wellbeing
Officers also have links with a variety of external agencies that can provide additional support and advice to pupils and
families.
Their key responsibilities are:
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To work in partnership with the Progress Leaders to ensure the wellbeing of pupils within the key stage;
To organise and prioritise pastoral issues within the specified key stage;
Support with emotional and social development of pupils.
To monitor and improve the attendance, punctuality and behaviour of students within the key stage;
Work as part of the Internal Exclusion Team in developing classroom re-integration strategies for students;
Work closely with the SENCO and school counsellor and
Transition support for new pupils.
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Ysgol Gyfun Radur
Grouping of Students
“All pupils are well-known and well supported by staff at all levels”
All pupils, when arriving with us in Year 7 are placed into seven mixed ability Tutor Groups. These are called North, South,
East, West, North East, North West and South East. In Year 7, the vast majority of lessons are taught in these Tutor
Groups. In some practical based subjects, such as D&T, group size is determined by health and safety constraints. There
is some limited grouping by ability in individual subjects, but this does not take place until pupils have settled into school.
The only grouping that takes place in Year 7 happens in Mathematics and English. In year 8, some grouping by ability
occurs in English, French, Mathematics, Science and Welsh. In other subjects the Tutor Group remains the basic teaching
group.
In years 9, 10 and 11 teaching in core subjects is mainly in sets and grouped by ability. The degree to which students are
grouped by ability in the various subjects is largely at the discretion of the individual departments who make a decision
as to the most effective grouping at each stage.
Meeting Individual Needs
The aims of the school clearly commit us to meeting the individual needs of all our students. This includes those young
people with Special Educational Needs. The curriculum itself, especially in KS4, is structured in such a way as to stretch
the most able and to support those experiencing difficulties.
The OASIS (opportunity and support in school) centre is our learning support base, from which our Special Educational
Needs Co-ordinator (SENCo), Mrs G Warren leads a dedicated team in the support of all those requiring support. Specialist
teachers and Teaching Assistants work with pupils with learning difficulties, to ensure pupils are able to access the
curriculum and achieve success in their learning. The faculty liaises with subject departments and the Progress Leaders to
ensure the needs of individual pupils are met. They also work with external agencies, including the Achievement and
Inclusion Service and Health professionals.
Radyr is committed to inclusive education, with all pupils having
access to the full curriculum. The Supportive Education
Department provides support for pupils with special educational
needs by providing teaching assistant support in-class and on a
withdrawal basis, where small groups or individuals work to
improve their basic literacy and numeracy skills. Sixth form
students are also encouraged to work with lower school pupils to
improve their skills. The Special Needs Policy of the school
provides a framework for special needs provision within the
school. This meets the requirements of the Revised Code of
Practice for Wales, and is in line with County guidelines.
Further details can be found in the Special Educational Needs
Policy, which can be found in the School Information section of the school website.
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Extra-curricular activities
“The school provides an impressive range of out of hours learning and extra-curricular activities with a high proportion
of pupil involvement across all key stages. This is an outstanding feature”
We recognise that much that is of value cannot be tackled entirely through the main curriculum subjects during lesson
time. It is because of this that we try to provide the widest possible range of additional opportunities to young people in
our care.
Although the situation may change from year to year, regular clubs, practices, teams and activities have included:
Art (including Ceramics, Printmaking, Photography & visits), Athletics, Badminton, Basketball, Big Band, Brass ensemble,
Charity Committees, Chess, Choirs – junior and senior, Community Service, Cricket, Cross-Country, Dance, Drama,
Euroclub/Culture Club, French Club, ‘Girls Fit Club’, ‘Greenfingers Club’, Green Flag Council, Gymnastics, Hockey,
Homework Clubs (Yr 7–9), Lunch-time Youth Club, Maths Club, Netball, Orchestras, Pen to Paper Club, Rounders, Rugby
(Girls and Boys), Science Club, Soccer (Girls and Boys), Street Dance, Swimming, Tennis, Weight Training, Welsh Club,
Wind band, Young Enterprise, Young Writers’ Club, Zumba.
[IT facilities are available lunch-times and after school]
In addition to such regular activities the annual school calendar features:
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Curriculum support activities run by many departments and including spelling and reading clubs
An active School Parliament that gives pupils a voice and encourages initiative
A variety of exchange and other foreign visits
Opportunity to visit other countries on expeditions and sporting ‘tours’
A variety of educational visits within the UK
The Spring Term Eisteddfod involving everyone in Years 7-9 as well as many in Year 12 – with a separate
concert event being held with those in Year 9 and 10.
‘Skills Days’ in which students focus intensively on particular topics related to Personal and Social
Development.
Frequent Musical productions
Drama productions
Fixtures against other schools both near and far in most of the major sports
Revision sessions before, during and after school to boost exam preparations
Dedicated workshops aimed at raising aspirations and preparing students for Oxbridge applications
Industrial work place visits for subjects such as Science and Technology
As is clear from this list, Sport and the Arts are prominent features of school life at Radyr. Our aim in both areas is simply
“to encourage the widest possible participation and the highest possible quality of performance”.
House System
When pupils join us in September they are put into one of three Houses: Dwynwen, Ifor Bach or Llywelyn. They meet
regularly as Houses and compete throughout the year in different events such as the Eisteddfod, Charity Week and Sports
Day. Siblings are placed in the same house.
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Ysgol Gyfun Radur
Sports at Radyr Comprehensive School
The PE Department continues to flourish with ever increasing participation rates and many successes to celebrate. In addition to the
PE Department clubs and activities that include athletics, rugby, hockey and football, we are part of the 5x60 Initiative of the Sports
Council for Wales. This aims to help young people achieve 60 minutes of healthy physical exercise 5 times a week. Nearly all parents
state that there is ‘a wide range of extra-curricular activities for pupils to participate in’. Current 5x60 Clubs include: Girls Football,
Fitness, Dance, Judo, Basketball, Badminton and Table Tennis. Since September we have been involved with Sport Cardiff events. These
include: Basketball, Cricket, Football, Athletics, Rowing, Touch Rugby and Netball. The list of activities is regularly reviewed with some
new activities added due to availability.
We enter our teams into the Urdd National Netball Tournament. This is a national competition held every year and is a great opportunity
for the pupils to experience welsh CULTURE through sport.
Pupils from Year7-10 compete for the prestigious Sports Day House Cup, in a minimum of 1 event (track/field/relay). The day is
supported by older pupils that are fully trained to steward the events. Pupils also compete throughout the year in various inter house
sporting events. These are highlights in the school calendar.
Sporting Awards 2014/15
We encourage parents and pupils to let us know of any sporting success so that we can celebrate it in school.
National Representatives
Athletics: (S. Wales) Grace Morgan
Basketball: Panos Karras/Ben Thomas
Cricket: Sophie Thomas/Rebecca
Kingsbury/Beth O’Donnell
Cycling: Kate Mingay
Fencing: Louisa Britton/Poppy James
Football: Ella Powell
Gymnastics: (GB) Jolie Ruckley
Hockey: (S. Wales) Alf Entwistle
Ice Hockey: Ellis Frost/Eliot Randall
Rugby League: Joe Melhuish
Sailing: Jess Wood
Swimming: Bethan Beynon/Anneliese Beynon
Water Polo: Emma Bailey/Leire Dafis-Sagarmendi
County Representatives
County Athletics: Molly Greenman, Issie Tustin, Katy Green
County Cricket: Archie Clegg, Alex Griffiths, Taylor Burns,
Tom Wilbraham, Will Jones,
Laurie Bassett-Jones, Daniel Rogers,
County Football: Lewys Twamley, Callum Dyer, Sammy
Peacock, Luke McAllister, Beth O’Donnell, Liam Bishop,
County Football (Deaf): Malo Thomas
Cardiff Schools Rugby: Fergus Hodgson, Owen Walrond, Joe
Melhuish, Lewis Jameson, Anthony Lamerton
County Cross Country: Lewis Driscoll, Daniel John, Will
Couston, Sammy Peacock, Ffion Morgan, Nicholas Lai
County Indoor Athletics: Jack Clarke, Panos Karras, George
Adsett, Ryan Manfield, Nicholas Lai
County Hockey: Will Couston, Millie Yule, Rianna Man
County Netball: Erica Kingsbury
County Swimming: Grace Morgan, Cerys Howard-Cook, Rhys
Davies
Other Honours
County Golf: Larry Ryan
County Race Walking: Dan McKerlich
2014/15 Team Awards
Year 7 Rugby Team: Tom Jones, Archie Clegg, Lewis
Chapman, Ben Wislocki, Oliver Thorne, Dylan Jones, Jamie
Brind,
Morgan Jones, Connor Laskey, Gethin Thomas, Luca Prince,
Abraham Mohammed, Daniel John,
Daniel Carey, John Harries, Oliver Stockdale, Joe Nicholls
Year 10 Rugby Team: Joe Melhuish (Captain)
Jack David, Nael Loutfi, Corey Scanlon, Owen Walrond,
Cameron Burke, Anthony Lamerton,
James Legg, Eliot Randall, Will Ladd, Arron Dyer, Daniel
Coomer, Lewis Jameson, Fergus Hodgson, Ciaran Dyer, Finlay
Thompson, Ioan Hull, Harry Buckley, James Edwards
Year 8 Netball Team: Emilia Whiles (Captain)
Catrin Lewis, Elicia Prince, Emily Newsway, Emma Bailey,
Erica Kingsbury, Ellie Wilson
Emilia Whiles, Maggie Webb
Ski Team - Welsh Dry Slope Champions
Iwan Jones, Gethin Jones, Isaac Criddle, Jerome O’Reill
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Ysgol Gyfun Radur
Working in partnership with parents
“There are effective partnerships between the school and parents”
Good links between the school and parents are essential for the wellbeing and progress of pupils. The school seeks to
ensure communication between school and home is efficient and effective. This begins whilst pupils are still in primary
school with the SENCo attending year 5 and 6 annual reviews for pupils with statements of special educational needs.
Year 5 & 6 parents are invited to annual open evening and new intake meetings. Once pupils are members of our
school we provide parents with information evenings and a parent evening for new pupils before the end of the first
half term. Communication between school and home is enhanced by Parentmail, Show My Homework, reports, home
school communication via planners and the Governors’ Annual Report to Parents.
We shall only be able to fulfil our aims as a school by working in partnership with parents. Their support, help,
encouragement and involvement cannot only have a huge impact on the success of their own children but also a very
significant one on the school as a whole. Some of the ways in which we actively seek to involve parents are by inviting
them to:
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Parents’ Consultation Evenings to discuss their child’s progress and any concerns;
Contact the school at any other time if they feel it would be beneficial to discuss issues with subject teachers,
tutors or any other staff;
Work with the school in various voluntary capacities such as involvement in extra-curricular activities;
Participate in surveys of opinion as part of the school’s development planning, and to contact the Headteacher
with any ideas of ways in which we can improve the quality of our provision;
Participate in the events organised by the committee of our Parent and Teacher Association, and to stand for
election to that committee;
Monitor progress using the Homework Diaries and support their own children with their work;
Support their children in line with the Home School Agreement;
Themed evenings dealing with important educational issues;
Make use of our web-site. There is a dedicated ‘Parents section’ that holds information on such areas like
assessment and how to access free school meals.
For those parents wanting more detailed written information, documents such as School Policies and Departmental
Schemes of Work can be viewed by arrangement with Mrs Jane Colley, the Headteacher’s Personal Assistant.
The Radyr Parent and Teacher Association
We greatly value the work and support of the association. All parents of students at the school are automatically
members of the PTA and are eligible to serve on the association’s committee. Officers are elected at the Annual
General Meeting held early each Autumn Term and serve for a two-year period. The committee also has on it
representatives of the staff and governors. The PTA organises a series of events each year – mainly directed at raising
funds to be used for the benefit of our students. Purchases have included a minibus, Studio lighting and sound
equipment, outside benching for students and data projectors/interactive whiteboards and computers for teaching
areas. It has also made grants to the School Council to support their work and initiatives in addition to numerous
items for individual departments and computers for the school library. Most recently it has funded the piloting of a
wireless online access in parts of the school enabling students to access online resources from their own devices.
Events provide opportunities for parents and staff to meet in an informal way.
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Ysgol Gyfun Radur
The School Day
We operate a fortnightly 50 lesson timetable. Each lesson is an hour long. The structure is:
Registration/Assembly
Period 1
Period 2
Break
Period 3
Lunch
Period 4
Period 5
End of School Day
Buses Depart
08.30
08.50
09.50
10.50
11.05
12.05
13.05
14.05
15.05
15.20
Lunch-time Arrangements
Pupils in Years 7 - 11 are expected to remain on the school premises during the lunch break. They have the choice of
buying a school lunch or bringing a packed lunch, which can be eaten in the canteen. A good range of food - from
snacks to full meals - is available daily in the canteen. We operate a ParentPay online account. No food can be
purchased without an account. Those pupils eligible for free school meals can pay for meals in exactly the same way
as any other pupil. If parents believe that their child is eligible for free school meals, there are details on the website
about how they can apply.
However, any parent of a child living within easy walking distance of the school who wishes their child to come home
for the lunch-break should notify the appropriate Progress Leader (in writing) of this request. The child will then be
regarded as being 'off-premises' between 12.05pm and 1.05pm. It is very important, for safety reasons, that this
information is accurate and kept up to date.
Pupils in Year 12 and 13 are allowed off premises at lunchtime but must sign out in the 6th Form Centre beforehand
so that the school has a record of pupils on site for Health and Safety reasons.
You should be aware that a wide range of activities take place on site at lunch-times and that those leaving the site
between the morning and afternoon sessions may miss out on such activities.
Further details can be found in the School Sessions Times Policy, which can be found in the School Information section
of the school website.
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Ysgol Gyfun Radur
Term dates
2015/16*
Term
Begins
Half Term
Ends
School Days
Autumn
Term
Tuesday
1 Sept 2015
Monday
26 Oct 2015
Friday
30 Oct 2015
Friday
18 Dec 2015
74 days
Spring
Term
Monday
4 Jan 2016
Monday
15 Feb 2016
Friday
19 Feb 2016
Thursday
24 March 2016
54 days
Summer
Term
Monday
11 April 2016
Monday
30 May 2016
Friday
3 June 2016
Wednesday
20 July 2016
67 days
2015/16 INSET Days
 Tuesday 1st September 2015
 Wednesday 2nd September 2015
 Friday 16th October 2015
 May Day - Monday 2nd May 2016
 Friday 17th June 2016
 Monday 20th June 2016
2016/17
Term
Begins
Half Term
Ends
Number of
School Days
Autumn
Term
Tuesday
1 Sept 2016
Monday
24 Oct 2016
Friday
28 Oct 2016
Friday
16 Dec 2015
72 days
Spring
Term
Monday
3 Jan 2017
Monday
20 Feb 2017
Friday
24 Feb 2017
Thursday
7 April 2017
63 days
Summer
Term
Monday
24 April 2017
Monday
29 May 2017
Friday
2 June 2017
Wednesday
21 July 2017
60 days
2016/17 INSET Days
Thursday 1 September 2016 will be a designated INSET day for all Community Schools. The school will confirm the
dates of the remaining four INSET days during the Summer term 2016.
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Ysgol Gyfun Radur
Behaviour and relationships
“Standards of behaviour are very good”
We are working to become a ‘restorative school’, where everybody is working hard to build and sustain relationships.
Restorative approaches are used by members of staff in all aspects of school life. The great majority of our young
people act sensibly, behave well and work hard. It is important that they are commended for doing so. At Radyr we
have a Rewards System based on Merit stamps and Certificates/Postcards to supplement the words of praise a student
can expect whenever he or she has worked particularly hard, produced an exceptionally good piece of work or made
a significant contribution to the school community in some other way. We celebrate achievement through regular
assembly, musical events and at the annual Awards Evening.
However, there are times when pupils do not behave as we would wish. Every community needs clear, enforceable
rules in order to protect people and property and to ensure its smooth running. This school is no exception. We
have a Relationships Policy, agreed by staff and students, which covers general expectations of behaviour in class
and around school. It is reproduced below:
The Classroom Ground Rules are:
On time, properly prepared
Ready to listen and learn
Directions to be followed immediately
Environment needs care
Respect for all
At all times I will:
 Show respect and consideration for other people and
their belongings and the environment of the school.
 Be sensible and polite.
 Arrive in registration on time.
 Conform to the full school uniform rules.
 Treat all school property with care and report any
damage immediately.
 Not drop litter.
 Eat and drink only in designated areas.
Students with Special Educational Needs
It is important that pupils should have their SEN considered when rewards and sanctions are being applied. The
following advice to staff summarises our approach throughout the school Years 7-13
All students should be encouraged to achieve and engage with their learning and need to be taught how to fit into
society and maintain its rules; therefore, all students will be expected to follow the school and classroom rules.
However, individual needs should be considered when sanctions are to be applied. Sanctions may be lighter than those
given to other students for the same misdemeanour especially if the behaviour is deemed to be directly attributable to
their needs. If a situation arises where exclusion is a possibility the individual, the circumstances and the misdemeanour
must be taken fully into consideration before an informed decision is made. Students with Autism, including Aspergers,
may require special consideration. It is essential that a supportive adult is present during any interview to ensure the
student understands the situation, the investigation process and the possible consequences or sanctions. Strategies to
use with students in order to prevent potential situations developing and leading to sanctions are:





Wellbeing team involvement
Timeout cards
Support from a Learning Support Assistant or OASIS staff
Intervention by a member of Senior Leadership Team or the Progress Leader
It should be noted that, the Relationships Policy provides guidelines in the use of reward and sanctions
Page 14
Ysgol Gyfun Radur
Attendance
Quite apart from the legal requirements on parents concerning their children's education, regular attendance and
punctuality are clearly important if a child is to gain maximum benefit from his or her education at Radyr and
prepare for adulthood and the world of work. Truancy at Radyr is rare and we ask parents to help us eliminate it
altogether by notifying us - as soon as possible - of the absence of a pupil.
The following procedures should be followed by parents and by the school. They are designed to set clear
guidelines for establishing a good working relationship between school, pupil and parents.

Notification of absence: Parents should notify the school of their child's absence on the first day and ensure
that written confirmation of the absence is given to the Form Tutor immediately upon their child's return to
school. This helps us to detect or identify truancy in its early stages and can be important for the safety of the
child. It is clearly essential that parents and the school know the whereabouts of the child.

Unexplained absences: The school will notify parents through the automated call system if an unexplained
absence occurs. Please respond as soon as possible.

Absence of a child during the course of a day: The school will notify parents if a child absents him or herself
from lessons during the day.

Involvement of Education Welfare Officers: The school will refer to the Education Welfare Service any
absences which seem unreasonable or for which no explanation has been received. It may then arrange a
home visit, or involve other agencies, in attempting to determine the reason for absence and to deal with its
causes. Any parent experiencing difficulty in getting their child to attend school should feel free to contact
the school in order to enlist such professional help and support.

Holidays during term-time: Please help us to achieve this ambitious target by not taking your child out of
school unless it is an emergency.
2014/15 Attendance Figures
Cardiff
Wales
95.0%
93.9%
93.9%
Overall, the attendance was 95.0% with the percentage of sessions missed due to unauthorised absence being only
0.8% and that due to authorised absence 4.2%. The ‘Radyr Attendance Framework’ has been adopted by all schools
within the cluster. It gives a detailed policy and guidelines for parents.
Further details can be found in the Radyr Attendance Framework, which can be found in the School Information section
Page 15
Ysgol Gyfun Radur
Curriculum Structure
The school operates a flexible 11-18 curriculum, which allows students to develop and enhance their basic skills
whilst deepening their learning across a broad and balanced range of academic and applied subjects and courses.
The timetable cycle consists of 50 one-hour lessons across a fortnight. At Radyr we operate a 3-year KS4, so begin
studying GCSE or BTEC courses in Year 9.
Key Stage 3
The school operates a two-year Key Stage 3. In Year 7 and 8, students follow the National Curriculum subjects. The
Key Stage 3 curriculum aims to provide an excellent grounding in the core subjects (English, Mathematics, Science,
Welsh, Religious Education, Personal, Health and Social Education and Physical Education) as well as the Creative
Arts, the Humanities, Modern Foreign Languages, Design and Technology and Information Technology. More
talented linguists will also be given the opportunity to study a second foreign language from the beginning of Year
8. It is through this study that they develop a range of skills and competencies and a substantial body of
knowledge. Students will develop excellent independent study habits through a regular diet of homework and a
focus on teaching them how to learn, as well as what to learn.
Year 7
Students are taught in mixed ability tutor groups for most of their lessons. After the first half term, students are
placed in ability sets for Mathematics.
Subject
English
Mathematics
Science
Art & Design
Drama
French
Geography
History
Lessons/fortnight
7
6
5
2
1
4
3
3
Subject
IT
Music
Physical Education
PSE
Religious Education
Technology
Welsh
Lessons/fortnight
2
2
4
1
2
4
4
Year 8
In Year 8, along with Mathematics, English, Science and Languages are given the opportunity to set. There are 2
learning pathways students can pursue.
Learning Pathway 1 – students do a second modern foreign language – German. Students with an aptitude for
languages will be selected for this pathway.
Subject
English
Mathematics
Science
Art & Design
Drama
French
Geography
German
Lessons/fortnight
6
7
5
2
1
3
3
3
Subject
History
Information Technology
Music
Physical Education
PSE
Religious Education
Technology
Welsh
Lessons/fortnight
3
2
2
3
1
2
4
3
Page 16
Ysgol Gyfun Radur
Learning Pathway 2 – students have an additional lesson in French and Physical Education.
Subject
Lessons/fortnight
6
7
5
2
1
4
3
English
Mathematics
Science
Art & Design
Drama
French
Geography
Subject
History
Music
Physical Education
PSE
Religious Education
Technology
Welsh
Lessons/fortnight
3
2
2
4
1
2
4
4
Key Stage 4
“By basing its provision each year on the information about pupils’ preferred subject choices, the school is able
to allow nearly all pupils to follow their chosen individual pathways”
In Years 9, 10 and 11 students continue follow the core subjects: English, Mathematics, Science, Welsh
(2nd Language), Physical Education, Religious Studies, Personal, Health and Social Education and Welsh
Baccalaureate.
We begin our options process towards the end of the spring term in Year 8 where students are guided carefully
onto a range of courses in which they show both interest and aptitude. For some students we may feel it is to their
advantage to sit examinations earlier in English, Mathematics and Science, however this decision will only be made
after careful and thorough consideration of their needs and never to the detriment of their overall most ambitious
progress.
Year 9 is seen as a transition year in terms of the Key Stage 4 curriculum. Students have embarked on 3 chosen
options whilst still retaining compulsory aspects associated with Key Stage 3.
Optional Subjects studied in Year 9, 10 & 11*
 Art & Design
 Drama
 MFL-French
 Sociology
 Child Development
 Food & Nutrition
 MFL-German
 Sport
 Computer Science
 Geography
 Music
 Textiles
 D&T: Product Design
 History
 Performing Arts
 Welsh
 Digital Applications
 ICT
 Physical Education
*This may change annually due to levels of uptake. We review the curriculum to make sure it is as broad as possible.
Page 17
Ysgol Gyfun Radur
Year 9 (2015/16) – Year 10 (2016/17) – Year 11 (2017/18)
Subject
English
Mathematics
Science
Physical Education
Religious Education
Welsh
Welsh Baccalaureate/PSE
Option A
Option B
Option C
Year 9
Lessons/fortnight
7
7
12
4
2
4
2
4
4
4
Year 10
Lessons/fortnight
7
7
9
2
2
4
4
5
5
5
Year 11
Lessons/fortnight
7
7
9
2
2
4
4
5
5
5
Year 10 (2015/16) – Year 11 (2016/17)
Subject
Year 10
Lessons/fortnight
Year 11
Lessons/fortnight
7
7
9
2
2
4
4
5
5
5
7
7
9
2
2
4
4
5
5
5
English
Mathematics
Science
Physical Education
Religious Education
Welsh
Option A
Option B
Option C
Year 11 (2015/16)
Subject
English
Mathematics
Science
Physical Education
Religious Education
Welsh
Option A
Option B
Option C
Option D
Year 10
Lessons/fortnight
7
6
9
2
2
2
2
5
5
5
5
Page 18
Ysgol Gyfun Radur
Key Stage 5
In general, some 75% of our students choose to stay on into the Sixth Form and embark upon courses for which
they are suitably qualified. Course choices, and their implications, are outlined in our Sixth Form Prospectus issued
to students during Year 11. A comprehensive counselling programme supports these choices.
Most of our Sixth Form students choose to study four subjects at AS Level in Year 12 within the framework of the
Welsh Baccalaureate. Their choice of subjects is made from the list below.
Most students in Year 13 will pursue three subjects to full A Level.
At Post 16 we offer, as part of the successful City Partnership, an extensive range of Key Stage 5 programmes,
comprising of A Levels and Applied Courses. Students have the opportunity to create programmes of study both at
Radyr and at one or more of the other providers within the partnership, which maximises access and choice.
Much of the curriculum is determined by legislation. However, the content and balance of the curriculum is kept
under constant review.
Subjects studied in Year 12 & 13*









Applied Science
Art
Biology
Chemistry
Computing
D&T: Product Design
Economics
English Literature
English Language and
Literature










French
Further Mathematics
Geography
German
Health & Social Care
History
HE Food
Mathematics
Music










Music Technology
Politics
Physical Education
Psychology
Physics
Religious Education
Sociology
Sport
Textiles
Theatre Studies
*This may change annually due to levels of uptake. We review the curriculum to make sure it is as broad as possible.
Lesson allocation in Yr12 & 13
Subject
Option 1
Option 2
Option 3
Option 4
Year 12
Lessons/fortnight
8
8
8
8
Year 13
Lessons/fortnight
8
8
8
8
Further details can be found in the Curriculum Policy, which can be found in the School Information section of the
school website.
Page 19
Ysgol Gyfun Radur
Examinations
It is our policy to enter students for external examinations in as many subjects as they can reasonably cope with
and at a level appropriate to their ability. Ultimately, decisions on examination entry are the responsibility of the
Headteacher following consultation with staff, students and parents.
In practice this means that:
In Key Stage 4,

It is usual for students to be entered for each of the examination courses they have studied in KS4. In some
cases, the assessment will be taken in Year 10 but for most courses the examination will be in Year 11. For
the majority of students, this means they will be entered for between nine and eleven GCSE (or equivalent)
examination subjects. Some students may be entered for the Entry Level Certification if this is thought to
be most appropriate to their ability.

In some GCSE subjects, there are different tiers of entry. The final decision about which tier of entry is most
appropriate for a student will often not be made until the January of Year 11. All subject teachers give
careful consideration to a wide range of assessment evidence and exercise their professional judgement
and considerable experience when entering students for a tier of entry that is in the student’s best interests.
Should a student’s level of achievement change significantly between January and March of Year 11 [for better or
worse!] it is still possible for a subject teacher to recommend an amendment in the tier of entry that will be most
appropriate to the student’s needs.
Parents will be kept informed throughout the entry process of any changes being ma de.
In Year 12
All students will be entered for all elements of the Welsh Baccalaureate Core as well as for the AS Levels or
Vocational courses for which they have registered as long as progress is such that they have a significant chance of
a successful outcome. Students should note that if they wish to re-take any module, in order to improve grades,
this will normally have to be financed by the student. We encourage students who may not have attained a GCSE
grade C or above in English or Maths, to re-sit the examination to improve their grade. The school will usually fund
the cost of one re-sit in GCSE English and / or Maths, as long as the student has attended re-sit classes and shown
a commitment to improve. The student will finance any further re-sit.
In Year 13
Students will be prepared for the A2 exams or vocational courses for which they are registered as long as progress
is such that they have a significant chance of a successful outcome. Students should note that if they wish to retake any module in order to improve their overall grade, then the student would normally be expected to finance
this.
Note: In the event of disagreement about an examination entry the final decision will be made by the
Headteacher.
Page 20
Ysgol Gyfun Radur
Core Elements of the Curriculum
Throughout the school, emphasis is placed on a number of themes and issues not always reflected in subject titles. In
particular, these include:
Literacy and Numeracy
At the core of our curriculum is a commitment to ensure that all pupils attain a level of functional literacy and
numeracy. Since 2013 Literacy and Numeracy is tested in years 7 to 9. The results of which are used to identify
individual students for intervention. Every teacher in Radyr is responsible for developing literacy and numeracy.
Some subjects will focus on literacy, others on numeracy. All will provide an opportunity for pupils to develop their
communication skills and many will help them develop their confidence in the use of number.
Additional support is provided through peer mentoring and targeted literacy/numeracy schemes in order to ensure
that every child attains that all-important functional level.
Guidance on how you may best support the development of your child’s basic skills at home is provided at regular
intervals and a curriculum booklet detailing topics taught with specific subject areas is issued annually. These along
with other documents can be found on the school’s website.
Welsh Baccalaureate
The Welsh Baccalaureate Qualification aims to provide a broad, balanced curriculum for 14-19 year olds. It helps to
develop knowledge and skills that students will require as they progress through education to the world of work.
The programme contains a range of activities including personal and social education, enterprise activities, work
experience and community participation. Students also gain accreditation in essential and key skills that will
complement their wider learning. It is taken by all pupils as part of the compulsory element of Key Stage 4 and Key
stage 5, and is completed alongside other formal qualifications.
Careers Education and Guidance
“The School has very good arrangements to promote the health and wellbeing of all pupils”
Careers education and guidance permeates throughout Years 7-13 and is offered in partnership with the staff of
‘Careers Wales’, our national specialist Careers experts. This work is led by the school’s Co-ordinator for WorkRelated Education.
In the Lower School years, emphasis within Tutorial and Personal and Social Education activities is on identifying
personal strengths and weaknesses to be built upon and developed in later life. By Year 9, there is a need for more
specific work. This includes specialist careers events, a counselling programme related to subject choices and the
production of Individual Action Plans to make full use of each student’s academic and personal skills.
The Welsh Baccalaureate course in Years 9, 10 and 11 incorporates substantial elements of Careers Education,
including preparation and follow-up for Work Experience, individual interviews with Careers Officers, work on the
production of CVs and an introduction to job application and interview techniques. All Year 10 students experience
a one-week Work Experience placement.
Careers Education and Guidance continues into Years 12 and 13 during which time students make individual
appointments with Careers Advisers in addition to the opportunities provided within the general programme. The
Induction Programmes highlighting Higher Education and Career opportunities are a popular feature of Year 12 to
Year 13 transition.
Page 21
Ysgol Gyfun Radur
Equal opportunities
The school is committed to the philosophy of providing the best possible education for every individual student
irrespective of culture, gender, sexual orientation or special need. Much work has been done, and is being done,
to ensure that the spirit as well as the letter of recent legislation is reflected in our policy and practice.
Multi-Cultural Education
The school fully supports the Local Education Authority’s multi-cultural education policy. Its commitment to a nonracist approach to education and life is conveyed to students – as are all fundamental values – primarily by example.
Reinforcement is provided by the choice of themes in Assemblies and key subjects. We recognise that the absence
of substantial ethnic minority groups within the school makes it all the more important to give our young people a
positive awareness of the multi-cultural nature of our society. Indeed, we seek to foster a sense of internationalism
and international understanding. Recent specific initiatives to promote multi-cultural education have included:




Membership of the Council for Education in World Citizenship
Regular participation in international exchanges and visits
Charity fund-raising to help the disadvantaged at home and abroad
Links with various schools within and beyond Europe.
Religious Education and Collective Worship
Religious Education is offered throughout the school. In years 7 and 8 it is offered as a discrete subject taking up
two lessons each week. In years 9, 10 and 11 all students study Religious Studies.
School assemblies of a broadly Christian nature take place with members of the Senior Leadership Team and
Progress Leaders each week. On the days that pupils remain with their Form Tutors during registration time, Form
Tutors share, discuss and help students reflect upon a collection of ‘Tutorial Time Reflections ’.
As the school has no affiliations with any particular religion or denomination, the courses followed are those
approved by the Local Education Authority. Nevertheless, you should note that parents have the right to withdraw
their children from Religious Education and from the worship in school assemblies. It is not, however, possible to
provide alternative provision for those students withdrawn from such activities. Any parent wishing to exercise this
right should contact the Headteacher.
Sex and Relationships Education
This features in all years in PSE under the heading of ‘Relationships’. In science lessons, the biological elements of
human reproduction are covered; in Religious Education, the spiritual and moral aspects feature. Physical Education
addresses aspects of personal physical development. The curriculum aims to promote the spiritual, moral, cultural,
mental and physical development of young people; and to prepare our pupils for the opportunities, responsibilities
and experiences of adult life.
It is given careful and sensitive treatment and taught to all pupils in accordance with the 1996 Education Act and
the requirements of the Welsh Government’s PSE Framework 2010. All pupils are encouraged to have due regard
for moral considerations and the value of family life. Included within Health Education are elements of Sex
Education and parents are reminded of their statutory right to withdraw their children from these parts of the
provision. Any parent wishing to discuss further should contact the Headteacher.
Page 22
Ysgol Gyfun Radur
Further details can be found in the Sex and Relationships Policy, which can be found in the School Information
section of the school website.
Homework
Homework is an important feature throughout the school. At the start of each of years 7 and 8, parents will receive
a ‘Curriculum Letter’, giving information about each course their child will be studying. This includes details of the
type and frequency of homework that can be expected in each subject as well as an indication of how parents can
support and help children with the work. Although students are issued with a planner, the main way of setting
homework is through ‘Show My Homework’. Pupils and parents will be given usernames and passwords. Parents
can easily access the work that has been set and can monitor its completion. This provides a ready form of
communication between teachers and parents as well as providing a record of homework set and done.
Parents are asked to monitor homework at least weekly and are invited to make use of pupil planners for writing
notes to their child’s teachers whenever this seems appropriate.
Bilingualism
At Radyr Comprehensive School, we believe that developing the Welsh dimension and bilingualism will help pupils
to understand and celebrate the distinctive quality of living and learning in Wales in the twenty-first century.
Pupils will have opportunities to use the Welsh language both inside and outside of the classroom. We aim to help
them to identify and share their own sense of ‘Welshness’, feel a heightened sense of belonging to their local
community and country and understand the position of Wales in the World.
To be successful, the Cwricwlwm Cymreig has to be central to schemes of work of all subjects and integrated across
all aspects of school life. The Welsh experience, as conveyed by the Cwricwlwm Cymreig and the use of the Welsh
language, provides a valuable opportunity to extend the educational experience of all pupils giving them knowledge
of their heritage, language and culture as well as of contemporary Wales and its place in the world.
Further details can be found in the Welsh Ethos Policy, which can be found in the School Information section of the
school website.
Welsh is compulsory for all students at Radyr. There are opportunities for those students coming from Welsh
Medium primary schools, or in-year admissions from Welsh Medium secondary schools to have early entry in
external examinations. This is done through consultation and is done on an individual basis.
Page 23
Ysgol Gyfun Radur
Examinations Results: 2015
National Curriculum Assessment Year 9
Page 24
Ysgol Gyfun Radur
Page 25
Ysgol Gyfun Radur
Page 26
Ysgol Gyfun Radur
Page 27
Ysgol Gyfun Radur
Page 28
Ysgol Gyfun Radur
Page 29
Ysgol Gyfun Radur
Examinations Results: August 2015
GCSE
All Subjects L2 Full Course
All
Entries
1961
A*
229
A
434
B
492
C
479
D
168
E
80
F
40
G
20
U
18
X
1
A*A%
33.8
A*C%
83.3
A*G%
99.0
Faculty: Subject
CA: Art & Design GCSE
CA: Drama GCSE
CA: Music GCSE
CA: Performing Arts GCSE
SC: Biology GCSE
SC: Chemistry GCSE
SC: Physics GCSE
SC: Science: Core GCSE
SC: Science: Additional GCSE
TE: DT: Product Design GCSE
TE: HE: Child Development GCSE
TE: HE: Food GCSE
Entries
37
22
33
11
8
66
198
187
13
74
99
27
28
43
27
24
36
23
28
196
198
55
55
56
134
93
28
20
57
A*
15
0
5
0
0
9
5
3
0
8
12
2
0
0
3
0
6
2
2
38
38
13
21
24
3
1
6
0
0
A
5
2
10
5
7
19
40
37
1
21
28
9
7
13
15
1
21
4
5
32
41
25
18
13
17
20
7
3
8
B
6
7
7
4
1
17
55
72
4
16
22
7
10
26
6
10
4
8
14
49
28
13
9
15
27
21
4
2
17
C
6
7
5
0
0
12
54
47
6
17
21
5
2
4
3
11
4
7
4
27
63
4
5
4
43
34
7
2
20
D
4
3
5
2
0
5
27
17
2
9
6
2
4
0
0
0
0
2
2
24
14
0
2
0
15
10
3
3
7
E
1
3
1
0
0
4
9
7
0
2
6
2
3
0
0
0
0
0
1
9
4
0
0
0
14
4
1
5
4
F
0
0
0
0
0
0
3
2
0
1
3
0
1
0
0
0
1
0
0
8
6
0
0
0
7
2
0
5
1
G
0
0
0
0
0
0
4
1
0
0
1
0
0
0
0
0
0
0
0
4
2
0
0
0
7
1
0
0
0
U
0
0
0
0
0
0
1
1
0
0
0
0
1
0
0
2
0
0
0
5
1
0
0
0
1
0
0
0
0
X
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
1
0
0
0
0
0
0
0
0
A*A%
54.1
9.1
45.5
45.5
87.5
42.4
22.7
21.4
7.7
39.2
40.4
40.7
25.0
30.2
66.7
4.2
75.0
26.1
25.0
35.7
39.9
69.1
70.9
66.1
14.9
22.6
46.4
15.0
14.0
A*C%
86.5
72.7
81.8
81.8
100.0
86.4
77.8
85.0
84.6
83.8
83.8
85.2
67.9
100.0
100.0
91.7
97.2
91.3
89.3
74.5
85.9
100.0
96.4
100.0
67.2
81.7
85.7
35.0
78.9
A*G%
100.0
100.0
100.0
100.0
100.0
100.0
99.5
99.5
100.0
100.0
100.0
100.0
96.4
100.0
100.0
91.7
100.0
100.0
100.0
97.4
99.0
100.0
100.0
100.0
99.3
100.0
100.0
100.0
100.0
GCSE (Short Course)
IT GCSE SC
Physical Education GCSE SC
Religious Education GCSE SC
Welsh (2nd Lang) GCSE SC
Entries
2
1
156
142
A*
0
0
10
3
A
0
0
25
20
B
0
0
29
20
C
2
0
31
46
D
0
0
30
37
E
0
1
21
9
F
0
0
5
4
G
0
0
3
1
U
0
0
2
2
X
0
0
0
0
A*A%
0.0
0.0
22.4
16.2
A*C%
100.0
0.0
60.9
62.7
A*G%
100.0
100.0
98.7
98.6
CA: Performing Arts Double GCSE
CA: Physical Education GCSE
EN: English Language GCSE
EN: English Literature GCSE
EN: Media GCSE
HU: Geography GCSE
HU: History GCSE
HU: Religious Studies GCSE
HU: Sociology GCSE
IT: IT GCSE
IT: Computer Science GCSE
IT: Digital Applications GCSE
LA: French GCSE
LA: German GCSE
LA: Welsh (2nd Lang) GCSE
MA: Mathematics: Apps GCSE
MA: Mathematics: Methods GCSE
L2
Mathematics: Additional L2
Applied Science: BTEC SA
Applied Science: BTEC DA
Hair & Beauty L2 (BBB)
Entries
25
30
15
3
D
13
0
0
0
0
0
0
2
M
3
8
0
0
P
5
22
14
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
U
4
0
1
0
X
0
0
0
1
DM%
52.0
0.0
0.0
66.7
DP%
84.0
100.0
93.3
66.7
Page 30
Ysgol Gyfun Radur
Examinations Results: August 2015
GCE Advanced Level
GCE/A Level Total
(exc WBQ)
(exc WBQ) %
(inc WBQ)
(inc WBQ) %
Faculty: Subject
CA: Art & Design GCE / A
CA: Drama GCE / A
CA: Music GCE / A
CA: Music Technology GCE / A
CA: Physical Education GCE / A
EN: English Lan & Lit GCE / A
EN: English Literature GCE / A
HU: Geography GCE / A
HU: History GCE / A
HU: Psychology GCE / A
HU: Sociology GCE/A
IT: Computing GCE / A
LA: French GCE / A
LA: German GCE / A
MA: Economics GCE / A
MA: Mathematics GCE / A
MA: Math. Further GCE / A
SC: Biology GCE / A
SC: Chemistry GCE / A
SC: Physics GCE / A
TE: Food GCE / A
TE: Health & Social Care GCE / A
TE: Textiles GCE / A
SK: WBQ GCE / A
Total
380
100
512
100
A*
33
8.7
56
10.9
A
70
18.4
134
26.2
B
92
24.2
123
24.0
C
95
25.0
109
21.3
D
62
16.3
62
12.1
E
24
6.3
24
4.7
U
4
1.1
4
0.8
A*A
103
27.1
190
37.1
A*B
195
51.3
257
61.1
A*C
290
76.3
232
82.4
A*D
352
92.6
171
94.5
A*E
376
98.9
86
99.2
Entries
11
12
11
4
15
19
15
15
39
12
6
8
6
3
20
41
4
33
28
12
3
11
7
132
A*
2
0
0
0
0
3
1
2
0
0
0
0
0
0
1
4
1
4
4
2
0
0
0
23
A
4
4
0
0
2
2
2
5
3
1
1
1
2
1
1
19
2
4
9
0
0
0
1
64
B
2
4
2
1
4
6
7
6
10
3
2
1
2
1
5
9
0
11
9
2
1
4
0
31
C
1
2
5
0
0
6
3
1
17
5
0
3
1
1
5
5
1
4
2
6
0
4
0
14
D
2
2
3
2
5
2
2
1
8
2
3
3
1
0
7
4
0
3
4
1
1
3
3
E
0
0
1
1
3
0
0
0
1
1
0
0
0
0
1
0
0
6
0
0
1
0
3
U
0
0
0
0
1
0
0
0
0
0
0
0
0
0
0
0
0
1
0
1
0
0
0
A*A%
54.5
33.3
0.0
0.0
13.3
26.3
20.0
46.7
7.7
8.3
16.7
12.5
33.3
33.3
10.0
56.1
75.0
24.2
46.4
16.7
0.0
0.0
14.3
65.9
A*B%
72.7
66.7
18.2
25.0
40.0
57.9
66.7
86.7
33.3
33.3
50.0
25.0
66.7
66.7
35.0
78.0
75.0
57.6
78.6
33.3
33.3
36.4
14.3
89.4
A*C%
81.8
83.3
63.6
25.0
40.0
89.5
86.7
93.3
76.9
75.0
50.0
62.5
83.3
100.0
60.0
90.2
100.0
69.7
85.7
83.3
33.3
72.7
14.3
100.0
A*D%
100.0
100.0
90.9
75.0
73.3
100.0
100.0
100.0
97.4
91.7
100.0
100.0
100.0
100.0
95.0
100.0
100.0
78.8
100.0
91.7
66.7
100.0
57.1
100.0
A*E%
100.0
100.0
100.0
100.0
93.3
100.0
100.0
100.0
100.0
100.0
100.0
100.0
100.0
100.0
100.0
100.0
100.0
97.0
100.0
91.7
100.0
100.0
100.0
100.0
Year 13
Faculty: Subject
Entries
D*
D
M
P
U
D*D%
D*M%
D*P%
IT: Applied IT GCE / BTEC
30
4
6
14
5
1
33.3
80.0
96.7
SC: Applied Science GCE / BTEC
15
5
0
9
1
33.3
93.3
100.0
Page 31
Ysgol Gyfun Radur
Year 12
Faculty: Subject
Entries
A*
A
B
C
D
E
U
A*A%
A*B%
A*C%
A*D%
A*E%
MA: Mathematics GCE / A
15
3
11
0
0
1
0
0
93.3
93.3
93.3
100.0
100.0
LA: French GCE / A
1
0
0
1
0
0
0
0
0.0
100.0
100.0
100.0
100.0
Entries
A
B
C
D
E
U
AB%
AC%
AD%
AE%
454
105
94
96
73
52
40
43.8
65.0
81.1
92.5
B
C
E
U
AB%
AC%
AD%
AE%
All Subjects
GCE / AS
Faculty: Subject
Entries
A
D
CA: Art & Design GCE / AS
13
6
3
0
3
1
0
69.2
69.2
92.3
100.0
CA: Drama GCE / AS
9
3
2
3
1
0
0
55.6
88.9
100.0
100.0
CA: Music GCE / AS
8
2
0
1
2
3
0
25.0
37.5
62.5
100.0
CA: Music Technology GCE / AS
6
0
0
1
0
3
2
0.0
16.7
16.7
66.7
CA: Physical Education GCE / AS
9
3
5
0
1
0
0
88.9
88.9
100.0
100.0
EN: English Lang & Lit GCE / AS
11
0
3
5
1
2
0
27.3
72.7
81.8
100.0
EN: English Literature GCE / AS
21
4
7
7
3
0
0
52.4
85.7
100.0
100.0
HU: Geography GCE / AS
17
3
3
2
2
4
3
35.3
47.1
58.8
82.4
HU: History GCE / AS
44
2
10
14
10
6
2
27.3
59.1
81.8
95.5
HU: Politics GCE / AS
19
0
4
3
8
1
3
21.1
36.8
78.9
84.2
HU: Psychology GCE / AS
7
2
1
1
1
1
1
42.9
57.1
71.4
85.7
HU: Sociology GCE / AS
14
3
2
6
0
1
2
35.7
78.6
78.6
85.7
IT: Computing GCE / AS
15
3
4
4
3
1
0
46.7
73.3
93.3
100.0
IT: Information Technology GCE / AS
21
0
8
3
7
3
0
38.1
52.4
85.7
100.0
LA: French GCE / AS
12
5
1
3
2
1
0
50.0
75.0
91.7
100.0
LA: German GCE / AS
2
0
2
0
0
0
0
100.0
100.0
100.0
100.0
MA: Economics GCE / AS
21
0
5
4
5
6
1
23.8
42.9
66.7
95.2
MA: Mathematics GCE / AS
61
26
11
7
3
3
11
60.7
72.1
77.0
82.0
SC: Biology GCE / AS
41
14
7
9
6
3
2
51.2
73.2
87.8
95.1
SC: Chemistry GCE / AS
40
18
8
6
1
3
4
65.0
80.0
82.5
90.0
SC: Physics GCE / AS
24
7
2
5
5
2
3
37.5
58.3
79.2
87.5
TE: Food GCE / AS
8
0
0
3
1
3
1
0.0
37.5
50.0
87.5
TE: Health & Social Care GCE / AS
11
2
4
1
1
2
1
54.5
63.6
72.7
90.9
TE: Product Design GCE / AS
9
0
2
3
3
1
0
22.2
55.6
88.9
100.0
TE: Textiles Technology GCE / AS
11
1
0
2
2
2
4
9.1
27.3
45.5
63.6
RS: Religious Studies GCE / AS
5
1
0
3
2
0
0
20.0
80.0
120.0
120.0
Page 32
Ysgol Gyfun Radur
Targets 2016/2017/2018
%L5+
English
Mathematics
Science
Core Subject Indicator
Key Stage 3
2015/16 2016/17 2017/18
96.6
95.6
96.0
96.2
96.6
97.0
98.1
98.1
98.5
92.3
92.7
93.0
Projected Quartile
2015/16 2016/17 2017/18
Q1
Q1
Q1
Q1
Q1
Q1
Q1
Q1
Q1
Q1
Q1
Q1
%L6+
English
Mathematics
Science
Key Stage 3
2015/16 2016/17 2017/18
68.8
69.9
70.9
76.4
76.7
75.4
75.5
76.2
75.9
Projected Quartile
2015/16 2016/17 2017/18
Q1
Q1
Q1
Q1
Q1
Q1
Q1
Q1
Q1
%L7+
English
Mathematics
Science
Key Stage 3
2015/16 2016/17 2017/18
24.5
30.1
31.6
37.5
36.9
37.2
34.1
35.4
37.2
Projected Quartile
2015/16 2016/17 2017/18
Q1
Q1
Q1
Q1
Q1
Q1
Q1
Q1
Q1
Key Stage 4
KS4
2015/16 2016/17 2017/18
Exams Entered
100.0
100.0
100.0
Level 1
99.0
99.5
99.5
Level 2
90.8
90.3
90.9
Level 2 + EM
76.8
75.2
80.3
KS4 Core Subject Indicator
73.9
71.8
76.4
Level 2 English
82.6
80.1
82.7
Level 2 Mathematics
81.2
80.6
83.2
Level 2 Science
96.6
97.1
87.0
No Qualification
0.0
0.0
0.0
Projected Quartile
2015/16 2016/17 2017/18
Q2
Q1
Q1
Q2
Q2
Q2
Q1
Q1
Q1
Q1
Q1
Q1
Q1
Q1
Q1
Q1
Q1
Q1
Q1
Q1
Q2
Q1
Q1
Q1
Key Stage 5
%
Level 3
2015/16 2016/17
100.0
100.0
Attendance
%
2015/16 2016/17 2017/18
95.8
96.1
96.3
Exclusions
Number of FTEs/1000 pupils
Number of days/1000 pupils
Number of FTEs
2015/16 2016/17 2017/18
20
17
21
30
26
18
21
23
16
Page 33
Ysgol Gyfun Radur
Appendix 1
Home School Agreement
The School will do its best to …

provide a caring and stimulating environment in which
all students are helped to achieve their full potential
and enjoy the process.

providing opportunities for parents to discuss
the progress of students and any problems
which may occur
utilising the expertise and opportunities
available in the wider community
In particular, it will seek to:
1. foster the intellectual, moral, social, spiritual and
physical development of each individual by
providing
 a balanced curriculum meeting the individual
needs of students
 high quality programmes of learning which are
both challenging and enjoyable
 wider opportunities to develop individual
abilities and talents to the full

2. prepare young people for adulthood and the world
of work by helping them to develop
 a sense of right and wrong
 an awareness of the responsibilities of
adulthood, parenthood and citizenship
 the adaptability to thrive in ever-changing
circumstances
 perseverance, compassion, tolerance and an
independence of spirit
3. develop a learning community built on partnerships
between students, teachers, parents and the wider
community by
 fostering good relationships in school and
dealing with any incidences of bullying in a
speedy, firm and appropriate manner
 providing, at least once a year, a report on
each student’s progress and level of
achievement
 providing sufficient information to help parents
support the learning of their children
As a parent/carer I will do my best to ...






make sure that my son/daughter attends
regularly, punctually, properly equipped and
wearing school uniform
support the school’s rules, code of behaviour
and system of rewards and sanctions
attend Parents’ Evenings and discussions on
progress or concerns
offer appropriate support with homework and
provide the best possible environment for such
work
Inform the school in advance of any anticipated
absence, on the first day of unanticipated nonattendance and provide a written explanation
immediately upon return to school
keep the school informed of any changes in
circumstances which may affect work or
behaviour in school.

As a student I will do my best to ...





Attend school, and every lesson, regularly and
punctually and with the correct materials and
equipment
Complete all homework and class work on time
and to the best of my ability
Abide by the school’s rules and code of
behaviour
Wear the school uniform and maintain a tidy
appearance
Inform school staff as soon as possible of any
incident of bullying or harassment
Page 34
Ysgol Gyfun Radur
Appendix 2
Complaints Procedure
Governors have adopted a General Complaints Procedure based on the model provided by Cardiff’s School Service.
It is a five stage process as summarised below:
Stage 1: Informal complaint
Concerns should initially be raised with the member of staff concerned or with the Headteacher [unless he is,
himself, the subject of complaint ~ in which case the matter must be raised with the Chair of Governors]. This
should be done in writing. The aim will be to investigate, resolve and report back on the matter as soon as possible.
If this is not done to the complainant’s satisfaction, the procedure moves on to Stage 2.
Stage 2: Headteacher’s Investigation
At this stage the complaint really must be put in writing to the school. This will be acknowledged within five working
days and a response promised within fifteen working days. At this point the complainant will be invited to meet
with the Head [or a designated member of staff] – accompanied by a friend or relative if desired. Witnesses and
those involved will be interviewed and those who may be the subject of the complaint notified of its nature. Written
records will be kept of procedures at this stage and the complainant invited to discuss the outcome of any
investigation. The outcomes of this meeting will be outlined in writing.
(If the complaint is against the Headteacher, the Chair of Governors [or a designated Governor] will carry out the
Stage 2 procedures.)
Stage 3: Review by Governing Body
Only rarely will complaints reach this stage at which they need to be put in writing to the Chair of Governors. A
group of Governors will be convened to ensure that all parties are given a fair hearing. The complainant, and
anyone against whom the complaint is made, will be notified of the outcome of the meeting within five working
days. This letter will indicate that if the complainant remains dissatisfied (s)he may contact the Chief Schools Officer
to review whether the complaint has been fully and fairly considered.
Stage 4: Review by the County Council
The Chief Schools Officer will designate an appropriate officer to carry out a review of procedures undertaken in
order to confirm that the complaint has been fully and fairly considered.
Stage 5: Review by National Assembly for Wales
Similarly, as a final stage, the complainant may approach the National Assembly for Wales for a review of the
process undertaken.
Further details can be found in the School Complaints Policy, which can be found in the School Information section
Page 35
Ysgol Gyfun Radur
Appendix 3
Charging for School Activities - Summary
Radyr has adopted, with minor amendments, the policy of the Local Education Authority. The main features are
outlined below. Any parent wishing to see the full LA Policy Statement as amended should contact the school.
Main Features:
1. For any activity occurring, in greater proportion, outside school hours we may charge parents the cost of the
activity if they wish their child to participate.
2. When an activity occurs, in greater proportion, within school time the school will ask for voluntary
contributions when offering it to pupils. Parents will understand that our ability to run such an activity will
be dependent upon a sufficient level of voluntary contributions being forthcoming for it to proceed.
3. The school charges for, or requires the supply of, ingredients and materials in practical subjects such as
Technology where parents have indicated a wish to own the finished product.
4. The Governing Body requires the school to ask parents to pay for the cost of any damage resulting from a
pupil's bad behaviour (e.g. a broken window and defaced, damaged or lost textbooks). Parents may also be
asked to make a part contribution, on a voluntary basis, to the cost of apparatus broken by a pupil in the
course of a practical lesson.
Further details can be found in the Charging Policy, which can be found in the School Information section of the school
website.
Page 36
Ysgol Gyfun Radur
Appendix 4
Equality
The school is committed to working towards Equality regardless of Race, Age, Gender, Faith, Sexual Orientation,
Language, Disability or Age, and to the creation of an inclusive culture in which every individual, regardless of ability
and background, is enabled to participate and is valued as a member of the school community. We therefore
promote positive approaches to diversity and foster respect for people of all cultural backgrounds.
Stereotyped ways of thinking are the result of ignorance and may result in low self-esteem and limited aspirations.
The school values and encourages involvement of people from all sections of the local community, and through this
involvement aims to provide positive images, which challenge stereotyped thinking.
The school is opposed to all forms of prejudice and discrimination based on Race, Age, Gender, Faith, Sexual
Orientation, Language, Disability or Age. Language or behaviour, which is racist, sexist, homophobic, disablist or
potentially damaging to any group will not be tolerated and will be challenged. The school takes its responsibility
to monitor and report on racist incidents each term seriously and uses this information to plan strategies to combat
incidents motivated by hate. We share this information with the LEA to help shape actions to combat hate crime
across the city.
We recognise and celebrate the fact that British and Welsh society is made up of people from diverse backgrounds
and life experiences. It is important that all pupils are prepared to live in such a society.
Looked After Children
The designated member of staff with responsibility for promoting the educational achievement and welfare of
Looked After Children is Mrs S Phillips, Deputy Headteacher with responsibility for Child Protection. The School’s
policy is to support the educational achievement of Looked After Children through individual meetings and reviews
with pupils, carers and external agencies.
Page 37
Ysgol Gyfun Radur
Appendix 5
School Rules
You will note that nearly all of our rules are framed positively. Most of them are summed up by Rule 1. For
convenience, they are listed under three headings – Protection, Efficiency and Bounds.
Protection
1. Everyone should be courteous and helpful to
others.
2.
Personal property, buildings, grounds and
equipment should be treated with care so, for
example, please do not sit on tables or put your
feet on chairs.
3.
All personal clothing, books and equipment
should be clearly marked with the owner's name.
Please note that school books must be replaced if
lost or damaged.
4.
5.
6.
9.
School uniform, as listed elsewhere in this
booklet, must be worn. Please also note the list
of items which may not be worn.
The only acceptable visible body piercing is a
single piercing in each earlobe. Only a simple
stud may be worn.
Hair colour should be within the spectrum of
what naturally grows on the human head.
Extreme haircuts are equally unacceptable
(shaven heads, Mohican, extreme wedges etc.)
The Headteacher will be the sole arbiter on these
issues.
A policy regarding the use of mobile phones in
school is being written and will be made
available on the school website. Pupils must
remember that if phones are brought to school
it is done so at their own risk. Any lost or stolen
phones will not be covered by the school
insurance. Please note that should a child wish
to contact parents, the school pay phone is
10. available, and should the student be ill we would
always want the student to go through the
school First Aider so that we are aware of and in
control of the problem. Students may only leave
school premises during the morning or
afternoon sessions if they have the permission
of a member of staff. They must 'sign out' in the
General Office and then 'sign in' again if they
return later in the day.
11. Apart from students in Years 11, 12 and 13,
those taking a meal in school at mid-day, must
remain on school premises during lunch-time.
Those going home for lunch must bring to their
Tutor a parental note to that effect.
12. A written explanation of any absence from
school should be brought from parents
immediately upon return.
13. Smoking is strictly forbidden in school, on school
visits and on journeys to and from school.
14. Notify your Form Tutor, by letter, if you know
you will be absent from school.
Ring
‘Attendance’ on 02920 845121 on the morning
of an unplanned absence.
15. Violent or abusive behaviour of any kind is
prohibited.
16. The carrying of any offensive weapons or
harmful materials are prohibited. Thus, for
example, no inflammable materials, solvents,
pressurised cans, knives or drugs of any kind
(except with medical permission, in which case
Page 38
Ysgol Gyfun Radur
17. the medication should be handed in at the
school office for safekeeping) may be brought
into school.
 The area behind the swimming pool (marked out
by the top field hedge, the tennis court netting
wire, the path to the top field and the building
itself);
18. Similarly, only items needed for school should
be brought onto the premises.
Unless
requested by staff, such items as iPods should
not be brought.
Efficiency
 The area behind the Drama Studio, including the
area under the emerging exit by the entrance
to Year 9 (S4).
 The grass areas behind the annexes (L1-L4).
19. All movement inside the school buildings should
be quiet and orderly with no running or
shouting. On stairs and in corridors, students
should walk in single file.
20. The central quadrangle is not a play area. There
must be no running or undue noise there.
*The whole area of the school fields is out of bounds
unless explicit advice is given to the contrary during
fine weather in the summer months.
In addition, please note that:

Students are asked to keep to paths and not cut
across grassed areas - especially near the
Technology and Hockey Pitch.

All students should enter and leave school
through the entrance on Heol Isaf or from
Danescourt - not through the woods or via
Woodfield Avenue.

All students should keep to their own area at
breaks. Lower School students play on the Lower
tennis courts.

Students in Years 11 - 13 may leave the premises
to go to Radyr Village (not Danescourt) during
mid-day break. No-one else may leave the site
unless authorised to do so by their Progress
Leader.
Bounds
21. The following areas are out of bounds at all
times:
 The Woods;
 The Community Centre (unless supervised)
and beyond;
 The bus park - except when leaving or
boarding buses;
 The cycle area - except for pupils parking or
collecting their cycles;
 The passageway behind the kitchen;
 The top field and red gra pitch - unless
supervised*;
 The jumping pits - unless supervised and in
proper kit;
 The area around the greenhouse and
potting shed;
 The car park
Page 39
Ysgol Gyfun Radur
Appendix 6
School Code of Behaviour
This is a Code of Behaviour agreed following widespread consultation and discussion between staff and
students
Code of Behaviour - General
Code of Behaviour – Classroom
At all times I will:
In all lessons I will:








Show respect and consideration for other
people and their belongings and the
environment of the school.
When walking around the school be sensible
and polite.
Arrive in registration on time.
Conform to the full school uniform rules.
Treat all school property with care and
report any damage immediately.
Not drop litter.
Eat and drink only in designated areas.









Respect teachers, fellow pupils and
equipment.
Arrive punctually, well prepared and with
the correct equipment.
Listen to and follow instructions carefully.
Complete and hand in both classwork and
homework on time.
Make sure I neither distract nor disturb the
learning of others.
Attract the teacher's attention by raising my
hand if I need help.
Follow all safety rules.
Remain in my place unless it has been made
clear that I may do otherwise.
Avoid eating and drinking.
Work to the best of my ability.
Page 40
Ysgol Gyfun Radur
Appendix 7
Relationships Policy
Introduction
Our aim as a school is to provide a caring and stimulating environment in which all, regardless of their ethnicity
or faith, culture or language, gender, age, disability or sexual orientation are helped to achieve their full
potential. This can only be achieved within a respectful well-ordered community, one that enables effective
learning and teaching to take place.
We have high expectations of all our staff and students at Radyr Comprehensive School. These expectations,
with regards to behaviour, are built around the core values within our ethos, ‘Respect, Commitment and
Success’. We expect all members of our community to respect themselves, others and our environment. We
expect students to look smart by following our uniform expectations, to act appropriately in class so that
learning can take place and around the school so a safe and orderly environment can be created, and treat all
members of our school and local community with respect at all times. Clear guidance, positive modelling by
staff, and opportunities to explore and understand these expectations within the curriculum are provided to
support students so that they take responsibility for their own actions and support our school community in a
proactive way.
We believe that sanctions must not be seen as the only “arm” of promoting positive behaviour, and our initial
response should always revolve around the nature of the displayed behaviour, the reasons behind it, and our
attempt to restore situations and relationships. Rewarding and celebrating achievement, good behaviour and
improvement are also important, alongside ensuring that all students are engaged and appropriately
challenged in lessons to avoid boredom and frustration, both of which can lead to a deterioration in behaviour
and relationships within our school community.
Aims
Our aims are to:
 promote positive behaviour throughout the school to ensure the safety, wellbeing of all members of our
community and to create an atmosphere to ensure effective learning and teaching;
 ensure that students experience a safe stimulating learning environment free from disruption, bullying or
any other hindrance to learning;
 provide a framework within which there are clearly understood and consistently applied approaches to
encouraging good behaviour and responding to poor behaviour and
 to ensure that achievement and good behaviour are recognised, celebrated and rewarded.
Commitments
 To operate within a Learning and Teaching Policy with guidelines designed to ensure students are offered
high quality learning opportunities that provide appropriate challenge, thereby minimising poor behaviour
resulting from frustration or boredom.
 To maintain a system for rewarding achievement and good behaviour this is clear and is implemented
consistently and fairly.
 To make clear to all staff and students our high expectations for positive behaviour and relationships in
and out of the classroom.
Page 41
Ysgol Gyfun Radur

To provide a system of restorative strategies to be taken in the event of inappropriate behaviour which:
 are the shared responsibility of every member of staff (classroom teachers, TAs and PSAs,
admin/support staff, cover supervisors, form tutors, heads of department, heads of faculty, progress
leaders and leadership team members), and which empowers staff at all levels and clarifies the
responsibilities of everyone involved;
 are clear and easy to understand by staff and students alike;
 are consistently and fully applied by all staff and seen to be so;
 is based on respect: respect for staff and the school by students and by staff of the student.

To provide clear guidelines and training for staff on how to implement procedures relating to rewards and
restorative strategies

To be proactive in encouraging an ethos of inclusion in making the school a place where everyone feels
welcome and valued and to be pro-active in tackling and eliminating any discrimination on the grounds of
race, faith, culture, sexuality, ability, disability or language.
All teachers and non-teaching adults are encouraged to give frequent, positive recognition and rewards to
pupils who deserve praise. This may be done in three ways: Non-verbal ~ a smile; Verbal ~ praise “I’m pleased
with you”; Material ~ merits, letters home, reward trip etc.
Positive Behaviour Management is at the heart of what we do. It emphasises rewarding conformity and
compliance rather than punishing pupils.
Further details can be found in the Relationships Policy, which can be found in the School Information section of
the school website.
Page 42
Ysgol Gyfun Radur
Appendix 8
Anti-Bullying Policy
Rationale
Bullying can be defined as deliberate or thoughtless behaviour, usually over a period of time, which causes
someone to feel hurt, frightened, humiliated or threatened. It can take the form of physical assault, verbal abuse,
ridicule, intimidation and extortion and can be carried out by an individual or a group. Cyber bullying is also on
the increase.
The overarching aim of this school is to provide a caring and stimulating environment in which all who learn and
work, regardless of their faith, culture, language, disability, age, gender, race or sexual orientation are valued
equally by the school and are helped to achieve their full potential. The environment cannot be defined as caring
if the bullying of staff or students is tolerated, or even allowed to remain unnoticed; nor will individuals achieve
their full potential unless they are free from the sense of humiliation, fear and oppression which bullying creates.
Purpose
This policy is designed to play a part in creating a caring and supportive environment for students in which:




Pro-active steps are taken to minimise the incidence of bullying
Bullying is reported when it does occur – immediately! We must be a ‘telling school’
Bullying incidents are dealt with sensitively and thoroughly when they do occur
We are pro-active in tackling and eliminating racial discrimination, which we acknowledge exists in society,
making the school a place where everyone feels welcome and valued. All racists incidents are reported to the
LEA.
Commitment
The school will, therefore:
1. Encourage an ethos of inclusion, in which all students feel valued and respected and have the confidence to
discuss issued of importance and concern (including bullying) with staff and other students.
2. Enshrine in the Code of Behaviour respect for individuality and consideration of the needs and feelings of every
student thereby making bullying impossible.
3. Encourage the reporting of bullying whenever it happens and in whatever form.
4. Assure all students, even prior to their transfer from primary or other school, that
bullying will not be tolerated and will always be dealt with seriously, and make clear their responsibility to
contribute to our anti-bullying ethos.
5. Guarantee that no reported incident of bullying will be ignored by any member of staff to whom it is reported.
6. Provide guidelines to staff on strategies appropriate for identifying and dealing with various types of bullying –
in terms of both support for the victim (and family) and sanctions available for the perpetrator.
7. Provide regular INSET for all staff on bullying-related issues.
8. Ensure that any serious and ongoing cases of bullying are reported to members of the Senior
Page 43
Ysgol Gyfun Radur
9. Management Team and raised under an ‘Individual Students’ agenda item at the weekly meeting.
10. Stress to all who work here that the good example set in their dealings with one another and with students
plays a vital part in creating the caring and supportive ethos which must characterise the school as a community.
11. Ensure a staff presence in all major areas of the school at break and lunch-times.
12. Develop and maintain a programme of Personal and Social Education which:




Fulfils our aims of developing in our young people self-discipline, compassion and a sense of right and
wrong such that they will not, themselves, be guilty of bullying.
Fulfils our aims of developing the personal skills, social skills and resilience necessary to share in the
prevention of bullying aimed at themselves or others.
Deals specifically and regularly with aspects of bullying in such a way as to make it clear that it will not
be tolerated, that incidents must always be reported, that when reported it will always be taken
seriously.
Promotes understanding of diversity and equality, which encourages positive, healthy relationships and
which challenge all discriminatory practices.
13. Inform parents of early signs to look out for which indicate that their child may be being bullied.
14. Ensure that parents are made aware of how seriously any bullying will be regarded and dealt with, and that
they are encouraged to notify the school immediately of any incidents of which they become aware.
15. Make available to parents who report bullying, or a suspicion of bullying, simple notes offering advice on how
to deal with the situation and work in partnership with the school.
16. Involve external agencies in the support of both victims (and their families whenever appropriate) and bullies.
Page 44
Ysgol Gyfun Radur
Appendix 9
School Uniform - General
We ask parents to join with the staff in ensuring high standards of dress and adherence to the uniform
requirements. Our policy is to keep uniform as simple and economic as possible. The uniform supplier is YC Sport.
Details are below.
Girls' Indoor Wear
Common throughout Years 7 – 13

Black tailored skirt to reasonable length or
black trousers (these should not be tight
fitting)
 Plain black tights or dark socks
 All black shoes with sensible low heels. No
boots.
Year 7& 8
 White shirt
 School tie*
 Maroon Jumper*
Boys' Indoor Wear



Black trousers
Plain dark socks
All black footwear. No boots.
Year 7& 8
 White shirt
 School tie*
 Maroon Jumper*
Year9, 10& 11
 White shirt
 School tie*
 Navy Jumper*
Year 9, 10& 11
 White shirt
 School tie*
 Navy Jumper*
Year 12 & 13
 White shirt
 6th form school tie*
 Blazer*
 Grey 6th Form Jumper
Year 12 & 13
 White shirt
 6th form school tie*
 Blazer*
 Grey 6th Form Jumper

*These items are available ONLY at YC Sport and are compulsory items to be worn. In the 6th Form, the blazer is
compulsory but the jumper is optional. The only jumper that 6th Form students can wear is available from the
suppliers above.
The shirt, tie and school jumper are compulsory items of clothing and must be worn.
Items which should not be worn: jumpers, ties other than the one supplied by the School’s authorised supplier;
jewellery-no jewellery is allowed other than a watch and stud earring (no more than one in each earlobe; makeup and nail varnish; cords, jean-type trousers and cotton casual style trousers (whatever the colour).
In addition, parents should note that unnatural hair colouring and shaved motifs/hairstyles are not permitted.
YC Sports
90 Crwys Road
Cardiff
CF24 4NP
029 20237968
Open Monday – Saturday 09.00 - 17:30
Page 45
Ysgol Gyfun Radur
Appendix 10
School Uniform- Physical Education
Girls







White plain sports blouse with (optional)
Radyr emblem
Plain one-piece swimsuit
Swim cap
Training shoes – appropriate for
running/not Velcro trainers or ‘daps’
Maroon rugby socks
Radyr sweatshirt
(obtainable only from YC Sport)
Navy tracksuit bottoms with Radyr emblem
or plain
Boys









Black rugby shorts
White shorts
White polo shirt with Radyr emblem
Reversible maroon and sky rugby jersey
Training shoes – appropriate for
running/not Velcro trainers or ‘daps’
Maroon and sky rugby socks
Football boots
Plain blue/black swimming trunks/shorts
Radyr sweatshirt
Years 7, 8 and 9


Maroon skort

Black footless tights or leggings – No motif
Maroon briefs (to be worn with wrap
around skirt)
Page 46
Ysgol Gyfun Radur
Appendix 11
Health & Safety
All members of the school, staff, students, and visitors must take individual responsibility for their own health and
safety whilst on the school site. The school takes seriously, the collective responsibility of all adults and pupils on
the site. The school has CCTV recording both inside and outside the building to support and protect all visitors and
members of the school community.
All visitors, including parents, must report to main reception and must not enter any other buildings beforehand.
Pupils leaving for medical appointments must sign out at the school’s reception.
All visitors must sign in and will be issued with a visitor’s pass, which must be returned when they leave the site.
All staff wear identification badges.
Senior staff and duty staff carry out duty at designated areas. The duty areas are published at the start of each
term. This includes bus duty.
Regular patrols of the corridors by the senior team take place during teaching time. The routes of these patrols
are regularly reviewed by the wellbeing team.
There are restrictions on vehicle movements at the beginning and at the end of the school day and strict
separation of pupils on foot from the buses entering and leaving the site. The school has a number of qualified
First Aiders who complete all required training.
Provision for toilet facilities
The school has sufficient toilet facilities in all buildings, including disabled access. All toilets are monitored
regularly throughout the day by grounds staff and duty staff. All toilets have soap and toilet paper and cleaned
daily.
Further details can be found in the Toilets Policy, in the School Information section of the school website.
Page 47
Ysgol Gyfun Radur
Appendix 12
Destination of School Leavers 2015
Female
Fenyw
Male
Gwryw
Totals
Cyfanswm
%
Continuing in full-time education - Same School
Parhau mewn addysg amser llawn - Yr un ysgol
68
75
143
70.79%
Continuing in full-time education - School
Parhau mewn addysg amser llawn - Ysgol
2
1
3
1.49%
Continuing in full-time education - College
Parhau mewn addysg amser llawn - Coleg
24
20
44
21.78%
Continuing in full-time education - HE
Parhau mewn addysg amser llawn - AU
0
0
0
-
GAP Year
Blwyddyn fwlch
0
0
0
-
Continuing in Part time Education
Parhau mewn addysg ran-amser
0
0
0
-
Entering employment outside WBTYP
Dechrau cyflogaeth tu allan i Hyfforddiant Seiliedig ar Waith i Bobl Ifanc
0
2
2
0.99%
Entering WBTYP (employed status)
Dechrau Hyfforddiant Seiliedig ar Waith i Bobl Ifanc (statws cyflogedig)
0
0
0
-
Entering WBTYP - (without employed status)
Dechrau Hyfforddiant Seiliedig ar Waith i Bobl Ifanc (heb statws
cyflogedig)
1
0
1
0.5%
Able to Enter Emp, Ed or WBTYP (Unemployed)
Yn gallu cael mynediad at Gyflogaeth, Addysg neu WBTYP (di-waith)
2
2
4
1.98%
Unable OR NOT READY to enter Emp, Ed or WBTYP (e.g. due to illness,
custodial sentence)
Methu NEU DDIM YN BAROD i gael mynediad at Gyflogaeth, Addysg neu
WBTYP (e.e. salwch, dedfryd o gaethiwed)
0
2
2
0.99%
Known to have left the area
Yn hysbys iddynt adael yr ardal
0
0
0
-
Not responding to follow-up and therefore unknown
Dim ymateb i'r arolwg, felly'n anhysbys
2
1
3
1.49%
Total number of 2015 statutory school leavers
Cyfanswm y gadawyr ysgol statudol yn 2015
99
103
202
100.0%
Page 48
Ysgol Gyfun Radur
Page 49

School Prospectus - Radyr CS

Transcription

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