DAVISON

CE High School For Girls

Technology College
 WELCOME TO DAVISON
As Headteacher of Davison CE
High School, I feel enormously
leader of such an outstanding privileged to be the
school. As a Technology Colleg
stimulating and relevant curric e, we provide a
ulum within a caring, happy env
values underpin our daily work ironment. Our Christian
and play.
Our personal and academic standa
rds are high and girls are challen
exceed them in all they do. Our ged to meet and
well-qualified and dedicated me
ensure that your daughter experie mbers of staff work hard to
nces a learning programme which
talents and interests. Extensive enr fully develops her
ichment and extra-curricular act
the classroom to involve and ent ivities add much beyond
huse
every girl.

But a true Davison girl has the we

lfare of
others at heart. The chance to ser
ve
others is a valued strength of our
school.
Opportunities abound throughout
the
school year for your daughter to
respond to the needs of others at
local,
national and international level. The
skills
of good citizenship are fundament
al to
working and learning at Davison.

Partnership with parents is essent

ial to
our success. Our Home School
Agreement is built on a firm but
endorsed by students and parent fair approach which is
s. As Davison parents you are enc
interest in your daughter's educat ouraged to take a keen
ion and welcomed into the school
progress and contribute to the sch regularly to discuss
ool community. You are a vital par
t of the Davison family.
I am committed to working closel
y with parents, governors, staff and
high quality education for the girl students to provide a
s of Worthing. I am confident in
our young women a foundation our ability to develop in
for life-long learning, the desire to
recognition and appreciation of the pursue excellence and a
importance of quality in every asp
ect of their lives.
I look forward to meeting you and
sharing in your daughter's future.

“There is an almost tangible sen

se of
community which engages and sup
ports girls
Della West of very disparate abilities and
aspirations’”
Headteacher
Ofsted 2007
 THE HISTORY OF THE SCHOOL
The school was founded in
1812 by the Reverend William
Davison, priest in charge of
the Chapel-of-Ease, which
was St Paul’s Church, now
converted into a Community
Centre. Initially, the school was
for the poor, male children of
the Parish and it was intended
that they would receive a
Christian education and have
instruction in reading, writing
and arithmetic.

From L to R:
Programme from the 1960 Official Opening of Davison C.E. Secondary School for Girls.
Portrait of the Reverend William Davison, who founded the school in 1812.
Report from a Diocesan Inspection of 1901.

The principle that inspired

Davison to create the country’s
first free school in Worthing
remains as important today as
Above & Right:
it has ever been. Davison
Speech Day in the 1930’s: Prize giving and School now, as then, seeks to
the prize winners
provide a secure Christian
environment within which girls
may develop and grow to their
full potential.

“The established
strengths of the school
include the strong positive
Dance has always been an
Music making important subject at Davison
ethos based on Christian
in the 1970’s
Davison girls meet the Duchess of Kent on an
care and excellent
A winning netball team from the 1980’s official visit to Worthing relationships and the
inclusiveness of the
school, embracing
everyone, irrespective of
faith, ability or
background, as part of the
Davison family”
Anglican schools
inspection report 2007
 VISION: Inspire, Serve, Achieve
OUR VISION Every girl is
encouraged
to actively
At Davison we aspire to participate in
Sports Day
■ Deliver an inspirational technology-rich learning
environment
■ Be a fully inclusive school which supports all
learners in reaching their full potential
■ Nurture an understanding of the spiritual dimension
of life
■ Develop well rounded citizens who make a positive
contribution to the global community
■ Invest in the development of top quality staff
■ Lead educational development “Standards of behaviour in lessons and
■ Serve our wider community around the school are exceptionally high,
with good levels of self-control a very
OUR VALUES
noticeable feature” Ofsted 2007
Davison CE High school for Girls is a Christian family, which
respects other faiths, working together for the achievement of all

Prayer
■ We share our faith in worship and in deed
■ We enable all to follow their own beliefs whilst
respecting other people’s
People
■ We treat everyone with respect and understanding
■ We value and support every individual
■ We listen to one another
■ We take responsibility for our actions
■ We help others
Performance
■ We work together for the benefit of all
■ We expect the best of others and ourselves
■ We encourage partnership as an enrichment of
our work
■ We celebrate progress and achievement
■ We share our strengths
■ We challenge one another to achieve excellence
Place
■ We provide a safe and secure place for all
■ We take care of and have pride in our environment

Leavers’ Service at St. George’s Church Food Technology

Human Fruit Machine at the

Chrstmas Fair
A RELEVANT AND STIMULATING CURRICULUM
We aim to provide your
daughter with a high quality
learning experience suited to
her individual needs.

All students follow the National

Curriculum at Key Stage 3 and
4 with all but a very few being
entered for at least 9 GCSEs.
Every girl leaves Davison with a
personal Progress File as a
record of her success.

There are opportunities for

early entry for GCSE,
vocational qualifications and
AS level work. Careers advice
is available to all girls.

Your daughter will meet pace

and challenge in her lessons,
aimed at helping her reach her
full potential.

Teachers at Davison are highly

skilled in creating a supportive
learning environment.

“Students recognize and

respond very positively to
confident subject knowledge,
clear explanations, challenging
concepts, a variety of pace and
activity and teachers’
readiness to build on ideas and
experiences volunteered by
the girls themselves.”
Ofsted 2007
TEACHING GROUPS
On entry, girls are grouped according
to ability for the core subjects of
Maths, English, Languages, Science
and the Humanities. All Arts subjects
- Art, Music, Drama, Dance, P.E. Art
Textiles - and Technology are taught
in groups based on the form colour
group and are more broadly mixed ability.
Where pupils have Special Educational Needs, the
co-ordinator (SENCO) organises a programme of
individual support, either withdrawing a girl from her
teaching group or providing a Learning Support
Assistant (LSA) to work alongside her in the classroom.
QUALITY ASSURED
We hold the 'Investors in
People' Award, assessed
against the new standard.
In 2005 we were successfully
reassessed for our work in
the Arts, upgrading our
Practical demonstration in a Science lesson
achievement to 'Artsmark
Gold'. Together with the new 'Sportsmark’ award, these
awards recognise the excellence of teaching and extra-
curricular activities in Physical Education and the full
range of Arts subjects.
As a Specialist School we share our expertise with and
learn from other schools across the country. This gives
staff access to professional development opportunities,
enabling us to continually refresh our own practice to
ensure our classrooms benefit from the latest
educational thinking. At Davison, teachers learn too.

Girls enjoy their learning
Additional classes are offered as extra support at
lunchtimes and after school, often supported by older
girls keen to be mentors in their favourite subject.
DAVISON ABROAD
Today's technology allows us to explore our
international world. As a Technology College we have
the facilities and expertise to interact with schools and
businesses abroad. This is a new and exciting
dimension in education.
Girls can video-conference with a class in Germany to
discuss their opinions on the Second World War or with
a Professor at Cambridge to share a Mathematical
problem and its solutions.

In years 10 and 11 girls are offered a wide range of Our Choir performing in Belgium

subjects in addition to the required core curriculum.

The programme enables girls to focus on their particular

strengths and work at a pace which provides the best
individual challenge. Work Experience is offered as an
essential ingredient to all, with some girls able to work
on specific vocational courses where appropriate.
Additional GCSEs or Advanced Level study is
encouraged in the more able girls.

“Students, especially in Years 10 and 11, speak

very positively about the help and
encouragement they are given by their
teachers” Ofsted 2007
 “ONCE A DAVISON GIRL –
ALWAYS A DAVISON GIRL”

“My daughter chose

to attend Davison CE High
School . . . As a mum
I feel she benefits from
a single-sex environment
in that she does not have
to hide her intelligence.
Davison is very empowering
for teenage girls.”
Parent comment
to Ofsted 2007

“WE EDUCATE GIRLS TODAY TO BE THE

WOMEN OF TOMORROW”
 CITIZENSHIP
Dream Team – girls from years 10 and 11
who serve the school
Main picture:
Davison girls help pupils with
reading skills at Springfield
First School breakfast club
A Ugandan village received a farmyard of animals from
Davison through the ‘Send a Cow’ charity
Year 10 Interform Dance competition
A Davison girl enjoying Mencap Sports Day
with a new friend
Students raise money at the Christmas Fayre
Davison seeks to develop in
all girls the qualities of a
good citizen through work
both inside and outside the
classroom. Girls are offered
many opportunities to
explore their own values and
attitudes in the context of
their developing skills as
citizens of the future.
The taught course, studied
by all pupils, helps them to
develop the knowledge,
understanding and
awareness of the world
around them enabling them
to apply their learning
through a wide range of
cultural and moral
experiences.
Children at this Rumanian Orphanage
benefit from regular fund-raising events
by Davison girls
TEACHING GROUPS
On entry, girls are grouped according
to ability for the core subjects of
Maths, English, Languages, Science
and the Humanities. All Arts subjects
- Art, Music, Drama, Dance, P.E. Art
Textiles - and Technology are taught
in groups based on the form colour
group and are more broadly mixed ability.
Where pupils have Special Educational Needs, the
co-ordinator (SENCO) organises a programme of
individual support, either withdrawing a girl from her
teaching group or providing a Learning Support
Assistant (LSA) to work alongside her in the classroom.
QUALITY ASSURED
We hold the 'Investors in
People' Award, assessed
against the new standard.
In 2005 we were successfully
reassessed for our work in
the Arts, upgrading our
Practical demonstration in a Science lesson
achievement to 'Artsmark
Gold'. Together with the new 'Sportsmark’ award, these
awards recognise the excellence of teaching and extra-
curricular activities in Physical Education and the full
range of Arts subjects.
As a Specialist School we share our expertise with and
learn from other schools across the country. This gives
staff access to professional development opportunities,
enabling us to continually refresh our own practice to
ensure our classrooms benefit from the latest
educational thinking. At Davison, teachers learn too.

Girls enjoy their learning
Additional classes are offered as extra support at
lunchtimes and after school, often supported by older
girls keen to be mentors in their favourite subject.
DAVISON ABROAD
Today's technology allows us to explore our
international world. As a Technology College we have
the facilities and expertise to interact with schools and
businesses abroad. This is a new and exciting
dimension in education.
Girls can video-conference with a class in Germany to
discuss their opinions on the Second World War or with
a Professor at Cambridge to share a Mathematical
problem and its solutions.

In years 10 and 11 girls are offered a wide range of Our Choir performing in Belgium

subjects in addition to the required core curriculum.

The programme enables girls to focus on their particular

strengths and work at a pace which provides the best
individual challenge. Work Experience is offered as an
essential ingredient to all, with some girls able to work
on specific vocational courses where appropriate.
Additional GCSEs or Advanced Level study is
encouraged in the more able girls.

“Students, especially in Years 10 and 11, speak

very positively about the help and
encouragement they are given by their
teachers” Ofsted 2007
 CITIZENSHIP
Dream Team – girls from years 10 and 11
who serve the school
Main picture:
Davison girls help pupils with
reading skills at Springfield
First School breakfast club
A Ugandan village received a farmyard of animals from
Davison through the ‘Send a Cow’ charity
Year 10 Interform Dance competition
A Davison girl enjoying Mencap Sports Day
with a new friend
Students raise money at the Christmas Fayre
Davison seeks to develop in
all girls the qualities of a
good citizen through work
both inside and outside the
classroom. Girls are offered
many opportunities to
explore their own values and
attitudes in the context of
their developing skills as
citizens of the future.
The taught course, studied
by all pupils, helps them to
develop the knowledge,
understanding and
awareness of the world
around them enabling them
to apply their learning
through a wide range of
cultural and moral
experiences.
Children at this Rumanian Orphanage
benefit from regular fund-raising events
by Davison girls
The School Council, led by the Junior Governing
Body (JGB) provides all girls with the opportunity to
discuss and promote improvement in their own
learning environment to the leaders of the school.
As an elected body it provides a direct experience of
a democratic system which they can personally
influence. Committees meet to consider ways to
The Senior Team of 2007/08
improve Teaching and Learning, Behaviour and Extra-
curricular activities.

The Student Research Groups, who work alongside ‘“The excellent opportunities for
the committees, seek real evidence to support girls to help each other and take on
change and improvement. Serving others begins in service activities within the wider
Year 8 through the election of Form Captains and
community are integral to school
Sports Captains in each form colour group. Elections
life . . . Particularly striking is the
are held every term and the positions offer girls
opportunities for leadership and service to their school success in developing girls’
form, the school and the community through fund- self confidence, their ability to
raising and sporting activities. During Year 10 girls are articulate ideas fluently and their
invited to stand for election as school prefects and readiness to work collaboratively in
out of this group a Senior Team led by the Head Girl a very productive way.”
is appointed. Ofsted
2007


Each year a group of volunteers from Year 10 are
recruited to 'TAP' which stands for Talk About
Group work on a Citizenship Flexiday
Problems. The team is trained as mentors to support
younger girls and help them deal with friendship and
bullying issues.

The Eco committee work with staff to recommend

ways of improving our use of resources and
improving our environment with each form having eco
reps who help with recycling of paper and energy
saving initiatives.

The Davison Worthing Youth Community Band enjoy a residential weekend

 FORGING
LINKS
WITH
THE
COMMUNITY
Since it was founded, Davison has had a
reputation for being a caring school. It is
very much part of our Christian ethos to
inculcate in our pupils a real desire to be of
service to the community, putting
Christianity into practice.

We regard ourselves as being an integral

part of the community and actively seek
opportunities to make a positive contribution
to the well-being of others. Girls and staff
participate in a wide variety of community
projects as individuals, as members of
Christian Union or in conjunction with
subject departments. For example:

We entertain our elderly

friends with 'Carols by
Candlelight'.

We deliver gift boxes

from our Harvest Festival
service to the house-
bound and visit these
people throughout
the year.

Girls support a local first The reading buddy scheme at

Springfield First School
school by attending a
breakfast club and
A Davison girl helps at Mencap Sports Day
hearing children read.

A large number of girls

support a sports and
activities day organised
by MENCAP for Worthing
residents in need of
their support.

Every form elects a charity

for the year and raises
funds through enterprise
activities to meet their
own target.
YOUTH UNIVERSITY
"I am writing to 'Sing and
The YU is a project for children aged
shout' the praises of
5-13 years across Worthing, held
every Saturday morning and during Youth University at
half-terms and holidays. The YU offers Davison in Worthing! I
a wide variety of courses supported have a 12 year old son who
by outside agencies and tutors. For has been attending
example 'Junior Sleuth' is sponsored courses at YU for over
and delivered by Sussex Police. The
three years. During this
use of ICT underpins each course.
time he has enjoyed an
Davison girls support YU courses as enormous range of
volunteers at every session. They activities which have
enable the very young and less included Mask Making,
Proud of her YU design work
confident children to access all the Mosaics, Vegetarian
courses available. Regular volunteers
Cookery, Graphics,
gain the coveted ' Princess Diana
Photography, fun
Memorial Award' for their services to
the wider Davison family. Computer skills and
MUCH, MUCH MORE!! . . .
Within the YU programme we also I would also like to
offer family learning courses in
mention that my son is on
Science ICT and Food Technology
the Autistic Spectrum and
he is not the easiest of
TECHNO2
children. However he has
'Techno2' carries up-to-date
always been welcomed into
equipment, technical and teacher
YU and his individual
support to schools in the locality, Making a balloon powered vehicle at YU

offering their students the opportunity needs have been

to develop their skills using high addressed . . ."
quality technical equipment.

Younger members of the local community enjoy their Youth University activities, helped by a Davison volunteer
“We liked your
enthusiastic
participation in an
impressive range of
clubs and activities,
and the way you
take up the
opportunities to
help others.
Your personal
development
is outstanding.”
Ofsted letter
to pupils 2007

Year 11 girls
enjoy sharing
their Textiles
work with the
audience at
the exhibition
Fashion Show
 BEYOND THE CLASSROOM
Every girl is encouraged to join at least one lunchtime or after school club Members of school dance group “Tread”

from over one hundred on offer. Residential, day and evening visits take place
at home and abroad, such as language study weeks in France, Germany and
Spain, local study visits to explore a Geographical issue, theatre visits and
many, many more. Members of the choir and the community band take part in
concert tours abroad.
Davison girls have access to a wide range of sporting and dance activities.
They regularly win prizes in gymnastics competitions and have consistently
competed in the Premier League of the Global Rock Challenge competition.
It is the dedication of the
A business woman leads “Horizons” workshop
staff and their
willingness to give up
their own time which
makes these
opportunities
possible and girls
develop many of
their talents through
these activities.

Year 8 challenge
at Lodge Hill
 PROVIDING QUALITY CARE
Form tutors at Davison are the first and most
important point of reference for both students and
parents. Girls stay with the same form tutor
throughout their four years at the school and during
this time build a relationship that ensures each girl
can receive individual advice, support and
encouragement.
Enrichment provided by local businesses includes:
Mentoring of girls on the Young Enterprise
scheme
Workshops by experts at the Year 10
‘Horizons’ conference held annually at the
Charmandean Centre
Providing expert support for an enrichment day on
the Environment
Working alongside staff and girls to add business
expertise to a Textiles technology class
Allowing pupils to take their own design work to a
professional graphic printers and produce
professionally printed promotion material

A winning team
in the
Young Enterprise
competition

Business mentors support Young Enterprise teams

Reviews are held regularly to discuss each girl's

Teachers give
progress and offer guidance. These meetings their own time to
support girls’
are attended by the form tutor, the student and individual
progress in clubs
her parents. at lunchtime and
after school
Rewards are given in the form of Hydra pounds
which are exchanged for a wide range of tangible
rewards. Commendations are awarded for service,
good work and effort. At the Award ceremonies
held each year for Year 9 and Year 11, girls are
rewarded for hard
work and effort as well Gifted and Talented writers
visit the local paper
as high achievement.

Prizes are also

awarded for
Community Service
and Service to
the School.

Supporters at Sports Day

DAVISON
CE High School For Girls
Selborne Road, Worthing, West Sussex BN11 2JX

Tel: 01903 233835 / 231512

Fax: 01903 211417
E-mail: info@davison.w-sussex.sch.uk

Technology College
 OUR VALUES

Davison CE High School for Girls is a Christian family, which respects other
faiths, working together for the achievement of all.

Prayer

We share our faith in worship and in deed

We enable all to follow their own beliefs whilst respecting other people’s

People

We treat everyone with respect and understanding

We value and support every individual
We listen to one another
We take responsibility for our actions
We help others

Performance

We work together for the benefit of all

We expect the best of others and ourselves
We encourage partnership as an enrichment of our work
We celebrate progress and achievement
We share our strengths
We challenge one another to achieve excellence

Place

We provide a safe and secure place for all

We take care of and have pride in our environment

-1-
 ADMISSIONS POLICY AND ARRANGEMENTS

Applying for a school place in West Sussex

Schools in West Sussex are categorised as community, voluntary controlled and

voluntary aided. Community and voluntary controlled schools serve catchment
areas. Voluntary aided schools serve wider areas. This school is a Voluntary
Controlled School.

Admissions to community and voluntary controlled schools are the responsibility

of the Local Authority and applications must be made through their offices at:

Pupil Admissions Office

County Buildings
Woodfield Road
Crawley RH10 8GP

Telephone: 0845 075 1007

Fax: 01293 895182
Email: admissions@westsussex.gov.uk

Under the Education Act parents can express a preference for any school but
parents do not have a right to choose a school. West Sussex Education
Authority does however make every effort to meet parental preference where
possible. Further information about how places are allocated at this, and other
schools in the County, is contained in the Authority’s Information for Parents
Booklet, a copy of which is available from the Pupil Admissions Office. Further
details relating to admissions can be found on the West Sussex Grid for
Learning, wsgfl.westsussex.gov.uk .

Transport

Transport matters for children attending this school are dealt with by the:

Transport Co-ordination Group

The Grange, Tower Street
Chichester, West Sussex, PO19 1RH

Telephone: 01243 753530

Fax: 01243 777946
Email: school.transport@westsussex.gov.uk

-2-
 SUMMARY OF SEX EDUCATION POLICY

Aims, Organisation and Teaching

1. The Sex Education Policy and its implementation fully complements the
published aims of the school.

2. Sex Education aims to provide sufficient information and guidance to

enable students to develop responsible attitudes towards sexual
behaviour.

3. The programme reinforces and builds upon the work done in middle
schools.

4. Sex Education is taught as part of the Global Citizenship programme, in

conjunction with He alt h Ed ucat ion.

5. Sex Education is taught within the context of the role of the individual
within the home, family, school, at work and leisure, and encourages
students to have due regard for moral considerations and the values of
family life.

6. Various resources are used in teaching including videos, television

programmes for schools and health education packs. These are selected
on the basis of their suitability for the audience, taking into account the
aims of the programme.

7. Strategies used in teaching include discussion, games and role-play,

within a caring environment in which ground rules, such as confidentiality
are always considered.

8. Global Citizenship Co-ordinator, Mrs Lees, has overall responsibility for

monitoring Sex Education within Global Citizenship. The programme is
taught by teams of staff under the guidance of Co-ordinators.

-3-
Withdrawal procedure

All pupils will be taught Sex Education as part of the Global Citizenship
programme unless a pupil is withdrawn at the request of a parent. National
Curriculum Science to KS3 presents factual information on reproduction; all
pupils must follow this course. Reproduction is taught in middle schools. Sexual
transmission of infections may be discussed as part of National Curriculum
Science in Year 8.

Other areas of the curriculum including Child Development and Religious

Education deal with the personal, social and moral aspects of sex education.
(These matters may also arise in the course of other discussions in subjects
such as English). The school recognises the right of parents to withdraw their
daughters from sex education lessons if necessary but parents may not
withdraw their children from any part of the National Curriculum.

All parents are sent a letter outlining the content of the Health Education
module and offering them the right to withdraw their daughters from the Sex
Education elements of this. The names of any such girls will be passed to
departments so that they aware of parents’ wishes.

-4-
 Specific Issue Statements

1. Contraception Advice:

Methods of contraception are discussed in general terms. Specific

contraceptive advice would not be given to an individual pupil (Circular
5/94) Education Act 1993 Sex Education in Schools. Pupils seeking
advice will be referred back to their parents, family practitioner or
specific local agencies.

2. Confidentiality

All matters cannot be confidential and staff should make referral to the
Leadership Team.

3. Matters concerning sexual identity and sexual orientation

Should these arise they will be discussed in a sensitive manner within the
ethos of the school and a Christian context.

4. Safer Sex, HIV & Sexually Transmitted Infections (STIs)

Emphasis is on prevention of infection through delaying sexual activity

and teaching reasons for safer sex.

5. Abortion

The key issue is reducing unwanted pregnancies through delaying sexual

activity and contraception. Should discussion of abortion arise then
teachers will discuss the issues in a sensitive manner within the ethos of
the school and a Christian context.

6. Outside Speakers

Any outside speakers invited into the school to talk about matters
relating to Sex Education will be given a copy of the policy. They will be
expected to conform to the contents contained therein.

7. Queries regarding the policy

Should any parent wish to discuss matters relating to the policy and/or
the programme, they should contact the Citizenship Co-ordinator, Mrs
Lees, in the first instance.

-5-
 SCHOOL UNIFORM – SCHOOL BAGS – BICYCLES

School Suppliers: McGregors School Wear and Broadwater Sports

School Uniform Approx Price

Red Hat
A traditional part of the Davison uniform, the red hat
is worn by all girls when attending church or excursions £15.99

Blouse
Plain white, three-quarter or short-sleeved with a £12 - £15.50 for
collar, open at the neck with small revers, that can be Pack of two
worn inside or outside the skirt

Skirt
Navy blue, pleated or gored, falling midcalf £21.99 - £32.00
(Straight skirts are not practical for school)

Pullover
Navy blue, woollen, with two red stripes on the
sleeves and neck, and school badge and name
embroidered on the left. Must be v-shaped neck. £13.99 - £16.90
Only this regulation school pullover is permitted.

Outdoor Garment
Coats/jackets and scarves should be smart, preferably plain coloured. Denim
and leather jackets/coats are not suitable for school.

Footwear
Black sensible shoes without high heels. Girls are not allowed to walk to school
in trainers so school shoes need to be comfortable.
White/black/navy socks (trainer style socks are permitted) or navy/black tights.
Boots, trainers, plimsolls or backless shoes must NOT be worn instead of shoes.

NO VARIATION TO THIS UNIFORM IS PERMITTED

-6-
Physical Education Approx Price

Games skirt, navy, pleated (6” above the ground when kneeling) £10.60 - £12.60
Navy blue athletic shorts, with 2 white stripes £6.90 - £9.50
Short-sleeved red “aertex” polo shirt for PE only £10.99 - £12.99
Sweatshirt £11.50-13.00
Black leotard £14.99
Black footless tights for gymnastics and dance £14.99
Long red socks (for Winter games, white ankle socks for £4.00
Summer)
Shoe bag with drawstring From £3.99
Mouth guard £2.50
Shin pads £5.99
£13.99
Optional
Navy Blue ‘Falcon’ Sports trousers (worn October – February £13.99
half-term)
Navy ‘Umbro’ style shorts (optional for those opting to join
football or rugby club)

The PE blouse, skirt, leotard and tights must be embroidered very prominently in
chain stitch with the initials and surname of their owner. So, too must the shoe
bag. This should be done before the beginning of term so that no unmarked
items are brought into school.

The PE department undertakes regular kit checks.

Items of School Uniform and PE Clothing can be obtained from both school
suppliers as listed over. All prices quoted are approximate.

-7-
Jewellery
Jewellery is not permitted, except for a wristwatch and one stud earring worn in
each ear. As there are many occasions during the school day when girls will be
required to remove all jewellery, it is very important that valuable items (both in
terms of cost and sentiment) are left at home. Any other rings/studs are not
permitted and any girl wearing one will be asked to remove it. Refusal to do so
may result in exclusion from school.

Hair
If it is shoulder length or below, girls will be asked to tie it back in some lessons
to ensure their safety. Accessories in red, navy or brown.

School Bags
Books should be carried in suitable stout bags. Plastic carrier bags are not
regarded as suitable. Parents of girls coming new to a senior school are often
unaware of the amount their daughters need to carry to and from school. It is
for this reason that we urge you to furnish them with a bag large enough to
contain books, packed lunch, PE kit etc. For cyclists, a properly fitted carrier
for the school bag is essential for safety reasons.

All girls are provided with a locker in or near their form room for the storage of
books, etc. Your daughter will need a padlock to secure her locker.

Bicycles
Please ensure that if your daughter rides a bicycle to school it is roadworthy,
able to be padlocked, etc. We strongly advise that all cyclists wear red
outdoor jackets, luminous shoulder and waist bands and safety helmets.
Bicycles should not be ridden in the school grounds and should be locked in the
cycle compound.

Mobile Phones and MP3/Music players

These may be brought into school at the students own risk. Mobiles should be
switched off during lessons. Mobiles or MP3 players will be confiscated if seen
being inappropriately used around the school. MP3 players may only be used in
the classroom if permission has been given by the teacher.

-8-
 SCHOOL TIMES AND DAILY ROUTINES

Timing of the school day is as follows:-

8.45 am Registration
8.55 am Lesson 1
9.55 am Lesson 2
10.55 am Bre ak
11.15 am Lesson 3
12.15 pm Lesson 4
1.15 pm Lunch
2.10 pm Registration and Form Time
2.35 pm Lesson 5

Any pupil not in her form room at registration will be marked absent. It is the
responsibility of the pupil who is late for registration (morning or afternoon) to
register with the Attendance Officer, Mrs Goddard.

The School Time Table runs on a two week cycle, with Friday week 2 being a
Flexiday for subject-related and cross-curricular activities.

Global Citizenship is taught across the whole school Lesson 2 each Wednesday.

Detention
School detentions are held from 15.35 to 16.35 on Mondays and Thursdays.
Subject detentions are held at break or lunchtime. Parents are always given at
least 24 hours notice of after school detention.

Subject Support
In the event of girls being unable to meet their homework or coursework
commitments, they may be required to attend Subject Support after school.
These sessions will be under the same arrangements as after school detention.

Assemblies
Assemblies are held in the Hall on Mondays, Tuesdays, Wednesdays and
Thursdays. There is an Assembly rota which enables pupils to attend a mixture
of Hall Assemblies and Form Room Assemblies over a weekly cycle. Any girl
whose parents do not wish her to attend religious Assemblies may be withdrawn
from these on request.

-9-
 DAVISON SCHOOL POLICY ON CHARGES FOR SCHOOL ACTIVITIES

The policy below, agreed by the Governing Body, sets out the arrangements for
charging for school activities which came into effect as from 1 April 1989. In
establishing the policy we have followed closely the guidelines given us by the
L.E.A.

Residential Visits
a Parents are expected to meet the full cost of activities which take
place more than 50% out of school time.

b For activities organised in order to fulfil an examination required, eg

GCSE field study course, parents are expected to cover the cost of
board and lodging and invited to make a voluntary contribution towards
the cost of transport and other items. Such contributions will reduce
the cost of the course to the school, enabling more money to be spent
on books and materials for pupils’ use.

c Organisations other than the LEA and the Governing Body are
exempted from the provisions.

Examinations
a Parents will be charged examination fees other than for prescribed
public examinations. However, parents will be expected to pay the
GCSE and/or other examination fees where their daughter fails,
without good reason, to complete the examination requirements,
including failure to attend.

b Parents who wish to have their daughter’s examination work re-marked

by the examination board are expected to meet the full cost of this
facility.

School Materials
Parents will, with their prior agreement, be charged for materials used in making
articles in, for example, all Technology subjects, Art Textiles, which are to be
owned by their daughters.

Instrumental Tuition
The School follows the West Sussex charging policy.

- 10 -
Voluntary Contributions
Parents will be invited, in writing, to make Voluntary Contributions towards the
cost of any activity, which is not an optional extra, out of school visit or a
theatre education performance in school.

Whilst there is no obligation on any parent to contribute, the visit or event may
not take place if sufficient contributions are not made.

Any parent in receipt of income support, income based job seekers allowance,
disabled persons tax credit, family tax credit or otherwise in demonstrable
financial difficulties will be invited to seek support with their contribution, in
confidence, via the Headteacher.

All pupils in any group taking part in an activity that is not an optional extra for
which charging is permissible, will be able to participate whether or not the
parent makes a voluntary contribution.

- 11 -
 SCHOOL TERM AND HOLIDAY DATES

Autumn Term 2007

Tuesday 4 September 2007 to Friday 21 December 2007

Monday 3 S e pt e mbe r will b e one of f ive T e ache r T raining Days

Half term 22 October to 26 October 2007 (inclusive)

Spring Term 2008

Monday 7 January 2008 to Friday 4 April 2008

East e r we e ke nd – Friday 21 and Monday 24 March 2 008

Half Term 18 February to 22 February 2008 (inclusive)

Summer Term 2008

Monday 21 April 2008 to Wednesday 23 July 2008

Monday 5 May is a Bank Holiday

Half Term 26 May to 30 May 2008 (inclusive)

Autumn Term 2008

Thursday 4 September 2008 to Friday 19 December 2008

W e dne sday 3 S e pt e mbe r will b e one of f ive T e ache r T raining Days

Half Term 27 October to 31 October 2008 (inclusive)

Spring Term 2009

Monday 5 January 2009 to Friday 3 April 2009

Half Term 16 February to 20 February 2009 (inclusive)

Summer Term 2009

Monday 20 April 2009 to Wednesday 22 July 2009

Monday 5 May is a Bank Holiday

Half Term 26 May to 30 May 2009 (inclusive)

- 12 -
 REVIEWS / CONSULTATION EVENINGS AND PROFILES 2007/08

YEAR REVIEW ASESSMENT RESULTS HOME PROFILE PARENTS’

GROUP INFORMATION WEEKS SUBJECT
HOME EVENING
Weeks beginning
st
8 31 October 28th April With profiles June January

9 31st October 4th February With profiles July March

NCTs – 6th May
10 31st October 16th June July February 6th December*
June
11 31st October Mock exams January January November
26th November &
3rd December

*By invitation, for students whose progress is giving cause for concern.

The yearly calendar gives exact dates for Subject Evenings, etc.

On Review Days information about progress and targets will be available for parents before they meet with tutors.

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 CURRICULUM ANALYSIS 2007/08

Le sson le ngt h is one hour. T he t ime -t able is spre ad ove r t wo wee k s, giving 45
hours, plus one f le x id ay pe r f ort night which e nhance s t he numbe r of hours in
e ach sub j e ct are a, in line wit h t he share of t ime on t he nor mal t ime t able .

SUBJECT Year 8 Year 9 SUBJECT Year 10 Year 11

Hours % Hours % Hours % Hou %
rs
ENGLISH 5 11.1 6 13.3 ENGLISH 5 11.1 6 13.3
MATHS 5 11.1 5 11.1 MATHS**** 6 13.3 5 11.1
SCIENCE 6 13. 5 11.1 SCIENCE 8 17.7 8 17.7
(PREPARATION (26.6)
3 (12) (5) (11.1)
FOR WORKING
LIFE)***
FRENCH 3 6.6 3 6.6 LANGUAGES, 5 11.1 5 11.1
LEISURE &
TOURISM OR
CURRICULUM
SUPPORT **
GERMAN/ 3 6.6 3 6.6 TECHNOLOGY 4 8.8 4 8.8
SPANISH
TECHNOLOGY 3 6.6 3 6,6 RS 3 6.6 3 6.6
ART 2 4.4 2 4.4 PE 4 8.8 4 8.8
TEXTILES 1 2.2 1 2.2 OPTIONS 8 17.7 8 17.7
GEOGRAPHY 3 6.6 2 4.4 CITIZENSHIP 2 4.4 2 4.4
HISTORY 3 6.6 3 6.6
RS 2 4.4 2 4.4
MUSIC 2 4.4 2 4.4
DRAMA 1 2.2 1 2.2
PE 3 6.6 4 8.8
ICT 1 2.2 1 2.2
CITIZENSHIP 2 4.4 2 4.4
TOTAL LESSONS 45 * 45 * TOTAL LESSONS 45 * 45 *
PER FORTNIGHT PER FORTNIGHT
*Percentages may not total 100 owing to rounding

• **** Pupils are identified in Year 8 for a fast track Maths group. They take GCSE at the
end of Year 10, Statistics and a freestanding AS module in Year 11.
• Many girls in Higher Maths sets also take Statistics at GCSE.
• *** Some Year 11 girls take Single Science (5 lessons) and Preparation for Working Life
(3 lessons), while some take three separate sciences, using an option to give them time
for this. In Year 10 all girls take Double Science unless they have opted for Triple
Science.
• **All pupils take French and either Spanish or German in Years 8 and 9; they can then
opt to take one (or both) at GCSE. Some Year 11 pupils are taking Leisure & Tourism
GCSE or Curriculum Support.

- 14 -
 • In Year 10 girls take GCSE in a language of their choice, Leisure & Tourism GCSE or
Curriculum Support.
• All pupils in Years 10 and 11 must choose a Technology option from Food, Systems &
Control, Resistant Materials, Textile Products and Graphics.
• In years 10 and 11 ICT is taught through the curriculum and in addition pupils may choose
Digital Application as an option subject.
• Option subjects at GCSE in 2007: Applied Performing Arts, Art, Business Studies, Child
Development, Dance, Drama, Geography, History, Music, GCSE PE, Creative Textiles,
Certificate in Digital Application.
• Increased Flexibility courses at local colleges are also available in a wide range of
subjects within the option programme in Years 10 and 11.

PHYSICAL EDUCATION AT DAVISON

Davison is one of a small number of schools in the area to be awarded

Sportsmark Status, in recognition of provision for physical education and out of
hours learning.

Physical Education at Davison aims to achieve excellence for all girls at all levels
of ability.

With an outstanding record of local and county successes Davison girls excel in
many individual and team sports.

Netball, hockey, football, gymnastics, dance, athletics, rounders, tennis,

orienteering and health related exercise form the basis of our work at Key
Stages 3 and 4; progression of knowledge and understanding of these activities
allows Davison pupils to perform with confidence and achieve great success.

A programme of Interform Sports and Dance activities ensure all girls have an
opportunity to compete.

Extra-curricular clubs, with open access, are available for all curriculum
activities and a range of other sports. Links with community coaches, clubs and
initiatives are strong.

Excellent indoor facilities supported by dedicated staff allow our girls to play a
key role in many local sports clubs.

- 15 -
 CAREERS EDUCATION AND GUIDANCE

Careers Education and Guidance plays a major role in preparing girls for their
future working lives.

Courses are followed, within the Global Citizenship programme, for girls in all
year groups. The five basic strands incorporate self-knowledge; role in the
family, community and employment; paid and unpaid work; career paths;
transition skills.

In this time of changing employment trends girls are prepared for coping with
changes in the labour market and equipped with strategies to help them build
transferable experiences and skills in the workplace. The Government is
encouraging youngsters to learn about Enterprise and we now incorporate work-
related learning into the broader curriculum and provide opportunities to develop
entrepreneurial skills.

The Global Citizenship programme, together with close liaison with the West
Sussex Careers Service (V.T.W.S.C) which provides guidance interviews for
Years 10 and 11 and group work with Year 9, helps pupils to know themselves
better, be aware of and make choices about education, training and career
opportunities and manage transitions to new roles and situations.

We have a comprehensive career policy in place and all staff are keen to deliver
quality vocational guidance and provide work-related learning opportunities, both
within subject specialist areas and in their role as form tutors.

All girls have the opportunity to spend one week on Work Experience Placement
in either Year 10 or Year 11, related, where possible, to their career aspirations.

- 16 -
 THE CURRICULUM SUPPORT DEPARTMENT

We believe that every child is entitled to a broad and balanced education and we
endeavour to ensure, by means of special provision where necessary, that the
needs of all pupils are addressed and their potential fulfilled.

Objectives of The Curriculum Support Department

1. To identify pupils with individual or Special Needs and to assess the

nature and extent of these needs.

2. To include in our area of responsibility not only those pupils with learning
difficulties, but also those with other needs such as:-
- behavioural, emotional and social problems
- physical or medical difficulties
- English as a second language
- general underachievement
- high ability of any kind

3. To ensure that pupils receive the most appropriate help available.

4. To assess each pupil regularly.

5. To take into consideration the wishes of both the pupil and her family.

How do we achieve these objectives?

One or more of the following strategies are adopted:-

1. Mentoring.

2. In class support from the Curriculum Support Team.

3. Temporary withdrawal from class for individual help or small group

support.

4. Support from a non-teaching assistant.

5. Assistance from outside specialists.

6. Offer of an Alternative Curriculum at KS4 where students take fewer

GCSE subjects and experience Work Related Learning.

- 17 -
What help can a pupil expect?

There are three stages of help recommended, with regular views of pupils’
progress. Parents will be consulted at every stage as we believe a strong
home/school relationship is vital to ensure the most appropriate course of
action.

When a teacher, parent or other responsible adult expresses concern that a

child may be showing signs of having an individual or special need, the form
teacher then speaks with the child to ascertain her views and consults the
pupil’s records, so that an assessment of her difficulties can be made. Staff will
be made aware and work will be suitably differentiated.

School Action will be initiated if it is decided that a pupil has not made
satisfactory progress and more intensive help is required. An Individual
Education Plan is written for the pupil, specifying targets, provision made and
the action taken.

School Action Plus is triggered when a pupil, usually after two I.E.P. reviews, still
has not made satisfactory progress and further specialist help from outside
school is required.

If the Local Education Authority considers the need for a statutory assessment
the request can come from either the school or from a parent. A panel of LEA
officers meet to consider each case on its individual merits.

Statemented is the issuing of a Statement of Special Educational Needs. A

statement will be arranged into six parts plus appendices detailing the nature of
the child’s Special Educational Needs. It will list what provision will be made and
specify the arrangements for monitoring and reviewing.

What do we expect?

That every pupil does her best, fulfils all her coursework and homework
requirements and takes a full and active part in all that the school has to offer.

For further information please contact the Curriculum Support Manager at

the school.

- 18 -
Supporting Disabled students at Davison

As a fully inclusive school, we make every effort to support every student in

ways which meet their needs. Staff are made fully aware of any student with a
disability of which we have been notified and support is given by the Curriculum
Support Team to ensure that staff are equipped to deal with any matters which
might arise as a result of the student’s disability.

Within the programme of Global Citizenship, all Davison students are taught
about the difficulties faced by a range of disabilities and even challenged to
experience some of them, with the intention of deepening their understanding.
Any unfavourable treatment by staff or student of a disabled student, once
known about, will be taken very seriously and steps swiftly taken to deal with the
matter, within the policies of the school. Every reasonable effort, physical and
financial is made to ensure that no student would be prevented from joining an
off-site activity, should they wish to participate, due to their disability. A group
of students representing the range of disabilities at Davison, meet termly with
the Headteacher to discuss our arrangements and address any difficulties.

Our facilities to support disabled students are extremely good and a great deal
of work has been undertaken in recent years to ensure that the whole school
supports students with a range of disabilities. For example, to support students
confined to a wheelchair, we have an extensive system of ramps enabling access
to all school buildings and a lift to enable easy access to the first and second
floors of the main building. Corridor doors are open during the school day,
closing automatically on the sounding of the fire alarm and many external doors
have push pads to ease entry. We have a number of disabled toilet facilities
around the school site. For partially sighted students, railing and steps have
been marked out in contrasting colours and some repainting of pillars and
corridors undertaken to provide sufficient visual contrast.

Accessibility Plan

Following the building of our new Modern Foreign Languages suite, opened in
September 2007, all classrooms are now fully accessible to wheelchair users and
there is a good availability of disabled toilets around the site. These were the
main objectives of our existing Accessibility Plan and a new one is to be prepared
in the Autumn Term 2007.

- 19 -
 HOMEWORK POLICY

Rationale

Homework reinforces and extends what is learned in school. It is set for the
following purposes:

• To encourage all students to develop the regular practice of independent

study
• To promote thinking skills
• To promote perseverance and self-discipline
• To practise skills learnt in class
• To facilitate progress through enabling more work to be covered
• To enable students to use resources which may not be readily available in
the classroom
• To facilitate the setting of differentiated tasks for individuals who may
work faster or slower than others in the class

All homework should

• Integrate with classwork

• Be tailored to fit individual learning needs
• Help students to learn independently
• Be regularly and constructively marked

The homework timetable

Each year a homework timetable is issued to every class and students should
copy their individual homework timetable into their planners.

The purpose of the homework timetable is to help students organise their study
pattern, to enable them to fit it in with other commitments and to spread the
load evenly over the two weeks.

In order to try and create an evenly loaded timetable it is inevitable that

homework sometimes falls on a day when there is no lesson for a particular
subject; when this happens homework will be set in the last lesson prior to the
homework.

- 20 -
Every girl has a planner in which to record her homework and it is essential that
she should do so (see the guidelines for the use of planners). When homework is
set, teachers will tell the class when it is to be handed in; this information
should also be written in the student’s planner.

It is then up to the student to organise her time so that she meets all her
deadlines

Parents are asked to sign their daughter’s planner every week to confirm that
homework has been done. Form Tutors will also check planners weekly.

How much time should be spent on homework?

Year 8 2 subjects per night, 30 minutes each

Total = 1 hour
Year 9 2 subjects per night, 45 minutes each
Total = 1.5 hours
Years 10 & 11 2 subjects per night, 1 hour each
Total 2 hours*

* Howe ve r, girls t ak ing GCS E e x ams should be pre pare d t o spe nd addit ional t ime
on re vision and course work in orde r t o gain t he be st possible re sult s.

The nature of homework

• Preparation for a future lesson

• Factual or imaginative writing
• Learning or revising
• Fact-finding or research
• Illustrations, diagrams, graphs, maps or charts
• Coursework
• Project work
• Thinking

NOTE: At times, homework will involve “routine” tasks, sometimes difficult

ones. It will also include open-ended research or investigations which can
develop a number of skills, such as gathering information, analysing sources,
evaluating evidence and forming judgements. These are essential preparation
for later study. Project work, an important part of the GCSE course in most
subjects, draws on and develops these skills and reflects the integrated nature
of work done both inside and outside the classroom.

- 21 -
If, after a particular lesson, homework is not appropriate the time allocated
should be spent learning, revising or developing ongoing tasks in the relevant
subject.

Many GCSE assignments and major projects at Key Stage 3 require a lot of time
spent out of the classroom. To some extent the grade a student ultimately
achieves at GCSE will depend on the time and effort she puts in independently,
developing her ideas to the full. Homework cannot always conveniently be
allocated for this; if students are building up good study habits they will use
opportunities provided when other homework commitments leave time available.

Whereas the LRC and ICT rooms may be used for study purposes at lunch times
and after school it is MOST unlikely that all homework can be done during these
times. If any student claims she can do all her homework at school there is
something wrong – she is not doing her best!

Failure to complete homework:

Failure to complete homework without good reason will be addressed by the

teacher and subject department concerned. It is likely that lunchtimes will be
arranged for the work to be completed. In extreme cases, time after school will
be insisted upon, to enable Subject Support to be offered to ensure the
completion of work. Parent support will be sought.

- 22 -
 HOMEWORK
GUIDELINES FOR PARENTS

We ask parents to support us in seeing that homework is done conscientiously

and in the best possible conditions. It is not desirable that pupils should
attempt a whole evening’s tasks in their form room at lunch time, as this usually
leads to inadequate performance. Where there is a genuine need for a girl to do
some homework during the lunch hour she may use the Learning Resource Centre,
which is set aside as a silent study area during this time. The LRC and school
computers are also available for use after school.

We ask for your help too, in seeing that your daughter organises her time
effectively in order to fit her homework commitments in with her other
activities. It is particularly important that girls quickly learn to meet deadlines
for handing in work, as this has implications both for GCSE and for future work
or studies.

Your daughter is asked to record all her homework and the dates for completing
it in her student planner. Please check and sign this regularly.

Understandably some parents feel there is little they can do to help with
homework but you can play a vital role in helping your daughter organise her time
and commitments to ensure her work is done and in providing a suitable
environment for study. Besides this, there are many ways in which you can help:-

• by encouraging and supporting your daughter;

• checking presentation of written work, handwriting and spelling;

• testing what has been set to be learnt;

• listening to her reading what she has written;

• asking her to explain what she is studying.

- 23 -
These are all ways of helping your daughter to appreciate the importance of
homework, to look afresh at the work she has done and so identify and correct
for herself mistakes or areas of misunderstanding.

Of course pupils work at different speeds and so homework will take longer for
some than others. Occasionally some pupils spend too much time on homework
and suffer anxiety because of it. Should there be any repeated problems over
your daughter’s homework we encourage you to get in touch with her form tutor
or subject teacher. Similarly, we will contact you if we feel there are frequent
problems over your daughter’s homework that you can help resolve.

Coursework Defaulter’s Letters

Regular assessment of coursework is one of the main features of GCSE and

pupils are expected to become used to working in this way during Years 8 and 9
so that they are familiar with the requirements when they reach GCSE level.
Standard letters will be sent to inform parents if their daughter fails to keep up
with assignments, complete coursework or persistently fails to do homework; in
this way, home and school can work together to resolve the situation.

Student Planners

The student planner enables girls to record homework given and serves as an
essential record of achievements, targets and attendance. It is also a useful
means of communication between home and school.

- 24 -
 SCHOOL POLICY ON ATTENDANCE

Aims:
Davison CE High School for Girls is committed to providing a full and efficient
education for all students. We believe that students benefit enormously from
the education and the activities that the school provides. Therefore regular
school attendance is important to fulfil these benefits.

To this end we will do all we can to ensure that all students at Davison School
attend school to their fullest and that any problems that impede full attendance
are identified and acted upon.

Expectation:
We expect the following from all students:
• that they will attend school regularly
• that they will arrive at school on time and be appropriately prepared for
their day
• that they will inform a member of staff of any problem that may prevent
them attending school

We expect the following from parents/carers:

• To positively encourage their daughter to attend school
• To ensure that they contact school by telephone before 9.15 am whenever
their daughter is unable to attend school
• To ensure that their daughter arrives in school prepared for their day and to
check that homework has been completed from the previous evening
• To contact the school whenever any problem occurs that may keep their
daughter away from school - all contact will be in confidence
• To arrange non-urgent appointments (eg doctor, dentist) out of school hours
• To arrange family holidays out of school time. In exceptional circumstances
permission will be granted by the Headteacher for family holidays to be
taken during term time providing attendance has been above 95% (Green) and
the student is not in Year 11. Family holidays taken without the
Headteacher’s permission will be coded as unauthorised absence.

- 25 -
All parents, carers and students can expect the following from the school:

• Regular and efficient monitoring of attendance, according to the RAG

project. This categorises attendance into either Green (above 95%), Amber
(between 85% and 94.9% inclusive) or Red (less than 85%) levels. Green
represents satisfactory attendance, Amber is a cause for concern and Red is
an unsatisfactory attendance – an absence of at least one day per week.
• Immediate action on any problem notified to us
• Encouragement of good attendance
• Quality education

Responding to non attendance

When a student does not attend school we will respond in the following manner:

• If no note or telephone call is received from parents/carers by 9.15 am then

the parents/carers will be contacted by telephone or text message

• After a prolonged or repeated absence the parents may be invited to attend

a meeting in school with the Form Tutor and Year Manager. The Education
Welfare Officer may also be present. The aim of this meeting will be to
identify and solve the problems that are preventing the student attending
school.

• In the event of continued non attendance the case will be discussed with the
Education Welfare Officer. This may result in referral to the Education
Welfare Service.

• Any return to school after long absence will be managed specifically for that
student by the Form Tutor and Year Manager. They will be responsible for
planning and managing a programme of return. Teaching staff need to pass
concerns, where they arise, to the Form Tutor. Support, where necessary,
will be arranged between the Form Tutor and the Curriculum Support
Department.

- 26 -
 ATTENDANCE STATISTICS 2005-2006
Number of Pupils on roll for at least one session 1,105

Number of unauthorised absences 1,797

Number of Pupils with at least one unauthorised absence 200

Percentage of pupils with unauthorised absence 18.1%

Percentage of unauthorised absence 0.5%

Number of authorised absences 20,174

Number of Pupils with at least one authorised absence 1,044

Percentage of Pupils with at least one authorised absence 93%

Percentage of authorised absence 6.7%

TOTAL AVERAGE ATTENDANCE 92.7%

ATTENDANCE STATISTICS 2006-2007

Number of Pupils on roll for at least one session 1,095

Number of unauthorised absences 2,397

Number of Pupils with at least one unauthorised absence 186

Percentage of pupils with unauthorised absence 16.9%

Percentage of unauthorised absence 0.7%

Number of authorised absences 20,636

Number of Pupils with at least one authorised absence 1,025

Percentage of Pupils with at least one authorised absence 93.6%

Percentage of authorised absence 6.2%

TOTAL AVERAGE ATTENDANCE 93.1%

- 27 -
 TEACHING STAFF LIST - SEPTEMBER 2007

LEADERSHIP TEAM

Mrs D West Headteacher

Mr A McDonald-Bowyer Deputy Head (Assessment), Year 9 Leader
Geography
Mr A Davies Deputy Head (Curriculum), Year 10 Leader
Mathematics, Leisure & Tourism
Mrs K Taylor Assistant Head, Professional Development
Manager, Physical Education
Mr R Shakespeare Assistant Head, Year 11 Leader, Teaching
& Learning, Geography, Leisure &
Tourism
Ms C Jarman Assistant Head (Inclusion), English
Mrs A Scales Business Manager

TEACHING STAFF

Mrs L Anstead Joint Subject Leader – Music

Miss D Baker Physical Education, SSCO
Mrs Y Barnsley Design & Technology, ICT
Mrs S Binney Raising Achievement Coordinator KS4,
Physical Education
Mrs J Blendell Joint KS3 Leader - Design & Technology
Ms J Boofty English
Mrs J Bown Curriculum Support
Mr C Boswell Subject Leader - Design & Technology
Miss S Bromfield Assistant Subject Leader – Science
Mrs K Callaghan Advanced Skills Teacher, Design &
Technology
Mr J Chescoe History
Mrs K Clark-Lyons Religious Studies
Miss L Clarke Learning Mentor
Mr A Clayton Subject Leader – Geography (Acting),
Leisure & Tourism
Mr S Collins Joint (Acting) Subject Leader - English
Miss S Comben Leader of Spanish
Miss K Da’Bell Joint Subject Leader - Music
Mrs L Davies Subject Leader – Religious Studies
- 28 -
Ms H Davis Advanced Skills Teacher, Science
Miss R Easey Subject Leader - History
Mrs J Eldridge English, French (part-time)
Mrs K Elphick English
Mrs B Foster Creative Arts - Textiles
Ms L Futcher Advanced Skills Teacher, Modern Foreign
Languages, International Links
Ms A Gifford Modern Foreign Languages
Miss H Goss Physical Education, Gifted & Talented
Coordinator
Mrs J Green Joint KS3 Leader - Design and Technology
(part-time)
Ms K Griffiths Modern Foreign Languages
Mr C Hallworth Subject Leader - Science
Mrs A Harrison Subject Leader - Creative Arts
Miss C Heron Youth University Manager, Art, Design
& Technology
Mrs N Higgins English, Performing Arts (part-time)
Mrs C Hodges Child Development (part-time)
Mrs A Holmes Science
Mrs C Hunt Subject Leader – Mathematics
Ms J Hunt KS3 Leader – Physical Education
Mrs A Jarman-Peebles Subject Leader - Drama
Mrs R Klemenic Leader of French, Educational Visits
Coordinator
Ms T Ledger Assistant Leader - Mathematics
Mrs J Lees Citizenship Coordinator, JGB, Geography
Mrs L Lewendon Mathematics, Assessment Support
Programme Manager
Ms A Linton Science
Mrs A Miocic Mathematics
Ms M Molinero-Quiralie Modern Foreign Languages
Mrs T Moody Science
Miss J Munnings Science
Mrs C Newton SENCO
Ms E Nicholson Year 8 Leader, Key Stage 3 Liaison
Officer, Mathematics
Mr C Owen Science
Miss L Pocknell Subject Leader - Dance, Advanced Skills
Teacher
Miss E Prentice Subject Leader - Physical Education
Mr T Price Mathematics

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Mrs I Read Raising Achievement Coordinator KS3,
History
Mr W Read Subject Leader - Modern Foreign
Languages
Ms N Roberton Religious Studies, Geography
Miss C Sale English (part-time)
Ms K Seear Modern Foreign Languages, Health
Coordinator
Mrs R Sellens Special Educational Needs (part-time)
Mr I Skea Science
Mrs C Swift Modern Foreign Languages
Miss C Talty Science, Child Development (part-time)
Mr C Tanner English
Mr R Vallack Design & Technology
Mrs S Vieru Subject Leader - Business Studies, Work
Experience
Ms A Watson Mathematics
Miss J Wear Joint (Acting) Subject Leader - English
Mr C Whitman Subject Leader - ICT, Advanced Skills
Teacher
Mrs S Zanger Physical Education (part-time)

SUPPORT STAFF LIST - SEPTEMBER 2007

Mrs B Amey Curriculum Support Assistant

Mr G Baldwin Network Manager
Mrs J Bayley Exams Officer/Cover Manager
Mr G Brodrick Site & Premises Manager
Mrs O Brownbill Curriculum Support Assistant
Mrs N Bunyard Curriculum Support Assistant
Mrs C Butcher Curriculum Support Assistant (part-time)
Mrs D Catford Catering Manager
Ms S Cashman SIMS Manager (part-time)
Mrs L Chilvers Finance Assistant (part-time)
Mrs T Clarke Learning Supervisor
Mrs L Corcoran Clerical Assistant/PA
Mrs J Cross Clerical Assistant – Work Experience
Miss J Davies Assistant Caretaker/Housekeeper
Ms G de Lisi Curriculum Support Assistant
Mrs P Dennis Creative Arts Technician (part-time)
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Mrs S English Learning Supervisor
Mrs T Ettridge Clerical Assistant/PA
Mrs S Fraser Design and Technology Technician
Ms P Fuller Community Manager
Mrs H Furze Food Technician
Mr R Gerrans Assistant Caretaker
Mrs S Gibson LRC Assistant (part-time)
Mrs C Goddard Attendance Officer
Mrs A Harris Curriculum Support Assistant (part-time)
Mrs R Heffernan Welfare Officer
Mrs J Jones Curriculum Support Assistant
Mrs J Lee Learning Supervisor
Mr D Lewis ICT Technician
Mrs L Light Clerical Assistant
Mrs A Melvin Clerical Assistant/PA
Mrs H Nasution Senior Science Technician
Mrs J Page Headteacher’s PA, Clerk to the Governors
Mr J Paton Senior ICT Technician
Ms C Penfold Curriculum Support Assistant
Mrs C Price Curriculum Support Assistant (part-time)
Mrs M Rowbern Science Technician
Mr T Setterfield PE Technician
Mr D Shaw AVA/Reprographics Technician
Mr P Smart Reprographics Technician (part-time)
Mrs P Smith Office Manager
Ms V Strotten Housekeeper
Mr P Taylor Science Technician
Ms L Vent Administrator
Mrs K Vincent Curriculum Support Assistant
Ms A Warwick Learning Resources Centre Manager
Mrs M White Learning Supervisor
Mrs L Wise Nursery Manager
Mrs L Wray Schools Church Worker (part-time)

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 GCSE SUCCESSES 2007

Davison pupils continue to achieve at a high standard

72% of all entries were in the A* - C range

25% of Full Course entries were A* or A grades

Over 44% of all entries were Grade B or above

Twenty-three students gained 8+ GCSE’s at grade A* or A including one student

with 12 GCSE’s at A*, another with 12 A or A* grades and a third with 13 A or
A* grades,

Five students have received individual letters of congratulation from the

examination board for obtaining one of the top five marks in the country in one
subject at GCSE. The subjects are Spanish (1), Dance (1) and Performing Arts
(3).

High performing individual subjects (percentage A*-C score in brackets) include:

Drama (97), English Language (81) and English Literature (83), Statistics (97),
Dance (91), Geography (83), History (92), Music (88), Performing Arts
(81),Triple Sciences (average 97) and Design and Technology: Resistant
Materials (96), Food (85), Graphic products (82)

The early entry GCSE’s by Year 10 students were 100% successful with all 27
girls entered gaining either A* or A grades.

An additional 72 students gained GCSE in Statistics as part of their GCSE

Mathematics Course,

At AS level, entered one year early following Year 10 GCSE success, 20 students
gained a grade with 14 achieving A – C grades.

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 SUMMARY OF GCSE RESULTS 2006

Number of students on roll aged 15+ = 272

STUDENTS Entered Achieving Achieving Achieving Entered Achieving

(%) for 5+ 5+ 5+A*-C 5+ for 1+ 1+
as percentage of roll
GCSE A*-C Incl Eng A*-G GCSE A*-G
& Maths
School 98.5 72 59 97.1 100 98.5
LEA
National 59.2 92.3 98

SUMMARY OF GCSE RESULTS 2007

Number of students on roll aged 15+ = 268

STUDENTS Entered Achieving Achieving Achieving Entered Achieving

(%) for 5+ 5+ 5+A*-C 5+ for 1+ 1+
as percentage of roll
GCSE A*-C Incl Eng A*-G GCSE A*-G
& Maths
School 98 69 57 96 100 98
LEA LEA and National results are not yet available
National

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 2006/07 GCSE EXAMINATION RESULTS BY YEAR 11

Number of students in school aged 15+ = 268

GCSE FULL COURSES

SUBJECT No. of A* A B C D E F G U Total
entries
ART* 48 0 14 16 23 3 0 0 0 0 48
ART (TEXTILES) 24 0 5 2 9 5 2 1 0 0 24
BUSINESS 56 0 4 13 16 13 7 2 0 1 56
CHILD DEVELOPMENT 82 6 13 16 25 18 3 0 0 0 81
DRAMA 31 3 12 11 4 0 0 1 0 0 31
DANCE 11 4 2 0 4 0 1 0 0 0 11
DT FOOD 82 6 14 19 31 6 6 0 0 0 82
DT GRAPHICS 44 3 10 15 8 6 0 2 0 0 44
DT MATERIALS 51 3 12 18 16 2 0 0 0 0 51
DT TEXTILES 55 5 18 14 5 8 1 2 1 1 54
ENGLISH 264 24 44 77 69 36 8 4 1 1 263
ENGLISH LIT 261 7 26 102 83 30 7 3 2 1 260
FRENCH 107 5 14 20 30 26 8 4 0 0 107
GERMAN 80 4 7 17 35 16 1 0 0 0 80
SPANISH 40 2 9 6 7 8 5 1 2 0 40
GEOGRAPHY 66 9 9 22 15 9 2 0 0 0 66
HISTORY 60 6 25 15 9 4 1 0 0 0 60
LEISURE & TOURISM 42 0 0 0 0 2 10 12 10 8 34
MATHS* 263 13 33 51 66 45 37 13 3 2 261
MUSIC 26 6 5 6 6 2 0 0 1 0 26
PE 50 5 5 11 8 14 4 2 1 0 50
PERFORMING ARTS 26 7 7 4 3 1 2 0 0 0 24
RS 250 17 40 50 60 40 21 12 5 4 245
SCIENCE Double 400 6 14 28 142 120 64 14 10 2 398
SCIENCE Single 10 0 0 0 0 2 1 4 3 0 10
BIOLOGY 45 5 13 17 9 1 0 0 0 0 45
CHEMISTRY 45 2 21 15 6 1 0 0 0 0 45
PHYSICS 45 2 13 16 13 1 0 0 0 0 45
STATISTICS 72 7 13 19 31 1 0 1 0 0 72
* including early entry results obtained as Y10 students in 2005

YEAR 10 EARLY ENTRY GCSE

These results are not included in the main table of results above but will be
included in the results for their year group in 2007-8.

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YEAR 10 EARLY ENTRY GCSE

SUBJECT No of A* A
entries
ARABIC 1 1
DANCE 11 9 3
MATHS 14 11 3

YEAR 11 AS RESULTS

SUBJECT No of A B C D E U
entries
ART & DESIGN 8 2 2 3 1
MATHEMATICS 15 4 3 3 2 3

Each of these students has followed an AS level course in one subject in addition
to her GCSE’s in Year 11, having completed a GCSE to a high standard during the
previous year.

CERTIFICATE OF PREPARATION FOR WORKING LIFE

15 students were entered for this exam. 7 student achieved Level 1 and 6
students achieved Level 2.

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TARGET AND RESULTS AT KS3 AND KS4

Previous (2006) performance

Key Stage 4 Targets and Results 2005-2006

% of roll Target Result
5+ A*-C 73 71
5+A*-G 99 98.5

Key Stage 3 Targets and results 2005-2006

% level 5+ Target Result
English 91 83
Maths 81 80
Science 83 80
ICT 87 73

Present (2007) performance

Key Stage 4 Targets and Results 2006-2007

% of roll Target Result
5+ A*-C 73 69
5+A*-G 99 95.5

Key Stage 3 Targets and results 2006-2007

% level 5+ Target Result
English 91 88
Maths 84 85
Science 83 76

Future Targets
Key Stage 4
% of roll 2008
5+A*-C 75
5+A*-G 97

Key Stage 3
% level 5+ 2007-8
English 92
Maths 86
Science 85

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 DESTINATIONS OF YEAR 11 LEAVERS

DESTINATIONS 2005 % 2006 %

Continued in Education 85.6 87.6
Government Supported Training (non-employed status) 0.4 0.0
Employment with training (including Apprenticeship and 5.3 2.9
Government Supported Training employed status)
Employment without training 0.4 0.7
Voluntary, Part Time Activities and Unemployed 3.0 3.3
Moved Away/Unavailable 1.1 3.3
Unknown 4.2 2.2

Destination of Year 11 Leavers 2006

Continued in Education

Government Supported
Training
Employment with
Training
Employment without
Training
Voluntary, Part-Time &
Unemployed
Unemployed

Moved
away/unavailable
No Response

- 37 -
 DAVISON CARE CHARTER

For Pupils

We aim to give you the best possible care in all aspects of school life.
We offer you:

• The highest standard of education

• A wide range of courses with as much choice as possible
• An extensive variety of clubs, extra classes and educational visits

Remember, your Form Tutor is always there to help you – no matter what the
problem.

For Parents

Davison will ensure that your daughter will receive the highest possible standard
of education.

Our Prospectus is an information document which not only describes the wealth
of opportunities on offer to all pupils but also celebrates Davison achievements.

You will receive a detailed written report each year to help you keep track of
your daughter’s progress. Consultation evenings provide a chance for parents,
pupils and teachers to discuss progress.

You will receive regular information about the school’s activities, including the
annual School Profile which is also available on-line.

The school is inspected by the Office for Standards in Education (Ofsted) at

regular interval and a copy of the most recent report is available on request.

Parents are fully represented on the Governing Body and all parents
automatically become members of the Friends of Davison.

We actively seek your suggestions for improvement.

The school office is open during school hours to deal with any queries or give
information.

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For the Community

Davison has a strong tradition of working in partnership with the local and wider
community and service is offered where needed.

We seek continually to create new links which will benefit pupils and the
community.

If things are not to your satisfaction …

Concerns are best dealt with before they become complaints

Please deal in the first instance with your daughter’s Form Tutor.

If the matter is not resolved, please feel free to telephone the school office at
any time and arrangements will be made for you to speak to the relevant senior
member of staff.

More serious complaints should be addressed to the Headteacher.

If you still feel we have not dealt with your complaint, you should contact the
Education Office (South) on 01903 839222, which has details of the formal
complaints procedure and they will advise you further.

We aim to respond to your complaint within 24 hours. Sometimes further

investigation is needed, in which case the response will be an acknowledgement,
which will include details of the process we shall follow and the length of time
we expect this to take.

WE TAKE PRIDE IN THE FACT THAT WE HAVE VERY FEW COMPLAINTS

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