The school is set in a beautiful countryside location that serves to inspire and develop our pupils to become confident individuals. We have a well-developed and extensive careers and enrichment programme that offers pupils opportunities to explore their ideas for the future and experience different places.
Our motto is ‘Achieving Success Together’ whilst pupils and staff work hard each day to build that success we also have an active and engaged group of parents (94% of said they would recommend the school to another parent Ofsted 2018) along with a dedicated and skilled governing body who contribute to Winchcombe School’s family ethos.
I am proud to be leading Winchcombe School as it grows. We welcome interested prospective parents to visit us and see the excellent work we do on a daily basis – please contact the School Office on 01242 602233 to arrange a guided tour.
Admissions to Year 7
Pupils will be admitted at age 11 (Year 7) without reference to ability or aptitude. The number of intended admissions from September 2020 is one hundred and ten (110) this number will be admitted in each subsequent year.
In-year applications are all those made outside the normal round of admissions for children of compulsory school age i.e. those applications made during the academic year for a school place in Year 7 through to Year 11. In-year applications are no longer dealt with by the Local Authority. To apply for a place at Winchcombe School, parents/carers should, therefore, contact the school directly in the first instance. The school, however, will liaise closely with the Local Authority providing information in relation to current vacancies in the school.
Fair Access Protocols
Winchcombe School has signed up to the In-Year Fair Access Protocols held by the Local Authority. Should a vulnerable child within these Protocols require a place at the school, they will take precedence over any child on the waiting list.
Did you know?
Is 90% good?
Lateness has a negative impact
Being late can:
- Disrupt lessons
- Affect achievement
- 5 minutes late every day adds up to 3 days lost each year
- 10 minutes adds up to 6 days lost each year
- 15 minutes adds up to 9 days lost each year
- 20 minutes adds up to 12 days lost each year
- 30 minutes adds up to 19 days lost each year
•Attainment 8 = 49
•71% of Students achieved 5 x 9-4, including English and Maths
(Teacher Assessed Grades, TAG)
(Centre Assessed Grades, CAG)
5+ 9-4 (incl EM)
4+ 9-4 (incl EM)
Ebacc (achieved 4+)
2021 – Individual Students successes
- Well done to Lucy for being our top performing student this year: she has gained grade 8/9s in all of her GCSEs.
- Additional congratulations to: Amelie, AJ, Isabella, Bethan, Rachel and Mia for achieving grade 7/8/9s in all of their GCSEs.
- Top grades awarded this year across all subjects:
- 31 Grade 9s
- 59 Grade 8s
- 90 Grade 7s
We wish all our students the best of luck for the future.
Please keep in touch and let us know how you get on!!
SEND Information Report
Winchcombe School provides for students with a wide range of special educational needs including those with:
Communication and interaction needs; this includes children who have speech language and communication difficulties including autistic spectrum conditions.
Cognition and Learning needs; this includes children who have learning difficulties and specific learning difficulties like dyslexia, dyspraxia and dyscalculia.
Social, Emotional and Mental Health needs.
Sensory and/or Physical needs; this includes children who have visual or hearing needs, or a physical disability that affects their learning.
|Our Special Educational Needs Co-ordinator (SENCo) is:||Mr D Waller (email@example.com)|
|Our Assistant SENCo is:||Mrs R Edgerton|
|Our governor with responsibility for SEND is:||Mrs S Proctor|
How do we identify and give extra help to students with SEND?
The school uses Gloucestershire County Council’s guidance booklet ‘Additional Needs including Special Educational Needs and Disabilities’.
The guidance sets out:
How we identify if a student has a special educational need.
How we assess students and plan for their special educational needs, and how we adapt our teaching.
Ways in which we can adapt our school environment to meet each student’s needs
How we review progress and agree outcomes and involve you and your child in this.
How do we work with parents and students?
We will always contact parents if we have a concern that a student may have a special educational need. We work closely with students with SEND and their parents to agree outcomes and how we will all work towards these, and then to review progress. We do this by holding regular meetings, at parent evenings and reviews.
There are also opportunities for parents and students to contribute to and be consulted on our policies on SEND and Equality. We do this through Governors / Parent Governors, parent forums and from within the tutoring system.
Adapting the curriculum
We offer a broad and balanced curriculum for all students including those with SEND. The way we adapt this for students with SEND and disabled students is set out in the School Accessibility Plan
We have highly targeted teaching groups in Maths, English, Science, Humanities and MFL based on prior attainment across all year groups.
We have an SEND Register for personalised and small group provision to maintain SEND students in a mainstream setting and to achieve their target grades.
We have a Vulnerable Pupils Register for personalised and small group provision to maintain vulnerable students in a mainstream setting and to achieve their target grades.
We have subject specific Teaching Assistants who run interventions and in class support to enable accelerated progress.
We have Teaching Assistants to support pupils in making accelerated progress in class across the curriculum.
We have dedicated time allocated for Teachers and TAs to work collaboratively.
What expertise can we offer?
All staff have training in safeguarding.
Key staff have received training in the adoption of the new SEND Code of Practice.
Teaching assistants are trained to support the particular needs of the students they work with.
Access to a School Health Nurse.
Access to a School Counsellor.
Access to Learning Mentors.
We buy in time from an Educational Psychologist.
We also have access to a range of specialist support services including:
SENSS, who support students with communication and language, sensory needs and physical needs.
Child and Adolescent Mental Health Services (CAMHS)
Children and Young People Services (CYPS)
Children’s Social Care
Information about these services and what they offer can be found on the Gloucestershire County Council SEN web pages: Services to support children’s learning
We always discuss the involvement of specialist SEN services with parents first.
We also work with other services and organisations that are involved with a family, with the family’s permission.
How do we know if SEND provision is effective?
The progress of all students is tracked throughout with regular data reports, updated pen portraits and provision mapping.
In addition for students with SEND we regularly review progress towards agreed outcomes assessing whether the support that’s been in place has made a difference and what we need to do next. We evaluate this progress against age related expectations.
When we run special intervention programmes for groups of students we assess how successful they have been and use that information to decide on how best to run them in the future.
Information about how the governing body evaluates the success of the education that is provided for pupils with SEND is contained within the annual report to the Curriculum and Staff committee of the Governors.
How are students with SEND helped to access activities outside of the classroom?
All students are included in activities and trips following risk assessments where needed and in accordance with duties under the Equalities Act 2010. We talk to parents and young people when planning trips so that everyone is clear about what will happen.
There is information about activities and events for disabled students and those with SEND in the Gloucestershire Family Directory.
What do we do to support the wellbeing of students with SEND?
We listen to the views of students with SEND by providing a robust pastoral support system which includes tutors and Heads of House who liaise with the Learning Support team, class teachers, Heads of Department and the Senior Leadership Team.
We take bullying very seriously. We help to prevent bullying of all students including those with SEND by the application of the Behaviour Management Policy, Equality Plan and the Anti-Bullying Policy.
Joining the school and moving on
We encourage all new students to visit the school before starting. We offer open mornings, open evenings and all primary schools are visited by Winchcombe School’s Transition Team as part of the transition process There is a 3 day induction in the Summer Term and additional Summer School for some students. For students with SEND we offer extra bespoke visits and 1:1 support and liaison.
We begin to prepare young people for transition into the next stage of their education or training through a tight system of liaison and information sharing with our partner Primaries, KS3 and KS4 teachers. This is supported by dedicated Heads of House.
Whom to contact
If you are concerned about your child, please contact Mr Gohil
If you would like to feedback, including compliments and complaints about SEN provision, we aim to respond within 48 hours.
If you would like impartial advice please contact SENDIASS Gloucestershire.
If you would like to know more about opportunities for students with SEND and their families, support groups or information about SEND, these are listed in the Gloucestershire Family Directory
Gloucestershire’s Local Offer contains lots of information for parents. Winchcombe School has contributed to the County’s Local Offer through attendance at a training workshop and through adopting new guidance and systems. GCC has also produced a Parent Guide.
A Parent Guide to the new SEN Code of Practice produced by the Department for Education. A comprehensive guide but quite a long read at 59 pages. If you don’t want to read this long guide, try these helpful flowcharts from: Special Needs Jungle Parent-led information, resources and informed opinion about children and young people with SEN, special needs, disability, health conditions and rare diseases.
School Uniform & PE Kit Information
Please find below the current Winchcombe School Uniform and PE List which includes examples of all the items that are required for your child.
Why do we have a school uniform?
High Expectations: A clear dress code sets boundaries and helps students to see school as a working environment.
Security: Uniform makes it easy to spot a stranger and ensures the safety of all students in and around site.
Focus on learning: Uniform reduces many distractions associated with personal appearance.
Equaliser: A sense of equality created by uniforms among students from different socio-economic backgrounds, without the pressure to buy expensive brands.
School pride: The uniform give the school identity and we want all students to take pride in their school and their appearance.
Please ensure you have checked this list before using the link at the bottom to order via ‘Universal Uniform’.
It is compulsory to wear full school uniform and sports kit. A note from parents is necessary if any part of school uniform is not worn for any reason. All clothing and equipment must be clearly labelled with child’s name.
Hot Food Menu
Pastoral / Pupil Premium / Catch-up
Climate and Culture
The school values underpin the climate and culture in the school, they are integral to all that we do and ensure all students leave Winchcombe School in Year 11 ready to take on the challenges in front of them.
The pastoral structure incorporates tutors as first point of contact for parents with Heads of Phase overseeing the pastoral care system. The tutor will stay with their group throughout their school career in order to provide focussed support in the later years. All year groups are supported by a Pastoral Support Lead.
The school is split into 3 phases
- Transitions (Years 7 & 8): Lead by Mrs Hastings
- Supported by
- Ms Beacham (Pastoral Support Lead)
- Mrs Thomas and Mrs Burgess (Primary Transition Team)
- Tutors (
- Pathways (Years 9 & 10): Lead by Ms McGaw
- Supported by Ms Shurmer (PSL)
- Futures (Year 11): Lead by Mr Haynes
- Supported by Ms Joyner (PSL)
- Supported by
Safety and Wellbeing
- The safety and wellbeing of your child is paramount to us
- Safeguarding is the responsibility of all staff in the school, however, we have a core team who monitor and track safeguarding concerns in the school
- Mr Young – Designated Safeguarding Lead
- Ms Peters – Deputy Safeguarding Lead and Attendance Officer
- Ms Fowler – Intervention and Support Lead
- If concerns are not able to be resolved by the HoP or PSL, these cases will be passed to the Safeguarding team, where further external support can be sought.
A Typical Week
- Each day start with Tutor Time. An opportunity to touch base with their tutors and ensure they are ready for the day ahead.
- Each tutor session in the week has a key focus, these include; Literacy, Numeracy, Careers, Current Affairs and an Assembly
- Uniform and Equipment is also checked regularly
- Once a fortnight, students will have a Personal Development session with their tutor. These are focussed on:
- PSHE (Personal, Social and Health Education)
- RSE (Relationships and Sex Education)
- LORIC (Leadership, Organisation, Resilience, Initiative and Communication)
Unfortunately, this year we were not able to run our Induction days. However, we luckily have a large number of students enrolled in our Summer School in August, where they can start to build friendships and further familiarise themselves with the buildings/grounds.
Early in the new school year they then have a day away with their tutor group to cement relationships within the tutor group.
Pupil Premium Strategy Overview
The Pupil Premium strategy 2020-21 for Winchcombe School has been revised to follow guidance and best practice from the DfE (https://www.gov.uk/guidance/pupil-premium-effective-use-and-accountability), NFER (https://www.gov.uk/government/publications/supporting-the-attainment-of-disadvantaged-pupils) and EEF (https://educationendowmentfoundation.org.uk/evidence-summaries/pupil-premium-guide/).
Tier 1 – Whole School Teaching Priorities
A review of the whole-school approach to Teaching and Learning is underway to improve the attainment and progress of all students. By adopting this whole-school approach, the impact on disadvantaged students should lead to improved outcomes.
The EEF toolkit suggests that helping students think about their own learning more explicitly, often by teaching them specific strategies for planning, monitoring and evaluating their learning have the greatest impact in terms of improving outcomes. This focus on metacognition will form the main T&L priority. To ensure room is available within learning time to implement these strategies there is a second priority of a focus on the ‘Climate for Learning’.
A priority for this academic year is to ensure the core transferrable skills of Literacy (oracy, reading and writing) and Numeracy are embedded into daily practice during tutor sessions (from Jan 2021).
Tier 2 – Targeted academic support
EEF toolkit puts reading intervention strategies among the highest impact initiatives a school can operate. Intervention resources are already available in school and will seek to be expanded.
In KS4 providing additional study skills interventions for identified disadvantaged students will be sued to prepare them for GCSE examinations.
Tier 3 – Wider strategies
Attendance and support intervention remains important to deliver necessary provision to disadvantaged students whose attendance remains behind non-disadvantaged peers.
Providing a package of support to reduce the impact of financial circumstances on access to curricular and extra-curricular activities.
Covid 19 Catch-Up Premium and Curriculum Expectations 2020/21
The DfE has allocated £650 million to be spent on ensuring all pupils have the chance to catch up and supporting schools to enable them to do so. Whilst headteachers will decide how the money is spent, the Education Endowment Foundation has published guidance on effective interventions to support schools. For pupils with complex needs, schools should spend this funding on catch-up support to address their individual needs.
The DfE has also set out the following Curriculum Expectations, to ensure that all pupils – particularly disadvantaged, SEND and vulnerable pupils – are given the catch-up support needed to make substantial progress by the end of the academic year.
Education is not optional
All pupils receive a high-quality education that promotes their development and prepares them for the opportunities, responsibilities and experiences of later life.
The curriculum remains broad and ambitious
All pupils continue to be taught a wide range of subjects, maintaining their choices for further study and employment.
DfE asks that schools meet the following key expectations:
- Teach an ambitious and broad curriculum in all subjects from the start of the autumn term, but make use of existing flexibilities to create time to cover the most important missed content…In particular, schools may consider how all subjects can contribute to the filling of gaps in core knowledge, for example through an emphasis on reading.
- Aim to return to the school’s normal curriculum in all subjects by summer term 2021.
- Plan on the basis of the educational needs of pupils. Curriculum planning should be informed by an assessment of pupils’ starting points and addressing the gaps in their knowledge and skills.
- Develop remote education so that it is integrated into school curriculum planning.
Schools should set out how they will allocate the additional funding to support curriculum recovery this academic year. The EEF guidance suggests a 3-tiered* approach:
- High-quality teaching for all
- Effective diagnostic assessment
- Supporting remote learning
- Focusing on professional development
- Targeted academic support
- High-quality one to one and small group tuition
- Teaching Assistants and targeted support
- Academic tutoring
- Planning for pupils with Special Educational Needs and Disabilities (SEND)
- Wider strategies
- Supporting pupils’ social, emotional and behavioural needs
- Planning carefully for adopting a Social and Emotional Learning curriculum
- Communicating with and supporting parents
- Supporting parents with pupils of different ages
- Successful implementation in challenging times
Transport to the school is provided from the surrounding villages and Cheltenham by Marchants Bus Company .
Timetable details as of September 2020 can be found below. Further details can be found on website www.marchants-coaches.com