We aspire to create at King Edward VII School the excitement of a learning community in which each individual strives for excellence and is enabled to achieve personal fulfilment.
We value and seek to promote
- The equal worth of each individual member of our school community
- Learning and achievement
- The pursuit of excellence
- The acquisiton of skills, knowlege and understanding
- The cultural heritage of each individual and the rich diversity within our school community
- The personal qualities of self-esteem, self-confidence, self-discipline and tolerance
- A partnership with the wider community outside the school
- Care and respect for people and the environment
- Inernational awareness and partnerships
For our students we aim to:
- Promote a shared understanding of the values of the school
- Provide a balanced and broadly based curriculum which promotes their spiritual, moral, social and cultural development
- Promote their mentail, physical and emotional well being
- Prepare them for the opportunities, as responsibilities and experiences of adult life, including the world of work and their role as citizens in a democratic society
- Enable them to reach their full potential
- Provide a curriculum which is open and accessible to all students
- Develop a learning culture within which students experience the enjoyment of learning and the motivation that such enjoyment encourages
- Ensure equality of opportunity to all students
- Value and celebrate the positive attitudes and diverse achievements of all students
- Create an environment which ensures that students develop self-management and responsibility
- Provide a healthy and safe working environment
At Lower School, students remain on the school premises for the whole day, including lunchtime, unless parents wish them to return home for lunch. In Upper School, it is custom and practice to permit students to leave at lunchtimes, unless a written request to the contrary has been received from parents at the beginning of Year 10. The Upper School kitchen is now run by an in-house catering team.
In both buildings, there is a wide range of dishes prepared by the school meals contractors. A cafeteria system operates so that students choose what they want to eat and how much they wish to spend. Vegetarian and Halal meals are always available. The School promotes healthy eating and has dispensed with the sale of chocolates, crisps and sweetened fizzy drinks.
Free school meal entitlements are normally continued from primary school. Further advice is available from the Local Authority but parents should contact the School if any problems arise.
Caring for our students
Children come to school to learn. A contented and secure child learns effectively and well. In addition to organising lessons, we have to pay attention to the personal needs and well-being of each boy and girl in the school on their journey through adolescence. Providing this support, help and guidance is our way of ensuring that each of our students achieves personal excellence and recognition and makes the most of the many opportunities the School has to offer. Our system of pastoral care aims, therefore to make sure that each student enjoys a successful career at school.
The way we organise our pastoral system is designed to make this possible. First of all, it is important to break down a very big school into smaller, more manageable units so that nobody “slips through the net”. On entry, students join a Tutor or Form Group of between 28 and 30 students drawn from a range of primary schools. Over time, the Form Tutor, who usually sees the group each day, develops a knowledge of the group and is well-placed to help each individual. We encourage Form Tutors to be the first point of contact for parents. The work of the Form Tutor is co-ordinated by the Year Leader, supported by the Pastoral Manager. The Year Leaders, who are experienced teachers, are involved in all aspects of the school life of students and have oversight of their welfare. The Year Leader for each new Year 7 intake works closely with this year group through to Year11 and is assisted by the Senior Learning Mentor for Key Stage 3 Mrs Duroe, the SENCO Mrs Addy and the Senior Team at Lower School; Mr Whittingham (Deputy Head), Mr Creedon (Assistant Head Key Stage 3) and Ms Jackson (Assistant Head Inclusion); all of whom work to make the transfer from primary to secondary school as successful as possible. Parents are always welcome to discuss their concerns with Form Tutors, Year Leaders, Pastoral Managers or senior staff if the need arises. The system is replicated at KS4 for Years 10 and 11, where the Senior Team of Mrs L Warde (Assistant Head Key Stage 4) and Mr H Parker (Deputy Head) support the Year Leader, Pastoral Manager, Senior Learning Mentor Annette Clarke and the SENCO Carol Addy.
At Lower School and Upper School, there is a ‘Rewards’ system which aims to acknowledge students for their good effort, attitude, commitment to school or quality of work. Photographic display boards reinforce the message that involvement in the life of the school is a positive, worthwhile experience.
All students and parents have access to Show My Homework which is an online homework calendar. This is a key organisational aid, as well as a vital and regular link between home and school.
In addition, there are regular Parents’ Consultation Evenings and Information Evenings at which we report on progress through face to face interviews with teaching staff. We aim for 100% attendance from parents. Students should always attend these meetings so that they can take part in discussions about how well they are doing and what they need to do to improve. The dates of these meetings are set out in the Calendar for Parents which is published at the start of the School Year as a Google Calendar accessed via the School’s website and MLE. Paper copies are available on request.
Should they so wish, students in all years are able to participate in various acts of collective worship in their free time. There is a regular pattern of assemblies for all students, which also deal with underlying issues of contemporary life and which aim to cement and enhance the collectivity of the School and to bring together students in a reflective community. These assemblies concentrate on the moral and social dimension and aim to impart to students therefore not only a sense of belonging to the School but also a sense of its aims and values.
Changes in the law, notably the Children Act, mean that staff in schools have a duty to report any concerns that a child or young person up to the age of 18 may be suffering significant harm, particularly as a consequence of possible abuse. It is a Department of Education requirement that each school in the country nominates a senior member or members of staff who will have special responsibility for Child Protection and Safeguarding. In Sheffield, this member of staff, known as the Child Protection Liaison Officer or Safeguarding Head, has been trained in this area of work and can be trusted to deal with all these matters with professional confidentiality. The School’s Safeguarding lead is Ms Jackson (Assistant Head Inclusion). The School’s Child Protection Liaison Officers are Mr Drakeley (Key Stage 3), Ms Clarke (Key Stage 4 and 5), Mrs Warde (Key Stage 4), Mr Hutchinson (Post 16), Mrs Duroe (Key Stage 3) and Mrs Clarke (Student Welfare Officer).
The School has guidelines on Safeguarding and Child Protection. We also have close contacts with the School Health Service, Family and Community Services and the Police service, any or all of whom may become involved if abuse is suspected or alleged.
The School has a legal responsibility to collate basic information such as who has parental responsibility for a pupil, and to pass this information to the relevant agencies if so requested. In the event of an investigation into possible child abuse, the School has a legal duty to co-operate with the investigating agencies to the best of its ability to promote the welfare of the young person. Whilst the School will always attempt to work in partnership with parents, and try to ensure that parents are fully informed of, and participate in, any action concerning their child, if there is a conflict of interest, the welfare of the child must be the paramount consideration.
Should you wish to discuss the issue of Child Protection, please feel free to contact the Child Protection Liaison Officers mentioned above, or the Headteacher.
Students’ Code of Conduct – what we expect
Our Code of Conduct for students is a statement of responsibilities and rights. It is based upon common sense and designed to be acceptable to all reasonable people. It is also based on our Statement of Aims and Values. It applies to all students in all years. Our School is first and foremost a place of learning. We encourage and promote all things which support good learning and we come down hard on attitudes and behaviour which obstruct or damage it.
Respect, consideration, courtesy and co-operation are key words for us. There is no place in our School for racism, sexism, homophobia, or violent, abusive or aggressive behaviour. We deal firmly with breaches of this requirement and look to parents for full support.
A good learning environment needs to be calm and orderly and well-cared for. Some basic common-sense rules are therefore necessary. These have been drawn up following consultation with students and are explained to new students when they first join King Edward VII School. They are displayed around the School to remind students what is acceptable and what is expected. They are not designed to make life miserable for students nor to strangle their enthusiasm. They are an uncontroversial list of simple requirements in class and around school. Students know where they stand and accept these rules. This basic understanding between students and staff goes a long way to making for secure and happy working relationships which are typical of King Edward VII School and underpin our reputation as a caring, inclusive, successful and happy school.
We have developed an active Anti-Bullying Policy and Online Safety Policy. The school website and MLE includes full details of these policies as well as links to advice, particularly relating to student online activity– www.kes.sheffield.sch.uk. Although relationships are very good in the main, we are aware of the problem bullying creates in all schools. We have a code of practice to deal with bullying. Every year students are involved in a range of activities during Anti-Bullying Week (November) to ensure that the School’s practice in dealing with bullying remains relevant and appropriate to the concerns of students. We welcome any comments parents may wish to make on this issue.
In addition, there are the usual detailed guidelines which apply across the School covering standards of behaviour, punctuality, attendance, late arrival procedures, the use of cycles, behaviour to and from School, damage to School property, lunchtime arrangements, care of valuables, first-aid and emergency arrangements.
We try to help students if their behaviour or work is not as good as is expected of them. Extra work may be set and detention or report systems are used as the need arises. We may discuss with parents the need for their help and support, both for their child and for the School. Some subjects run coursework catch up sessions or intensives after school hours but these are either voluntary or by arrangement with parents. If students in Years 7-11 are not working as they should be, they may be referred to their Year Leader or senior staff. A report system – a sanction resulting from poor behaviour or lack of work in any one subject, or in all subjects, or for lack of homework or to help improve general organisation – is actively used by staff at all levels. In these circumstances, parents are informed by letter and asked to read and sign the report form each day.
The Post 16 team have a student progress review system that regularly alerts parents to issues affecting performance at School.
The School has a long tradition of working closely with parents for the well-being of our students. If there are concerns about standards of behaviour – either from school or home – we feel that early contact is best so that we can work together to overcome difficulties.
Students and parents are advised that smart, clean, casual dress is expected and that clothing should always be suitable for the workplace. Safety must always be considered. For example, the shoes worn should take into account the large number of stairs in the School. The wearing of easily flammable fabrics is forbidden for obvious safety reasons. Extremes of any fashion or cult wear are unsuitable and students will be requested to wear a white T shirt to replace or “cover up” as and when necessary.
There is no school uniform and beyond this guidance we do not generally restrict the choice of clothes that students may wear. The School enjoys a very high degree of co-operation from its students and the parent community which make these arrangements successful.
For Physical Education it is essential, for reasons of hygiene that all students change into kit and appropriate footwear to take part in these lessons. There is an official King Edward VII PE kit consisting of a red sweatshirt, red T shirt and blue or black shorts. The Physical Education Department publishes a guide to appropriate sportswear and helps students obtain the necessary clothing.
The School Dress Code (2016) providing details of un/acceptable dress and further information is available to view on the school website.
The School cannot be expected to take responsibility for items of jewellery, mobile phones or expensive electrical equipment, ie Ipods etc that are left unattended. If students choose to bring these to school they and their parents must take responsibility for the safekeeping of such items.
Lockers are available for use in school. At Lower School students share in pairs. A letter is sent out at the beginning of September explaining how this works.
Charging and Remissions
Many very valuable educational activities outside the classroom have a financial dimension. Such activities may include theatre visits, field courses, foreign exchanges and museum visits. The Governing Body has decided that such activities are a vital part of the life of the School and must not be curtailed, despite recent legislation. Voluntary contributions are, therefore, regularly requested from students or their parents. If these are not forthcoming the discretion to cancel a proposed activity lies with the organising teacher. Where charges can be levied, for board and lodging, for example, the Governing Body supports this practice. At the same time, a family in receipt of Income Support will be entitled to have board and lodging costs remitted. No student will be prevented from participation in an activity through inability or unwillingness to pay a voluntary contribution.
History of King Edward VII School
King Ted’s – a Biography of King Edward VII School was published in October 2005 as part of the centenary celebrations. Written by John Cornwell, a former Chair of Governors, the book traces the history of the School from its earliest days to the present time. Local, national and international changes and developments and the turmoil of the twentieth century provide the backdrop for this fascinating account of our school. With 445 pages and more than 100 photographs, it is a remarkable document. A few copies in the softback version are available from the school office.
Forty Years On! A short history of King Edward VII School – the Comprehensive Years. Written by John Cornwell. Available from the School at a cost of £5.
A School For the Future A photographic record of the recent building and refurbishment work at the school. Written by John Cornwell. Available from the School at a cost of £5.
Hear Their Footsteps The story of the School in World War One and the Old Edwardians who survived. Written by John Cornwell. Available from the School at a cost of £5.
Another Generation: King Edward VII School and the Old Edwardians in the Second World War 1939 – 1945
How to make a complaint
How to make a complaint under Section 23 of the Education Act 1988
This section of the act allows for parents and others to make a complaint if they form the view that the Governing Body or Local Authority (LA) is failing in its duty to comply with the legislation. There are three stages:
1 The Informal Stage: The complainant should contact the Headteacher or appropriate officer of the LA (the Headteacher will help identify this person) to discuss the nature of the complaint. Every attempt is made to deal with the complaint at this level. If informal discussions fail to resolve the difficulty, then the second stage is:
2 Formal Complaint to the Governing Body: This involves a written complaint to the Governing Body, which is obliged to investigate the complaint. If this, too, proves unsatisfactory then there may need to be recourse to the third stage:
3 Formal Complaint to the Local Authority: This will apply where the first two stages have failed to resolve the problem or where the complaint concerns the LA and therefore it would be inappropriate to refer to the Governing Body.
The Headteacher is obliged to furnish all relevant documents explaining the arrangements for complaint to a complainant.
Please note that the arrangements outlined above do NOT cover complaints about the actions of individual teachers. Such complaints should be taken up in the first instance directly with the Headteacher. Complaints about the Headteacher should be taken up with the Chair of the Governing Body.
Obviously no school likes to be the subject of a complaint but we are committed to dealing professionally, fairly and swiftly with any complaints which should come our way.
Access to Regulations, Documents and Policies
Any parent or other bona fide interested person wishing to consult education regulations or documents which the School is required to maintain should apply to the Headteacher.
How to Contact the Headteacher
The Headteacher, Ms Linda Gooden, can be contacted at the school address as follows:
Ms L Gooden
King Edward VII School
Or by telephoning: