At Park we aim to be at each child's side every step of the way, guiding them as their character develops and as they make their own discoveries about what they love and may one day love to do. Through our main school site and three additional facilities, away from school, we provide pupils with a range of extra opportunities to raise their aspirations and ensure they are very well prepared for adult life. We are always looking for adults to help us find new ways to work with young people and the local community.
Much more than just a school [We aim to perpetually innovate in order to provide aspiration, inspiration and new ways to work with young people, parents and our local community. We therefore offer an expansive educational experience: Apex Construction Skills Centre, Park Farm, PDP; Print and enterprise unit and Inspired Education, SCITT and Solent Teaching Alliance].
Success for all through attainment, resilience and autonomy [We aim to ensure that all of our students are well prepared for the next step of long successful lives; demonstrating finish, polish, panache].
We are guardians of the flame; kindling fires [“At Park we will be at your child's side every step of the way, guiding them as their character develops and as they make their own discoveries about what they love.” We believe education is a way to change lives: to kindle fires and awaken possibilities].
Love to teach: joy, glee and delight [We believe all learners should be welcomed, inspired, challenged, and invested in as individuals, we also believe all staff should model passion for Park so students and their families experience joy, glee and delight].
We believe that we make a difference and that qualifications alone are not enough we believe in empowering students to feel confident, be independent and make good choices [existentialism] within a caring and sharing community.
Welfare and safeguarding
At Park Community School we assess your child regularly in lessons to allow us to monitor their progress in relation to what we would expect them to achieve. We then adjust our lesson planning or implement interventions to ensure they are making suitable progress.
The Student Review Days take place on the first day of the academic year and just before the February half-term holiday. These are opportunities to meet to discuss your child’s targets with his/her mentor. It is also an opportunity to discuss how, together, we can better support his/her progress.
The traditional Parents’ Evening is your opportunity to discuss your child’s progress with their subject teachers.
We also hold additional evenings for parents on specific topics such as how to support your child to achieve success in their examination courses. These evenings usually include a combination of presentations and master-classes.
Once a year there will be a full written report which gives an overview from each subject teacher including: a) what has been studied b) how well your son/daughter is doing and c) what they need to do to make further progress.
Each other reporting session will be a data report which will include the following information:
The following table explains what each of the numbers for overall attitude to learning and homework mean.
|12||Excellent Performance||All homework is completed on time and usually completed to a very high standard.||Consistently positive attitude and is proactive in the pursuit of their learning.|
|9||Very Good Performance||All homework is completed on time and to a good standard.||Positive attitude to learning and will do everything asked of them.|
|2||Good Performance||All homework is completed with most it on time. The standard is generally good.||Generally positive attitude to their learning. Completes most tasks with little fuss and without disrupting the learning of others.|
|-1||Need for Improvement||Homework is not consistently completed, and/or it is often late. Homework is consistently to a low standard||Inconsistent in their attitude to their learning. Can occasionally be disruptive to the learning of others.|
|-4||Cause for Concern||Generally, homework is not completed. Homework is always late.||Attitude to learning is consistently detrimental to their own and to the learning of others.|
There are two procedures for children joining us during the year.
The first is through a managed move and the second an admission through Hampshire County Council.
|Step||Admission from County||Managed Move|
|1||Initial meeting between parent, student and a senior member of staff [pastoral.]
A tour of school.
Copies of the new parent registration and consent documents provided.
|Managed move agreed between Park and the Federation School at either:
a) Parental request
b) at school request for behaviour reasons
|2||School review of admission request||Home school sends student information pack to Park|
|3||Senior member of staff [pastoral] agrees start date with parent, if admission request successful||Initial meeting between parent, student and senior member of staff [pastoral.] Contract signed for the 10-week programme. Copies of the new parent registration and consent documents provided. Start date agreed.|
|4||Head of Year identifies mentor group and timetable. Administration team action parental registration and consent forms.||Mid point review with parent and student with senior member of staff [pastoral.]|
|5||Review of any special educational needs by the SENCO [Special Educational Needs Coordinator.]||Final review with parent and student with senior member of staff [pastoral.] Outcomes: a) Return to home school, b) Redo part of 10-week programme [if there are extenuating circumstances for the programme not being completed or targets not met] or c) Acceptance on Park Role|
|6||Head of Year identifies mentor group and timetable. Administration team action parental registration and consent forms.|
|7||Review of any SEND needs by SENCO|