SCHOOL LEADERSHIP

The current Leadership Team is eight strong and consists of Headteacher, Deputy Headteacher, four Assistant Headteachers, a Premises Manager and an Administration Manager.  There are four additional members of the Extended Leadership Team.

We intend to recruit an additional Deputy Headteacher to lead on curriculum issues.

The roles of our Senior Leaders focus upon delivering the school’s mission statement:

“To provide a high quality technology education through a combination of challenge, support and guidance.”

Our Specialist School Leader, Mr Allerton, is responsible for all aspects of our Technology College work and our community links.  He also leads on data analysis and BSF.

The Student Support and Welfare Team primarily consists of non-teaching staff who are able to identify the Additional Educational, Behavioural and Social needs of students as well as to formulate and deliver programmes of support. Important new additions to the team are 4 newly appointed House Leaders. The team is led by Miss Bibby, Deputy Headteacher.

The Student Challenge and Achievement Team primarily consists of six Learning Mentors, four of whom are teachers.  Their role is to identify students’ potential, negotiate challenging targets with individuals, monitor their progress and enlist appropriate support to enable students to reach their targets.  The team is led by Mrs Wright, Assistant Headteacher.

The Student Guidance and Progression Team is a mix of teaching and non-teaching staff, including Connexions Advisers.  Their role is to ensure smooth transition and progression for students throughout their time at Barclay. They will also prepare students to enter further or higher education or employment with training. The team is led by Mr Oxley, Assistant Headteacher.

In addition we have a Teacher Support Team, which is led by Mr Wallace, Assistant Headteacher, focussed upon improving learning and teaching. It consists of two Advanced Skills Teachers and several teachers who have been trained as coaches.  They provide support, challenge and guidance to colleagues on an individual, small group and whole staff basis.  We encourage colleagues to further their professional development by providing opportunities within the school as well as access to external providers.

Subject Delivery Teams:

At Barclay we have taken the opportunity afforded by Staff Restructuring to re-think the way in which the school is organised.  We have focused on the primary purpose of the institution and devised a structure that enables teachers to concentrate on teaching and students to concentrate on learning.

In September 2006 we introduced six subject delivery teams: Design, Humanities, Languages, Maths ICT and Business, Performing Arts, and Science.  

Each team comprises a Subject Leader, 2 or 3 Assistant Subject Leaders, Assistant Teachers and Teaching Assistants.  Teaching Assistants provide support to teachers through preparation of teaching materials etc. as well as support in the classroom with students who have Additional Educational Needs.

Academic Organisation

KS3: In Year 7 students are organised into 7 mixed ability teaching groups and are taught in these groups throughout the year in all subjects except Maths (in which setting during the first term).  Years 8 & 9 are organised into eight teaching groups in two mixed ability bands.  There is setting in English, Maths, French and Science.  Technology is taught in smaller groups throughout KS3.

KS4: All students study Technology, English, English Literature, Maths, PSHE (which includes Careers, Citizenship and RS) and Science.  All students choose a vocational option, which may be an NVQ course at North Herts College, and two further GCSEs from a broad range of subjects.

Post 16:  The Stevenage 14-19 Partnership comprises the six community secondary schools in the town, together with the local ESC, North Hertfordshire College, local Special Schools, a local training provider and the University of Hertfordshire. The Partnership brings together a range of initiatives, which seek to transform the educational culture in the town and, through collaboration at 14+, broaden and enhance opportunities and pathways for all learners.

The Partnership’s stated aim is ‘to develop a coherent, progressive 14-19 curriculum structure in the town.’  It is committed to shared curriculum planning and delivery that is designed to facilitate learning rather than organise teaching.  At Post 16 this process is now well developed; students are currently offered 45 Level 3 subjects across the town and 3500 possible combinations.

Pastoral Arrangements

We introduced vertical tutor groups in September 2006. Years 7 to 11 are organised into 48 mixed year groups, with Post 16 students associated with a tutor group but not required to attend all tutor sessions.

We believe that students benefit from the family atmosphere of vertical tutor groups, that it fosters productive, cross-year relationships and enable tutors to focus on small groups of students at key times.  We are now focussing on academic mentoring during tutor periods.

There are still occasional Year assemblies and social areas in the school so that students have opportunities to develop peer relationships as well.

Learning Mentors are working with students.  There is a Learning Mentor associated with each House. They work with students who are identified by tutors as needed more intensive support.  There are two Post 16 non-teaching Learning Mentors as well as some teachers who have time tabled tutorial periods in which to tutor Post 16 students.

The Student Support and Welfare Team is responsible for monitoring punctuality and attendance both to school and lessons.  The introduction of electronic fingerprint registration from last September has assisted with this.  Non-teaching Behavioural Support Leaders and Social Support Leaders undertake many of the roles once performed by Heads of Year.  However, we believe that the role of Form Tutor is crucial in fostering positive relationships between staff, students and parents.

Form Tutors see students first thing in the morning and at the end of the day.  They have an overview of students’ academic progress and get to know them very well.  Tutors are the first point of contact for parents who have queries or concerns or want to pass on information to the school.

At Barclay we believe that students learn best when they are supported effectively at home as well as in school.  We want to work in partnership with parents/carers to achieve this.