Policies and Compliance
Sixth Form Admissions Policy
Sixth Form Admissions Policy
Our Sixth Form is designed to serve the College community and to be as inclusive as possible. The maximum number for admission in each year will be 150 applicants. Priority will be given to the first 140 applicants from Blessed Thomas Holford Catholic College who meet the entrance requirements and to the first 10 external applicants who meet the entrance requirements.
In the event of under-subscription, places will be made available to applicants from any school who meet the entrance requirements. In the event of over-subscription, internal and external applicants meeting the entrance requirements will be placed on a waiting list and, should any further places become available, offers will be made on a first-come first-served basis.
An application form is available from the Sixth Form website and should normally be submitted by mid-November each year.
- Applicants are normally required to have at least five grade 5 or above at GCSE, including at least grade 5 in English Language and Mathematics
- All applicants must meet the minimum requirements for the A level / BTEC subjects which they wish to study. For the majority of subjects applicants are required to have achieved at least a grade 6 (equivalent to a grade B) at GCSE in that subject (or a related subject where the chosen subject is not offered at GCSE) and it is expected applicants will have obtained the higher tier of entry where applicable.
- All applicants are required to have a strong work ethic and commitment to our ethos, standards and code of conduct. This includes having an excellent attendance, punctuality and behaviour record throughout Year 11. This will be determined from the application form, school reference and interview.
- All applicants are required to support and adhere to the Catholic ethos of our Sixth Form and promote the Catholic life of the college with younger pupils in the main school. All applicants are required to attend compulsory Religious Education classes. They are also required to take part in the daily act of worship and attend assemblies and Masses.
- Entry into Year 13 relies upon success in the Year 12 assessments. As a minimum all applicants are normally required to achieve a D grade (or the equivalent) in each of the subjects they continue to study in Year 13.
- Under the terms of Education Act 1998, all candidates and parents of candidates refused admission have the right to appeal to an Independent Appeals Panel against any decision made by the school. The decision of the Independent Appeals Panel is binding on both the school and parents/carers. Appeals will be heard within 40 school days of the appeal being lodged
Under the terms of Education Act 1998, all candidates and parents of candidates refused admission have the right to appeal to an Independent Appeals Panel against any decision made by the school. The decision of the Independent Appeals Panel is binding on both the school and parents/carers. Appeals will be heard within 40 school days of the appeal being lodged
Attendance and Punctuality Policy
Attendance and Punctuality Policy
The aim of the Blessed Thomas Holford Catholic College Sixth Form attendance and punctuality Policy is to ensure all our students enjoy their experience and thrive in our Sixth Form. To guarantee this we rely on the close partnership between the Sixth Form, the community and the home. The Sixth Form will monitor every student’s attendance and punctuality record throughout each academic year, with an official data analysis at the end of each half term. This policy should be viewed in conjunction with the College’s Pastoral Policy.
Punctuality in the Sixth Form:
All students are expected to be present by 8.55am and to leave no earlier than 4.00 p.m. unless previously authorised by the Head of Sixth Form. If a student persistently arrives late in an academic year, the following staged approach will be implemented:
- 5 or more lates – The Sixth Form Tutor discusses the issue with the student and devises an action plan to rectify the situation. The Sixth Form Tutor is to continue to monitor the situation
- 10 or more lates – The Sixth Form Tutor contacts the parents/carers, discusses the issue with them and devises an action plan to rectify the situation. The Sixth Form Tutor is to continue to monitor the situation
- 15 or more lates – The Head of Sixth Form contacts the parents/carers to invite them in to meet with the Head of Sixth Form to discuss the issue with them and devise an action plan to rectify the situation. The Head of Sixth Form Tutor is to continue to monitor the situation
- 20 or more lates – The Head of Sixth Form liaises with the Head of Pastoral Care and the Educational Welfare Officer who contacts the parents/carers of the student. Parents/carers are invited in to meet with the Head of Sixth Form, the Head of Pastoral Care and the Educational Welfare Officer to discuss the issue and devise an action plan to rectify the situation. The Head of Sixth Form and the Educational Welfare Officer will continue to monitor the situation. Bursary payments stop for any student receiving the 16-19 Bursary
- 25 or more lates – The Head of Sixth Form liaises with the Head of Pastoral Care and the Chair of Governors’ Pupil Welfare and Discipline Committee who contacts the parents/carers. Parents/carers are invited into meet with the Head of Sixth Form, the Head of Pastoral Care and the Chair of the Governors’ Pupil Welfare and Discipline Committee to discuss the issue with them and devises an action plan to rectify thesituation. The student will be issued with a final warning to improve, otherwise an exclusion will be considered
Absence from the Sixth Form:
All students are expected to be present every day in the academic calendar unless previously authorised by the Head of Sixth Form. If a student accrues a number of days absent from school, or a pattern of days off emerges during an academic year, the following staged approach will be implemented:
- 95% or less – The Sixth Form Tutor discusses the issue with student and devises an action plan to rectify the situation. The Sixth Form Tutor is to continue to monitor the situation
- 90% or less – The Sixth Form Tutor contacts the parents/carers, discusses the issue with them and devises an action plan to rectify the situation. The Sixth Form Tutor is to continue to monitor the situation
- 85% or less – The Head of Sixth Form contacts the parents/carers. Parents/carers are invited in to meet with the Head of Sixth Form to discuss the issue with them and devise an action plan to rectify the situation. The Head of Sixth Form is to continue to monitor the situation
- 80% or less – The Head of Sixth Form liaises with the Head of Pastoral Care and the Educational Welfare Officer who contacts the parents/carers. Parents/carers are invited in to meet with the Head of Sixth Form, the Head of Pastoral Care and the Educational Welfare Officer to discuss the issue and devise an action plan to rectify the situation. The Head of Sixth Form and the Educational Welfare Officer will continue to monitor the situation. Bursary payments stop for any student receiving the 16-19 Bursary
- 75% or less - The Head of Sixth Form liaises with the Head of Pastoral Care and the Chair of Governors’ Pupil Welfare and Discipline Committee who contacts the parents/carers. Parents/carers are invited in to meet with the Head of Sixth Form, the Head of Pastoral Care and the Chair of the Governors’ Pupil Welfare and Discipline Committee to discuss the issue and devise an action plan to rectify the situation. The student will be issued with a final warning to improve, otherwise an exclusion will be considered
Those with 20 or more lates and/or attendance below 80% may be charged for all external examinations.
Bursary money is linked to attendance and behaviour and payment will be stopped immediately if attendance reaches 80% or below or if a student accrues 20 lates to Sixth Form in one academic year.
Blessed Thomas Holford Catholic College Sixth Form recognises the importance of giving all students excellent pastoral support, care and guidance throughout their studies. The pastoral policy is summarised in the Sixth Form aims and should be read in conjunction with the Sixth Form's curriculum policy.
The Head of Sixth Form and Head of Pastoral Care along with the team of Sixth Form Tutors are responsible for all Sixth Form students, overseeing academic progress and pastoral care.
A Sixth Form Tutor’s role is central in both caring for students and, crucially, monitoring their progress both academically and socially; encouraging involvement, commitment, and high standards of work and behaviour. Sixth Form Tutors are there to guide students towards a successful future.
Upon entry into the Sixth Form, each student is allocated a Sixth Form Tutor with whom they will register and liaise with on a daily basis. The Sixth Form Tutor will provide on-going support and guidance throughout the Sixth Form and will act as the first port of call for general or personal issues that may have an impact on academic progress.
The Sixth Form Tutor will monitor attendance and punctuality, contacting parents where appropriate. They will work closely with students, not only to improve understanding, but also to help students build confidence and develop as socially responsible young people
The aim of pastoral support care and guidance is:
- To encourage every student to acquire the knowledge, skills and experience necessary to develop spiritually, morally, culturally, mentally and physically
- To provide a working atmosphere where good relationships between staff and students contribute to an effective and enjoyable learning process
- To encourage students to develop confidence, self-respect and a knowledge and understanding of other cultures and lifestyles, and to foster a growing sense of corporate responsibility both within the Sixth Form and in the wider community
- To prepare students for the opportunities, responsibilities and experiences of adult life
- To establish and maintain links with the community outside the Sixth Form, welcoming in particular the help and support of the governing body and the parents
- To provide a variety of opportunities for staff to enhance their professional experience within a rewarding and fulfilling career
Ethos and Expectations
- Blessed Thomas Holford Catholic College Sixth Form seeks to provide an environment where the contributions and achievements of each student are valued
- Blessed Thomas Holford Catholic College Sixth Form believes that students develop best in a caring and supportive environment
- Development of self discipline and courteous and sensible behaviour are encouraged throughout the Sixth Form
- If problems arise, the Sixth Form seeks to work closely with parents and carers to resolve them
- Rules and information regarding student development are found in the Student and Staff Handbooks
- Each student receives a copy of the Sixth Form Agreement which they and their parents sign
- The Sixth Form prospectus, information given to prospective students and their parents, assemblies and open evenings provide opportunities for the Sixth Form to explain its ethos and expectations
- The Sixth Form Senior Ambassador Team including Head Boy, Head Girl, Deputy Head Boy and Deputy Head Girl are elected by members of staff and act as official representatives of the Sixth Form
- Whilst it is recognised that all members of staff, including non-teaching staff, have a part to play in the pastoral care of the students, a clearly defined system of communication is necessary in order to ensure that essential information is disseminated and appropriate action taken
Sixth Form Tutors
- This is the first point of contact for students when issues might arise. It is the responsibility of the Sixth Form Tutor or a teacher deputising for a Sixth Form Tutor to inform the Head of Sixth Form of any pastoral concerns or communications from parents
- A Sixth Form Tutor should:
- Be a role model to students
- Set the “tone” for the day, by creating a positive ethos, establishing good working relationships and developing both a Tutor Group and Sixth Form identity
- Encourage high standards of work, behaviour and dress in students, and liaise with the Head of Sixth Form over referred behavioural problems; look to reward achievements positively and implement, where necessary, appropriate sanctions
- Promote, maintain and monitor the official records of attendance and punctuality ensuring formal paperwork regarding attendance is accurate and recorded
- Actively encourage participation in daily acts of worship including Form prayers, assemblies and Mass
- Deliver a weekly Tutorial period and participate in its development, evaluation and production of resources
- Be aware of external influences and issues regarding students within the Tutor Group
- Monitor, review and intervene with students’ current progress across the curriculum using all the data provided
- Follow through concerns and issues about learning and effort when necessary with subject areas and parents, in consultation with the Head of Sixth Form
- Keep parents fully involved regarding students’ progress, including curriculum related or behavioural concerns
- To guide students through the UCAS process – checking personal statements and completing references for students
In brief, the Sixth Form Tutor will be:
- A role model
- A source of encouragement
- A good listener
- A source of accurate advice and help
In brief, the role of the Sixth Form Tutor will include:
- Record and monitor student’s attendance and punctuality
- Monitor student’s academic, social and personal development
- Discuss student’s progress at regular intervals in reviews
- Help students to study more effectively and to assess their own abilities realistically in order to exploit them fully through a programme of tutorial guidance
- Discuss career and higher education ambitions and advise
- Encourage students to take advantage of all the opportunities, both academic and social, which are offered
The Head of Sixth Form
- Oversees and co-ordinates the work of the Sixth Form Tutors. It is the Head of Sixth Form’s responsibility to communicate essential information or concerns to the appropriate Sixth Form Tutor or other relevant staff. In addition, Head of Sixth Form should outline any such problems or action taken at the Leadership Team meetings. The Leadership Team meeting also provides an opportunity for senior staff to pass on information about students or parents with whom they have been in contact
- Students are made aware of the roles and responsibilities of the pastoral team and will know which member of staff to approach with an issue.
The Attendance Officer
- As well as dealing with first-aid problems, they are aware of any medical problems experienced by the students. Any necessary telephone calls or action are communicated to the Sixth Form Tutor
- Pastoral information may be conveyed to the whole staff at the daily staff briefing
- All members of staff should record any pastoral incident, concern or any communication with parents on an electronic incident sheet, stored on SIMS, and email to the relevant staff, including the Sixth Form Tutor and the Head of Sixth Form
- If a student is disruptive during a lesson or a Form period, the member of staff should follow the Sixth Form policy. If the incident warrants, the member of staff should request an SMT removal. An electronic incident sheet of the event should be completed and emailed to the relevant staff, including the Sixth Form Tutor and the Head of Sixth Form
Attendance and Punctuality
- In keeping with legal requirements, a student’s attendance is registered at the start of each lesson including self-study
- In the case of a student being absent from Sixth Form, without prior notification, the Attendance officer will contact home on the first day of absence
- The Sixth Form Tutor should record all absence notes before being passed to the Attendance officer. The notes are filed and kept until the end of the following academic year. In the case of suspicious signatures, the letters are compared with the parents' signatures held on file
- Weekly attendance totals are carried out by the Head of Sixth Form and circulated to the Sixth Form Tutors
- Each subject teacher monitors attendance and punctuality in lessons. If a pattern of poor punctuality and or attendance emerges the subject teacher should inform the relevant Sixth Form Tutor and Head of Sixth Form
- In cases of a student experiencing illness in Sixth Form time, he or she must first talk to their subject teacher or Sixth Form Tutor who will assess the situation. He or she may then be sent to the Head of Sixth Form or the Attendance officer who will assess the situation. The student may then be returned to class or be sent home, after the Attendance officer has asked the parent or carer to collect the student
- A record is kept of all students who leave Sixth Form as a result of illness. The Attendance officer will inform the relevant Sixth Form Tutor and Head of Sixth Form of repeated requests to go home. Similarly, the relevant Sixth Form Tutor and or Head of Sixth Form will inform the Headteacher of any problems which may have a bearing on a student's request to leave Sixth Form
- If permission is given, the student waits in Sixth Form Reception until he or she is collected. He or she must sign out in the book in Reception and the parent must report to Reception when collecting the student
- Lateness for Sixth Form is monitored by the Attendance officer who notifies relevant Sixth Form Tutor and or Head of Sixth Form of any concerns, highlighted in the attendance and lateness record
- The relevant Sixth Form Tutor and or Head of Sixth Form will meet with students who are persistently late. If this continues to deteriorate the Educational Welfare Officer will meet with the student
- The relevant Sixth Form Tutor and or Head of Sixth Form will meet with students who are persistently absent. If continued or unauthorised absence occur, the Educational Welfare Officer is contacted
- Absence Request forms are issued on request from the Sixth Form Reception. Returned forms are passed to the Pastoral Assistant Head Teacher who contacts parents. Permission for any authorised absence is at the discretion of the Head Teacher
- We allow all Sixth Form Students two days off timetable for visits to places of Higher Education. These visits will be clearly recorded as an Educational Visit and will not count against their attendance. Absence Request forms are still required to be completed and submitted well in advance of the visit and may be declined if the student has a poor attendance record and/or it clashes with assessments
Rewards and Sanctions
- Participation in lessons, assemblies, performances and other special events is encouraged. Students who achieve success both in and out of Sixth Form are recognised and encouraged
- Awards are presented in Sixth Form assemblies with details being given of the special achievement
- The Weekly Bulletin gives details of students' achievements as well as general Sixth Form news
- Teaching staff also reward student progress by verbal praise and by positive written comments on work
- Should a breach of rules occur, the student will be told that his or her conduct is unacceptable
- Supervised Self-Study as a 1-hour after Sixth Form session with the subjects tutor may be given for a failure to complete classwork or homework satisfactorily or if the subject tutor deems they would benefit from a more structured approach to their studies
- If a student displays significantly disruptive behaviour whereby the subject tutor deems that he or she is too disruptive to remain in the classroom, the subject tutor will request an SMT callout and student will be removed by a senior teacher. This would automatically result in the student receiving a 2-hour Senior Management Detention. The subject tutor would contact the student’s parents/carers to explain the situation and the date of the Senior Management Team detention. The subject tutor would complete an incident sheet, which should be sent to the Course Leader, The Sixth Form Tutor of the student, the Head of Sixth Form and the Assistant Headteacher (Pastoral).
- Any member of staff placing a student in detention must ensure that notification is sent home giving prior warning. Details should be passed to the Sixth Form Tutor and logged on SIMS.
- The Sixth Form aims to involve the parents at an early stage if any problems occur. Prompt telephone contact is often the most suitable means of communication. Letters are sent home regarding failure to complete homework, or any other breach of Sixth Form rules. Where particular concern is felt about a student's lack of progress, the parents are invited in for a discussion. The student may also be asked to be present
- It may be necessary to put a student on ‘Contract’ as a means of monitoring his or her attendance and/or behaviour and/or work. Such reports must be signed by each teacher and returned to the Sixth Form Tutor at the end of the Sixth Form day.
- Fixed Term or Permanent exclusions are considered only in the most serious of circumstances and are often a last resort after detentions, referral to senior staff, contacting parents and withdrawal of privileges, although sometimes if the behaviour is deemed so unacceptable it might be the initial response. The Headteacher, in consultation with the Pupil Welfare Committee on the Governing Body, will take the decision to exclude (See Exclusions Policy)
Form periods, Tutorial Time, Assemblies and Liturgical Celebrations
- The period of time that students spend with their Sixth Form Tutor is considered as vital in establishing patterns of good behaviour and a Sixth Form identity
- The Sixth Form Tutor provides a vital link in conveying expectations to students and, in working with students in a less formalised atmosphere, is likely to be in the best position to help students with minor queries or concerns
- Tutorial Time provide a forum for the discussion of a wide range of topics and provide an opportunity for the students to voice concerns and make suggestions which may be passed on to the Sixth Form Tutor or Head of Sixth Form
- Each Form is responsible, on a rota basis, for organising assemblies and Masses for the year group
New Students, New Staff, Supply Staff and Trainee Teachers
- It is the responsibility of the Sixth Form Tutor and the Head of Sixth Form to ensure that students new to the Sixth Form are helped to adjust and be made aware of Sixth Form procedures
- New members of staff, supply staff and trainee teachers are issued with a staff handbook and are notified of usual procedures and protocols.
- Trainee teachers, as an essential part of their training, they will be attached to a form throughout their observation period and teaching practice, which may include a Key Stage Five Form group. As part of their learning contract, the trainee teachers will be expected to familiarise themselves with the Sixth Form's pastoral procedures and may need the assistance of the pastoral staff in completing assignments
Counselling and Confidentiality
- Each student is entitled to educational, vocational and personal guidance which may be given by a variety of staff at Blessed Thomas Holford Catholic College Sixth Form and other agencies used by the Sixth Form
- Any student who seeks help with a problem is to be taken seriously
- If a member of staff feels unable to deal with a particular problem, the student needs to be informed that it will be necessary to refer the issue to another member of staff
- The Sixth Form can also offer a student help through meeting with the Pastoral Manager or the nurse or counsellor in Sixth Form
- Whenever a student seeks help or guidance, the matter must be referred through the appropriate channels
- Any advice given must always be in line with the Catholic ethos and general principles of the school
- In the case of child protection issues, the guidelines set out in the Child Protection Policy will be followed
- In cases with legal implications and in cases of child protection issues, it is not possible to guarantee confidentiality and the student needs to be clearly informed of this. In such cases the Head of Pastoral Care and/or the Headteacher must be informed
Relationship with Parents and Carers
- The Sixth Form values its relationship with parents and carers. Parents or carers may telephone to make an appointment to discuss any matters of concern. The Sixth Form Tutor or Head of Sixth Form should respond to the request for such appointments. The Sixth Form replies to communications from parents as quickly as possible
- The Parents Teacher Association provides a good forum for social contact between parents, students, staff and friends
- Parents are kept informed of any changes to the curriculum and receive regular reports on their child’s progress and attendance through the review and report system
- There is an annual parents' evening for each year group with an additional Sixth Form Tutor Evening for Year 12 and Year 13 students. Students are always invited to attend all Parent Evenings
Liaison with Outside Agencies
- The Sixth Form is keen to be in close contact with specialist agencies and maintains close links with the Educational Welfare Officer, Educational Psychologists, the Sixth Form medical services, Counselling and Family Centre, Trafford Local Authority working groups, higher education providers, professional bodies and employers
- An awareness of pastoral issues is encouraged through in-service training
- Non teaching staff, particularly the office staff, are welcome to participate in such training
- Sixth Form Tutors outline their training needs and review their effectiveness in their Term Meetings with the Head of Sixth Form every Half Term
Devising and delivering a comprehensively broad and challenging curriculum underpins the success of Blessed Thomas Holford Sixth Form. Course Leaders, under the guidance of the Head of Sixth Form, are responsible for choosing a suitable awarding body and syllabus to cater for the needs of the students opting for that subject. This policy is designed to ensure the Key Stage Five curriculum is fit-for-purpose and will meet the needs of the students at Blessed Thomas Holford Sixth Form.
The Sixth Form Curriculum should:
- Encourage every student to fulfill their true academic potential achieving the best results he or she is capable of
- Enable each student to acquire the knowledge, skills and experience necessary to progress in life
- Promote the spiritual, moral, cultural, mental and physical development needed to have a successful life
- Create a working atmosphere where good relationships between staff and students contribute to an effective and enjoyable learning process
- Support students to develop confidence, self-respect and a knowledge and under- standing of other cultures and lifestyles, and to foster a growing sense of corporate responsibility both within the Sixth Form and in the wider community
- To establish and maintain links with the community outside the Sixth Form, welcoming in particular the help and support of the governing body, parents, businesses and Higher Education providers
- To provide a variety of opportunities for staff to enhance their professional experience within a rewarding and fulfilling career
- In addition to its own policy, the school adopts the curriculum policy statement and curriculum guidelines published by Trafford Education Committee
- The College recognises each student’s entitlement to a broad and balanced range of courses at Key Stage Five
- In addition to the academic courses each student is entitled to one period of Core Religious Education and one period of Tutorial time each week
- An Enrichment Programme which includes the Tutorial Programme and extra-curricular activities seeks to enhance the academic curriculum
- Curriculum management is delegated to the Head of the Sixth Form The Teaching and Learning Committee is part of the Governing body which oversees the whole College curriculum, including that of the Sixth Form
- Heads of Departments and Sixth Form Course Leader meetings provide a forum in which Sixth Form curricular issues are addressed
- The timetables of Year 12 and Year 13 students are based on their own choices, for which advice and guidance is offered by the Course Leaders, subject teachers, their Year 11 Form Tutor, the Careers Advisor and the Head of Sixth Form
- Schemes of work and / or programmes of study and / or lesson plans and resources are devised and adapted by the Course Leader for each subject area and where possible, other members of the department
- In accordance with the Sixth Form admissions policy, there is equality of opportunity for students to participate in all aspects of the curriculum although prior attainment and ability are taken into account to help support each student on an individual basis
- Differentiation is addressed in a variety of ways including extension tasks in schemes of work and extra research tasks. For students with physical disabilities or other learning difficulties the Sixth Form seeks to accommodate all their needs. The building allows disability access into and throughout the building
- Progression is monitored through regular assessed tasks, internal tests, external examinations other methods of assessment. (See policy on Assessment, Recording and Reporting.) Interim Review Reports and regular Sixth Form performance checks all record and inform student progress. Annual Parents' Evenings and written reports provide opportunities for students, teachers and parents to focus on progress
- The timetable is designed to ensure as far as possible a balance in the day and week of individual students and staff, teaching by subject specialists and the best use of specialist accommodation
- Extra-curricular activities are encouraged and welcomed to enrich students' experience in as wide a variety of areas as possible and to extend a sense of interest and enquiry beyond that in the classroom
- Recognition is also given to the need for adequate time during the lunch break and after Sixth Form for extra-curricular activities
- The school operates a five-day teaching cycle. The Sixth Form day is from 9.00am to 4.00pm.
- The curriculum is delivered in 1 hour lessons although at times lessons will be delivered within a ‘double’ time slot i.e. 2 hours. This permits flexibility in timetabling and minimises loss of time between periods
- Curriculum requirements are compared with staffing availability in the Spring Term at the annual staffing review
- Class sizes may vary depending upon student demand for the subject, availability of specialist teaching staff and local / national Government initiatives.
- An internal formula is used as a guide to consider financial bids and capitation allocation. Capitation bids, based on school and department development plans, are made for such resources
Effective Teaching and Learning Styles
- The Sixth Form promotes high standards of personal behaviour to foster a purposeful atmosphere in which teaching and learning strategies can be planned and implemented effectively
- The enjoyment of learning is promoted through the encouragement of a variety of teaching and learning styles including : group, pair and individual work, reading, writing, listening, discussion, performing, research, problem solving, design, making, analysis, interpretation and evaluation are examples of the range of tasks set at all levels
- Where possible the expertise of outside speakers and trips, including residential visits, are integrated into schemes of work to enhance first hand learning
- The importance of regular homework is emphasised to train students in sensible study habits when unsupervised, and to ensure full and appropriate coverage of material being studied. Homework guidance in terms of tasks and time is given in Years 12 and 13
- Options procedures during Key Stage Four include the publishing of Key Stage Five course descriptions, the Sixth Form prospectus, Sixth Form assemblies and individual meetings for students with the Head of Sixth Form. These help to ensure the smooth transition, appropriate to each individual, between these Key Stages.
- Careers education, careers conventions, discussions with staff and close links with the Trafford careers service, together with as visits by admissions tutors and trips to establishments of further and higher education all contribute to information gathering as students form action plans towards adult opportunities.
- To support applications for employment, further study or training, information is collected from a variety of sources in order to ensure that counselling, advice and written references relate the ability and aptitude of each student appropriately to his or her proposed career path.
- The College shares news of former students and offers help to students once they have left Sixth Form including writing references for employment, advice on future career plans and other pastoral support as necessary.
- The work experience programme provides direct links with businesses and organisations in the community. Courses are all encouraged to build links with related businesses and invite in key speakers to meet with students. The Enrichment Programme in the Sixth Form brings a range of business people into the Sixth form.
- The school seeks to work closely with parents, invites parental response to individual or general curricular issues and replies to communications as quickly as possible.
- The work of the Friends of BTHCC Association provides a good basis for social contract between students, parents, staff and governors in addition to the many extra benefits funded by money raising events
- The Sixth Form enjoys the support of the governors in curricular matters and at many extra-curricular events
- The College recognises that the quality of students' learning is in part dependent on the staff being able to give of their commitment, enthusiasm and expertise. Importance is therefore placed on up to date and regular training including departmental support, planned INSET, external courses, the guidance of newly qualified teachers, sharing good practice and effective performance management
Monitoring and Evaluation
- Curricular targets and developments are checked in the annual performance management review
- External examination results are reported on and discussed at the start of the Autumn Term with the Head of Sixth Form and the Head Teacher. Included in this report is a thorough analysis of the results achieved compared to Minimum Target Grades (ALPS) and national Statistics. Targets are set to enhance further progress for future results
- Evaluation of the curriculum is undertaken annually by the Course Leader, the Head of Sixth Form, the curriculum Deputy Head Teacher and the Head Teacher and amendments are made if necessary