|Callington Community College|
|Launceston Road, PL17 7DR, UK Callington|
Tel. 01579 383292
| Measuring Our Success
As you walk into Callington Community College we hope you sense the exciting, challenging and supportive educational environment we aim to provide.
We are a very successful school. This success can be measured in a variety of ways:
● Academically our results at all levels, particularly the value that we add to student performance, are excellent.
● Personal development our students are self-confident and have increasingly high aspirations.
● Skill development the education we provide deliberately develops a wide range of essential skills aimed at helping our students to be successful in today's world.
● Opportunities we provide a very wide range of opportunities for our students with the aim of broadening their experiences and finding the key to unlock talent.
● A sense of belonging our students enjoy college and are extremely well supported within a very safe and happy learning community.
● Individual growth all our students are treated as individuals and we try very hard to address their individual needs.
● A community school we are a very popular school. Virtually every young person in our 300 square mile community attends the college, with a great many more from outside our natural catchment area also attending the college.
| What we aim to achieve
|We are a very good school, yet we believe we can improve further.|
Everything we do as a College is centred on learning in its widest possible sense. Learning and embedding the skills, capabilities and knowledge that will encourage the continual growth and development of each individual throughout their life.
Our overarching aim is to ensure that each individual is educated and supported to succeed in the world today as an individual, as a partner, as a member of a team and as a citizen.
What we aim to achieve:
● Ever-improving high levels of measurable achievement we want our students to get the best possible qualifications.
● Challenge, relevance and engagement. We want all our students to be fully involved in their learning.
● Appropriate skills for living, for work and for happiness.
● Active citizens.
● Self-identity and a feeling of self-worth.
● Opportunities and experiences that ignite our students.
● Healthy habits that are embedded for life.
|Our vision is to create an Aspirational School: |
A healthy school, a school that makes a difference to the lives of everyone associated with it. A school that makes it possible for all members of the school community to meet their dreams. In an Aspirational School the individual growth of everyone is paramount. Opportunities abound, support is manifest and people feel empowered. All members of an Aspirational School are encouraged to not only develop themselves, raise their aspirations and self-belief, but to also play a significant part in the development of others. People are expected to be generative and to give as much as they receive.
To make this happen our objectives are:
● To RECOGNISE, REALISE and RELEASE the potential in each individual;
● To develop in our students responsibility, but in doing so:
- set limits
- provide choices
- establish consequences;
● To empower our students to take charge of their future;
● To encourage our students to develop high aspirations;
● To value and support fully, regardless of circumstance, each individual;
● To provide high quality, academic, vocational, social and life education;
● To provide a range of potentially life-changing experiences;
● To give each student the opportunity to learn and experience what it is to be a good citizen;
● To develop student participation in learning, school development and in the wider community.
We are committed to the individual growth of each individual:
● All individuals are encouraged to believe they have a unique contribution to make to their community, to develop in them the skills to understand and value themselves, as well as encouraging them to see that they have the potential to improve.
● We want all people to become confident enough in their own abilities so they help nurture the development of others.
The benefits of this kind of personal growth are potentially enormous, but to make it happen we need to develop the skills and desire in people to take responsibility for their own learning we aim to get everyone to WANT to learn.
The challenge facing the college, and society as a whole, is to raise the self-esteem and aspirations of our college community, as well as helping provide individuals and groups with the skills and tools needed to enable them to enjoy personal success, whatever that might be. The framework we are using to achieve this aim is that provided by the 8 conditions for raising student aspirations:
● BELONGING is being accepted for who you are
● HEROES are people who inspire your dreams
● SENSE OF ACCOMPLISHMENT is how you feel when you have done your best
● FUN AND EXCITEMENT is simply enjoying what you do
● CURIOSITY AND CREATIVITY is allowing your mind to go anywhere at any time and to explore new ideas
● SPIRIT OF ADVENTURE is taking chances as you reach for the stars
● LEADERSHIP AND RESPONSIBILTY is doing what is right for others and yourself
● CONFIDENCE TO TAKE ACTION is believing in yourself and doing something about it
| Maintaining our Performance
|What we are doing to maintain and improve our excellent academic performance.|
We have students of all ability levels and we aim to ensure that they are all challenged and that each one of them achieves to their fullest potential. The way this is measured is through value added scores. These show student progress throughout their time at the college our scores are very good, in fact the longer the students are with us the better the value added score.
We have students who achieve four A grades at A level and we also have students with severe learning difficulties who achieve very creditable results. Our curriculum is increasingly designed to cater for all abilities:
● We accelerate our curriculum:
- Key Stage 3 is taught in two not the usual three years;
- GCSE programmes begin in Year 9 (from September 2006), so students can follow either a two or three year GCSE programme suited to their needs. Many students, as a result, will start their AS levels in Year 11 instead of Year 12, providing the students with two years to study their AS levels instead of the usual one year.
● We offer a tremendous range of GCSE and other examined and non-examined courses in Key Stage 4 twenty-eight courses in total. A student can follow eleven GCSEs in the main curriculum although we strongly recommend that they follow nine GCSEs and experience one or two non-GCSE courses as well.
● We also offer a tremendous range of courses Post-16 twenty-four different courses are on offer.
● We provide students in Year 7 who arrive with us having achieved a Level 3 in their Key Stage 2 English SAT with the opportunity to be taught for nine periods a week in a Focus Group. This is a group taught together for their English, Geography, History, RE and Languages lessons with a real emphasis on literacy.
● We have a weekly WILL session (Weekly Independent Learning Lesson), which is designed to help students throughout the college develop their independent learning skills so that, in the long-term, they can achieve better results through their coursework and in their AS and A level studies, as well to develop as individuals.
● In Year 7 and 8 we have introduced a modular structure to the curriculum. This provides clear short-term objectives for students and the structure of the module is posted on the college web-site for parents to use to support the learning of their children. The modular structure has also meant that teachers see a group at least twice a week, as opposed to only once a week in some subjects in the past, allowing for greater continuity.
● In Key Stage 4 we have introduced a number of non-GCSE courses designed to develop wider skills, to raise student self-belief and to reduce the examination pressure on students. This has had excellent results with some students transferring the new skills and self-belief to the benefit of their academic studies. These new courses include Sports Leadership, Outdoor Leadership, Arts Leadership and Environmental Action.
● From September 2005 we involve all students in an Extension Studies programme. This is primarily designed to broaden the curriculum and to provide opportunities and skills development in areas outside the normal curriculum. Students follow a modular course programme every six weeks, choosing courses from four main areas: leadership; personal health, food and fitness; creativity; vocational and academic.
Central to raising academic performance is helping each of our students to develop their confidence and self-belief. We believe that if students feel good about themselves then they will achieve better results.
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