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American InterContinental University - London
The Norton Knatchbull School - Ashford
Gossops Green Community Primary School - Gossops Green
Great Ballard School - Chichester
Georgian Gardens Community Primary School - Rustington
Fordwater School - Chichester
Fonthill Lodge School - East Grinstead
Fairway Infant School - Copthorne
Elm Grove Infant School - Littlehampton
Elm Grove First School - Worthing
Yew Tree Primary School - Yew Tree Estate
Yew Tree Community Primary School - Aston
Woodway Park School & Community College - Coventry
Woodthorpe Primary School - Kings Heath
Woodrush Community High School - Specialist Technology College - Birmingham
Woodlands Primary School - Willenhall
Woodfield Infant School - Penn
Wood Green High School College of Sport - Wood Green Road
Wolverhampton Grammar School - Wolverhampton
Wolverhampton Girls High School - Wolverhampton
Wollescote Primary School - Wollescote
Wodensfield Primary School - Wednesfield
Wodensborough Community Technology College - Wednesbury
Withymoor Primary School - Off Turners Lane Quarry Bank
Willenhall School Sports College - Willenhall
Whitehouse Common Primary School - Sutton Coldfield
Edward Bryant Primary School - Bognor Regis
Eastergate C E Primary School - Eastergate
West House School - Edgbaston
East Wittering Community Primary School - East Wittering
Welford Primary School - Handsworth
East Preston Junior School - East Preston
Wednesfield Village Primary School - Wednesfield
East Preston Infant School - East Preston
Wednesfield College (Specialist Engineering School) - Wednesfield
Durrington Middle School - Durrington
Ward End Primary School - Ward End
Walsgrave C E Primary School - Coventry
Durrington First School - Durrington

Carter Community Sports College
Blandford Close, Poole,BH15 4BQ Hamworthy
01202 676789

Nestled in the stunning town of Poole, Carter Community School is a vibrant and exciting establishment that is simply going places! Since its designation as a specialist sports college, Carter has achieved its best ever SAT's and GCSE results. The school, led by a dynamic leadership team, have instilled a new ethos in the students that has them believing in themselves, valuing their contribution to the school community and maximising their academic, social and personal development. 

The school has an upper and lower school comprising of four year groups:

Lower School    Year  8 (12 yr olds)     Year  9 (13 yr olds)

Upper School    Year 10 (14 yr olds)    Year 11 (15 yr olds)

 To discuss your child's educational needs, call us today to make an appointment... 

Student Welfare

Each student is placed in a Form of about twenty-five students in the care of a Form Tutor, who spends a short time each morning with the group and takes a personal interest in the progress of each individual member.

In addition, the Head of Year is responsible for the conduct, welfare and academic progress of all students in the group. He liaises closely with the Deputy Head and the Headteacher and has regular meetings with the Form Tutors.

If a problem arises, parents are contacted. Close liaison with parents is considered to be very important and parents are asked to notify the School without delay if they have cause for concern.

An Outreach Worker is attached to the School to make home visits in connection with problems of attendance and other matters which affect the welfare of students.

An effective learning environment

The most common and probably the most effective reward is praise for work which is well done and for conduct which is helpful to others.

Teachers do all they can in this way to encourage hard work and good behaviour.

A sudent who performs in an outstanding way either in work, sport or other school or out-of-school activity also receives a commendation card and the details are recorded in the student's personal achievement file.

Certificates and prizes are presented on a termly basis to students who have attended each day.

Just as praise is the most common reward so is a verbal reprimand the most common and generally the most effective disciplinary action.

Sometimes a detention after school is necessary.

'Same day' detentions of up to 30 minutes may be given without notice.

Detentions may also take place at break or lunchtimes with no notice given

One hour detentions are issued for more serious wrong doing. Parents are given 24 hours notice. All detentions are recorded in the student's planner.

Mission Statement

Carter Community School strives to promote excellence and enjoyment in teaching and learning enabling all learners to engage in a broad and rich curriculum.

Purpose of our teaching and learning policy statement

  • To provide a common framework of understanding about teaching and learning.
  • To strive for consistency in the quality of teaching and learning.
  • To provide a framework for the self evaluation of teaching and learning.
  • To show our commitment to the five elements of the framework from 'Every Child Matters.'

Key features of teaching:

  • Teachers plan effectively with clear learning objectives and suitable teaching strategies.
  • Lessons are clearly structured with the four-phase model as a template. The four-phase model is designed to achieve a balance between input and processing, information and understanding, teaching and learning.
  • Teachers have a good command of their subject and an understanding of how students learn
  • Students' prior knowledge is valued and is used as the starting point for what is taught.
  • The learning environment supports good teaching and learning.
  • There is a good start to the lesson with learning objectives communicated to the students and interest generated.
  • The variety of teaching strategies brings about interest and engagement so that learners make good progress.
  • Teaching maintains a pace that continues to challenge and motivate students so that they continue to make good progress.
  • Behaviour (including punctuality and attendance) is managed effectively and in line with the 'Behaviour for Learning' policy.
  • Teachers promote equality of opportunity and ensure inclusion by meeting the learning needs of all students.
  • Teachers make effective use of teaching assistants and support staff.
  • An effective plenary reinforces learning and assesses understanding.
  • Teachers assess students' work thoroughly and constructively so that they recognise the criteria used and understand what to do to make further progress.
  • Teachers regularly reflect on evidence of student motivation, engagement and progress and use this to develop their teaching.
  • Teachers set and record appropriate homework in line with the school homework policy.

Key features of learning:

  • Students feel safe and secure in their learning environment.
  • Students are motivated to learn.
  • Students learn with the support of others.
  • Students are aware of their own attainment, their learning approaches and know what to do in order to improve.
  • Students communicate what has been attained and how it was attained.
  • Students value being taught and recognise that they can learn independently.
  • Students acquire new knowledge or skills in their work; develop ideas and increase understanding.
  • Students show engagement, application and concentration to work productively.
  • Students develop the capacity to work independently and collaboratively.
  • Students are able to reflect on their own learning and use this knowledge to plan their work.

Practices to promote high quality teaching and learning

Carter Community School promotes improvement in teaching and learning through:

  • Making high quality teaching and learning the top priority in the School Improvement Plan
  • A focus on teaching and learning during our whole school staff development sessions.
  • A commitment to CPD in order to develop staff and continue to enhance teaching skills.
  • Observing and advising classroom practitioners in making high quality teaching and learning their priority.
  • Supporting teachers in order to develop their practice through observing colleagues, team teaching and coaching.
  • Maximising the expertise of highly skilled teachers in the school to disseminate good teaching practice and motivate fellow practitioners.
  • Supporting staff to identify how best to meet individual learner's needs.
  • Self reflection and evaluation processes at school, department and individual levels.
  • Training and support for middle leaders to strive for consistency across department teams.
  • Encouraging creative new approaches and 'risk taking' in teaching and learning
  • Ensuring teaching and learning is a key focus at Governors' Staffing and Curriculum Committee
  • Developing a 'fit for purpose' and stimulating school environment.

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