Vision and Values

We believe in providing quality education for all our students.  In practice this is achieved by:

  1. Providing a broad, balanced, appropriate and challenging curriculum with opportunities for all students to succeed.
  • At Key Stage 3 all students pursue a broad curriculum which goes beyond national requirements and provides essential experiences in both core and foundation subjects
  • At Key Stage 4 students select courses from a range of learning areas, and whilst the emphasis is on maintaining breadth and diversity, there are opportunities to specialize, dependent upon individual needs.
  • We work closely with local colleges to provide work related courses and our extended curriculum embraces BTECs, Diplomas and Young Apprenticeship accreditation.
  • ICT is taught discretely in Key Stage 3, but is also a core subject at Key Stage 4 with an option to opt into a range of ICT courses
  1. We insist upon high standards and expectations in all that we do and communicate them openly and regularly with students, staff and parents.
  • The Commonweal Code of Conduct is at the heart of what we do, and is signed up to by parents, students and staff
  • We hold regular parent evenings to discuss student progress and parents receive three Reports a year outlining progress to date, targets for further improvement, attendance and an overall learning profile
  • Information evenings are held for specific occasions, such as Open Evening, Year 9 Options, Year 6 Induction Evening and Key Stage 4 support
  • All parents receive regular newsletters and are encouraged to maintain regular contact with the school
  • Students use a Planner which encourages good organisation as well as bein an effective means of home-school communication
  • There is a comprehensive structure of consultative staff group meetings, to review, plan and implement agreed policies
  • Staff meet regularly in both subject and tutor teams to monitor student progress
  • Student councils meet regularly to enable students to play an active role in shaping school policies; in addition, students work with staff, parents, governors and community members in a range of Focus Groups to inform development planning
  1. We support students in all aspects of their learning, in an environment which is caring, secure, well-resourced and stimulating.
  • The school’s pastoral system is based on a well-established and effective House system.  When students arrive at Commonweal they join one of four Houses; this structure forms the basis for tutor groups, assemblies and extra-curricular events and gives students a group identity and a supportive framework
  • Individual student/tutor interviews throughout the year allow tutors to support students both academically and personally. In addition, Tutors meet with individual students and parents half way through the academic year to review student progress and set targets for the coming year
  • Our Rewards and Sanctions Policy ensures that achievement is recognised and celebrated whilst negative behaviour is effectively dealt with
  • The annual Prizegiving evening celebrates achievement in all its forms
  • We provide a comprehensive induction programme for Year 6 students before and after their move to Commonweal, working closely with partner schools
  • Student involvement is encouraged by active participation in the interviewing of prospective new staff, operating as guides, receptionists and through representation on student councils and as House Officials
  • The Peer Educator, Peer Tutor and Paired Reader Schemes encourages older students to support new entrants and students with particular need.
  1. We regularly review our practice and seek ways to improve it.
  • We are committed to using objective data to raise achievement further, including Cognitive Ability Tests (cats) in Years 7 & 9, FFT and YELLIS data, which enables us to establish target and progress grades at Key Stage 4
  • A comprehensive line management system is in place to ensure that communication is open and that performance in all areas can be monitored
  • Subject areas are inspected using Ofsted criteria on a systematic programme
  • Self-evaluation procedures are detailed and monitor all aspects of school life: for example we conduct Parent/Carer, Student and Staff questionnaires on a three year rolling programme and offer all staff Exit interviews prior to their departure.
  • Exam performances at all levels are reviewed annually and targets set for the future
  • Subject areas meet weekly to share good practice and review progress.
  1. We promote worthwhile links with the wider community
  • As a Performing Arts college we are committed to working with a wide range of partners in order to function as a centre for creative excellence.
  • All Year 10 students take part in a work experience placement
  • We regularly visit and receive visits from industry and business, such as Honda, local magistrates, and the MOD
  • All members of the governing body are encouraged to play an active role in the life of the school (governance of the school is excellent)
  • We have very positive links with our local primary schools and schools beyond our inmediate community
  • The school runs a wide range of extra-curricular clubs and activities.  In addition, there are regular drama and music productions and a full calendar of trips, residential activities and international links
  • An active and highly committed PTA meets regularly to provide real support, both financial and human, and contributes significantly to the schedule of events
  • A whole school internet facility enables all members of the school to access the global communications network