Vocational College Status

Year 1 - 2006/2007

We were very pleased to be awarded the status of Vocational College on 1^st September 2007.

These are the areas which we said we would develop as part of the bid.

Create a practical whole school vocational culture:

• Each faculty to develop one unit within the curriculum, at Key Stage 3 or 4 which can be linked to a business or community issue. This should be a ‘real life’ problem or challenge which offers girls a chance to consider and present possible solutions or suggestions to a real audience. Each faculty to develop and sustain the relationship with the business or community group over a number of years. The schemes of work for this unit to be published on the school website.
• All business and community partners to be invited to an annual Thank You Event, to promote further good relationships.

Introduce vocational and applied qualifications across the school

• Offer Applied French Qualification as soon as it is available to an appropriate group of students
• Offer Language Ladder qualifications in alternative languages e.g. Mandarin
• Widen the Health and Social Care/ Technology curriculum to include a variety of child care, catering and design courses as well as opportunities to develop creative technologies.
• Widen the offer in the Enterprise Faculty to include more practically based courses such as technical accounting. Encourage and promote the take up of Applied Business Courses
• Widen the offer in Creative Arts to include Applied Art and Design as well as Applied Graphics
• Offer Applied Science as part of the Science package at KS4
• Offer a variety of applied ICT courses and diplomas at different levels.
• Encourage all other faculties to look at other opportunities to take up applied courses where they feel this meets a need.

Develop the facilities and remit of The Bungalow and The Work Place

• Consider ways in which the school could be involved in Junior apprenticeship programmes with work place providers
• Build links with work place providers for the delivery of key skills, NVQs and other practical qualifications
• Develop expertise and good practice in delivering horticulture and hairdressing courses in conjunction with the local college and skills sectors.
• Develop ways in which students can gain experience of the practical elements of the Built Environment e.g. decorating, and home maintenance skills.

Improve facilities to enable applied course to be delivered

• Convert an existing toilet block into a computer suite for Technology to include CAD/CAM facilities
• Convert parts of The Bungalow to accommodate various aspects of the vocational offer
• Improve and upgrade accommodation for Health and Social Care ( currently in temporary buildings) including the provision of ICT and other machinery.
• Update website and functionality of access for all stakeholders
• Invest in greenhouse and cold frames as required by the horticulture course

Invest in training of staff

• Offer opportunities for staff training in vocational courses
• Offer opportunities for staff to gain experience in particular work environments
• Provide opportunities for staff to improve their qualifications
• Offer training opportunities to staff from other schools and from business.

Create positive and enduring business and community links

• Appoint a Vocational Co-ordinator who will facilitate this programme
• Develop first class communication links with all partnerships
• Take an active part in national and international initiatives and developments in Vocational education
• Re-think the current work experience programme and its value in developing vocational awareness

Improve and develop support and guidance for all pupils

• Review and improve current arrangements for careers support to all pupils
• Ensure systems deliver advice which is timely, relevant and flexible
• Make pupils aware of the sector skills and work place demands and trend
• Give pupils the confidence to make their own decisions about their pathways through school and their preparation for work and study

 

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