Our Ethos & Aims

Our Ethos & Aims

Our Ethos

We are proud of each and every one of our students and help them to thrive and achieve their best.

We believe each student should be supported and encouraged to achieve their full potential. Every young person is unique, and we work hard to ensure each student gets the dedicated attention he or she deserves.

Everyone has the right to learn in a safe and nurturing environment, and that is what we offer at Treviglas. We have developed a culture of respect and courtesy; both between students and teachers and student to student.

Our over-arching aims, as a community college for learners aged 11-18, are:

  • To provide a broad, balanced and innovative curricular experience leading to both academic achievement and an effective preparation for the skills and flexibility demanded by life during after secondary education
  • To educate all our students to their potential in a caring, constructive atmosphere in which there is mutual respect and positive relationships
  • To develop partnerships which encourage wide support, with help from, and for, students, parents, staff, governors, and the wider community

We value our students’ views and so Student Voice and Student leadership opportunities are key to helping our young people to develop the skills for active involvement in their communities. Our Ofsted report (September 2012) stated:

“Students are well-prepared for life in modern democratic Britain and benefit from the college’s links with schools overseas. The college vigorously tackles discrimination in a way that promotes tolerance and harmony”

The college is exploring the UNICEF programme ‘Rights Respecting Schools award’; it already holds the ‘International Schools’ full award and the ‘Inclusive-Dyslexia-friendly’ schools award.

Our ethos focuses on three key ideas

Inclusion

Key references:

The Effective Learning provision including the Integrated Health Hub in partnership with the Cornwall Partnership National Health Foundation Trust

Innovation

Key References:

Regular curriculum review to respond to curriculum and assessment changes and to scrutinise our practice to strive for continuous and sustained improvement

Inspiration

Key References:

A wealth of eXtra@treviglas opportunities for students including partnerships with the Royal Shakespeare Company and enhanced Academy programmes at Post 16

Our planned areas focus for 206-2017 are:

  1. PROGRESS (CYPP*4) ECM** 3

Accurate, intelligent assessment data used consistently and conscientiously to support student progress. In particular the following discrete groups will be a focus: Students eligible for Pupil Premium in all three Key Stages /boys/ the more able including gifted and talented students/Post 16 ‘A’ level

Key references: Tools for Improvement (TfI); marking and assessment policies; data headline analyses, data grab and 4 Matrix, self-evaluation, continuing professional development; GRAP; Future Prospects; Pupil Premium provision map; Keynote INSET

  1. RESILIENCE AND READINESS TO LEARN (CYPP2,4) ECM3

A whole college approach to building resilience in our learners including a focus on social, emotional and mental health and well-being

Key references: Literacy policy and provision in every subject; the OfSTED framework for school inspection; TfI; GRAP; RAISE on-line; SLT ; Independent Study programme (y7 and 8); ‘Show My Homework'; Integrated Health Hub and Effective Learning provision; Young Minds/Headstart( Emotional resilience)

  1. TRANSITION (CYPP 1,2,4) ECM 1 2 3

Identification of transition points and from these implementation of effective strategies for individual learners and learning cohorts

Key references: SEND revised Code of practice ;TfI ; GRAPs; INSET training programme; Learning to Lead; IAG

  1. INSPIRATIONAL TEACHING (CYPP1,4) ECM 1,4

Teaching excellence recruited, developed and sustained through effective leadership, collaborative networks and structured professional reflection

Key references: Research Hargreaves, Sutton Trust et al; Directed Time schedules; TfI; the OfSTED framework for school inspection including subject specific guidance, self-review cycle, data grab, continuing professional development, appraisal cycle

  1. POST 16 (CYPP 1,3,4) ECM 3,4,5

High standards, challenge and aspiration at Post 16 , with specific focus on effective, monitored transition(s) and inclusion

Key References: TfI; 100 minute sessions; Skills; Partnerships (including Teaching School Alliance, Higher Education Partners, CSFT) the OfSTED framework for school inspection, self-evaluation, headline data analyses, data grab, Academic board, Student leadership Team (HSLT)

  1. AN ENTERPRISING AND EMPLOYABLE COMMUNITY (CYPP 1,2,4,5) ECM 1,3,4,5

Strengthening community, parental and partnership links focusing on developing knowledge about local, regional and global issues

Key References: Existing partnerships; TfI; Sports Hub programme; Integrated Health Centre; Enterprise links; Leadership including RSC, Dance and Music Hubs; Sustainability; Parent Plus; reporting cycle; SLT

 

* Children and Young people’s Plan (Cornwall)

** Every Child Matters Five Outcomes ( 1. Be Healthy 2. Stay Safe 3.Enjoy and Achieve 4. Make a Positive Contribution 5.Achieve Economic Well-being). Although ECM is no longer a recognised DfE or Government national initiative, we believe that the five outcomes are as important as ever and provide a useful framework