Statutory Information

If you have any queries please contact the college reception and speak to our receptionist, Jayne Simpson or Jodie Hopkisson (Senior Administrator).

1. Contact Details

The Peele Community College (Foundation School)
84 Little London
Long Sutton
Lincs. PE12 9LF

Tel: 01406 362 120
Fax: 01406 364 940
E-Mail: headteacher@peele.lincs.sch.uk
Website: http://www.thepeele.co.uk
Headteacher: Elizabeth Smith

Click here for a full staff list.

 

2. Admissions Arrangements

The college Pupil Admission Number (PAN) for each year group is currently set at 144 students. 

The full college admissions policy is available on our policies page here: College Admission Policy

Click here to make an online Admissions Enquiry

Mandy Spiller is our email contact regarding admissions. spillerm@peele.lincs.sch.uk

  

Please click here for further information and links.

 

3. OFSTED Report

Click here to view our most recent Ofsted report.

Click here to view the College Data Dashboard information.

Click here to view Peele Parent View Information

 

4. Government Performance Tables.

The college’s performance table published by the Department for Education can be found by clicking here.

 

5. Exam Results

Year 9 English and Maths results

Outcomes and Achievement Key stage 3

 

2015

2014

2013

2012

2011

2010

2009

English L5+

90.8%

74%

81%

73%

75%

75%

92%

Maths L5+

88.2%

81%

71%

78%

67%

82%

77%

 

Key Stage 4 Results

 

2011

2012

2013

2014

2015

2016

5A*-C E&M

54%

48%

47.20%

42%

33.30%

53.24%

5A*-C 

75%

91.20%

80%

55%

51%

60.43%

5A*-G

99%

100%

99%

93%

97.80%

97.24%

English Baccalaureate

 

 1%

2%

3%

4%

9%

 

Subject

 

2014

2015

2016

 

%

No’s

%

No’s

%

No's

Maths

69.76%

129

59%

140

71.01%

138

Statistics

   

73.33%

30

   

English Lang

42.64%

129

37.85%

140

75.49%

102

English Lit

50%

108

64.42%

104

69.61%

102

Core Science

61.02%

118

44.26%

122

61.29%

124

Add Science

88.89%

36

64.28%

41

38.14%

118

Biology

41.67%

24

88.89%

18

100%

14

Chemistry

37.50%

24

77.78%

18

78.57%

14

Physics

100%

10

83.34%

18

85.71%

14

Food Tech

46.94%

49

45%

20

58.33%

24

Product Design

28.57%

21

66.67%

21

27.59%

58

Resistant Materials

   

30%

20

50%

20

Citizenship

17.95%

39

       

Geography

47.62%

42

61.11%

54

47.17%

53

History

37.14%

70

44.59%

74

48.65%

37

Religious Studies

25.45%

55

       

Music

12.50%

8

50%

12

33.33%

21

Art

25.71%

35

23.07%

39

41.82%

55

Drama

61.12%

18

32%

25

29.41%

17

ECDL

92.14%

89

 100%

 128

100%

138

PE

44.44%

18

40%

20

80.95%

21

French

12.82%

39

2.70%

37

73.91%

23

Spanish

0%

13

60%

10

   

Classical Civilisation

        18.75%

16

 

Subject

2013

2014

2015

 

%

No’s

%

No’s

%

No’s

Agriculture

^100%

18

^100%

10

^95%

17

Business

^100%

1

^95.59&

68

100%

32

Hospitality

^100%

13

   

62%

29

Introduction to Hair & Beauty – Level 1

100%

10

100%

8

100%

12

Performing Arts

^100%

15

79%

15

84%

19

Sports Studies

^100%

22

100%

8

65%

11

             
KEY:

 

         
^ indicates A*-C grade

 

         

 

Progress in English and Mathematics

6. College Curriculum

In Years 7 and 8 students engage in the following lessons:

Subjects English Maths Science Hums MFL PE DT Perf.  Arts
Lessons per week 5 5 4 6 3 2 3 2

 

In Year 9 students engage in the following lessons:

Subjects English Maths Science Hums MFL PE DT Perf. Arts ICT
Lessons per week 5 5 5 4 3 2 3 2 1

 

The inclusion of a Vocational programme for some students in Year 9 runs for 3 lessons, acts as a foundation year and supports students’ option choices for Key Stage 4.  At this point ICT is also introduced into the curriculum to support students’ progression towards their ICT qualification at the end of Key Stage 4.

Key Stage 4:

At Key Stage 4 the curriculum is broken down into levels of learning and is constantly being reviewed and developed in light of the changes that are being introduced by the government.

At Key Stage 4 we have the following:

Grammar and Pathway 1 learners: You must circle 1 subject from each option block, A, B, C and D that you would like to take as your option choices. These students are encouraged to study mainly subjects from row 1 and 2.

BTEC / Vocational Learners: You must circle 1 subject from each option block, A, B, C and D that you would like to take as your option choices. These students are encouraged to study mainly subjects from row 2 and 3.

Pathway 2 Learning / Foundation Learning: You must circle 1 subject from A/B, C and D that you would like to take as your option choices. These students are encouraged to study mainly subjects from row 3, 4 or 5.

 

Key Stage 4 Options Available: Students choose one option from each of the four options blocks. Each option subject is allocated three fifty minute lessons.

 

Block A

Block B

Block C

Block D

Grammar / EBacc Learner

GCSE History

GCSE Geography

GCSE History

GCSE Geography

GCSE Psychology

GCSE French

GCSE French

GCSE Psychology

Pathway 1 Learner

GCSE Statistics

GCSE Resistant Materials

GCSE Religious Studies

GCSE Classical Civilisation

GCSE Art

GCSE Music

GCSE Food Technology

GCSE Food Technology

GCSE PE

GCSE Drama

GCSE Product Design

GCSE Art

GCSE Dance

BTEC / Vocational Learner

BTEC award in Hospitality

BTEC award in Travel and Tourism

BTEC award in Sport

BTEC award in Hospitality

BTEC award in Performing Arts

 

Block A/B

Block C

Block D

Pathway 2 Learner

City and Guilds Hair and Beauty

Agriculture

   

Foundation Learning

Level 1 Travel

Foundation Learning Units

Foundation Learning Units

 

We aim to ensure that all students receive the option choices they have made.

 

If you wish to find out more about the curriculum at the Peele Community College, please contact our data manager Mandy Spiller on spillerm@peele.lincs.sch.uk

You can see more about our curriculum by clicking here.

7. Pupil Premium allocation, use and impact on attainment.

Click here to view our Pupil Premium data.

8. Literacy and Numeracy Catch-Up Premium

Year 7 Numeracy Catch-Up Premium

The Mathematics department uses the ‘Y7 catch up’ funding to implement a range of strategies to ensure that students who achieve less than level four at KS2 make accelerated progress in Year 7. We also use the pupil premium funding with students in all year groups to help them achieve their full potential. Below is an indication of some of the ways we make use of this funding:

Here at the Peele Community College, we take great pride in the importance placed on essential skills such as Literacy and Numeracy for all students.

Students are encouraged to expand and use their knowledge, whether it be to build up their skills, or to progress further.  We do this by;-

  • Testing and allocating a numeracy age when they start at the Peele Community College, enabling a numeracy level to be identified.
  • Students, Year 7 through to Year 11, identified as requiring intervention are given the opportunity, in tutor time, to access a fantastic interactive programme of learning ‘Maths Whizz’, which has shown a substantial increase in levels.  This programme creates a tailor made scheme of work for each student.  The programme rewards students for their time and effort by the games they can access as well as a virtual shop.
  • One lesson a week of ‘numeracy’ where the lesson is based solely on money and finance skills. Student’s numerical skills are enhanced through functional money and finance projects which allows them to achieve IFS level 1 award in money and finance. This leads directly into the whole school money and finance agenda.
  • For students that attain above average levels, there is an opportunity to partake in extra ‘awards’ through Edexcel. These include; number and measure, statistics and algebra level 1 and 2 awards.
  • The level 2 awards are a great opportunity to gain extra qualifications throughout the students’ time at college.
  • GCSE statistics is also offered as an option in year 11, giving students an opportunity to enhance their statistical knowledge and aid with mathematics post 16.

Students are constantly monitored and assessed to ensure they are receiving the correct support in achieving maximum progression throughout their college life.

Student comments:

‘I believe without this lesson I would be going into the world knowing nothing about banking’ Curtis Bedford Year 8

‘I think that I have improved my money skills and so I am getting better at maths in general’ Christina Coppard Year 8

‘I love coming to extra maths because we have fun discussions about everyday life and how different cards work. These lessons will help me in the future with my money and banking skills’ Daniel Witton Year 8

 

Y11 Tutor Time

Tutor time is used to deliver extra Mathematics intervention sessions to those students who require this intervention to achieve their full potential. Students are given extra guidance and support to help them with the specific topics they find difficult, and to help them prepare for their GCSE exams at the end of the course. Students have identified these sessions as being very helpful and have made better progress as a result of these sessions.

 

Super Learning Days

The extra funds have enabled the department to deliver extended Maths projects on Super Learning Days. Students have learnt how Maths is used in the real world, for example in plumbing, in financial services and in managing a household budget. Students have enjoyed the days and their ability to answer more demanding multi-step problems in exams has improved.

 

Additional Support

The role of additional support within the classroom is vital in ensuring progression for all students. Learning mentors and teaching assistants are able to provide support to individual students or groups of students in lessons. Progress can be seen by improved work and better results in assessments and mock exams.

 

Revision Sessions and Materials

Students have the opportunity to attend revision and intervention sessions offered by the Maths department at the end of the school day on Mondays, Wednesdays and Fridays. Revision sessions also take place during half-terms and the Easter break. Students also have the opportunity to use a range of online and paper revision materials that are provided to them.

Click here to view some Mathematics Case Studies.

Year 7 Literacy Catch-Up Premium

Read Write Inc. Fresh Start,

Read Write Inc. Fresh Start, developed by Ruth Miskin, is a phonics intervention that supports students who are struggling readers and writers to reach the expected level in order to access the secondary curriculum. This intervention is used within Year 7 to target students on entry to the college, who may have missed vital building blocks in their Literacy skills. All year 7 students complete detailed baseline testing in order to identify those who would benefit from the intervention program. The intervention uses rigorous assessments to enable students to be targeted at their specific level of need. There is a key focus on the development of reading and writing skills, to enable students to develop strategies which will allow them to have future success moving forward within our mainstream setting.

 

Student Comments

“My spelling and reading age has increased by 2 years and I am much more confident now”

“I actually like English now Miss, before I used to dread it”

“I can spell!!”

Parental Comments

“ My son now has the confidence to read out loud, a real difference has been made”

“Brilliant! This has helped Shannon with her speech, spellings, reading and writing. Thank you very much for your support”

“My son has come on in leaps and bounds and now enjoys Literacy”

 

Click here to view some RWI Case Studies

Literacy catch-up

As part of the College’s drive to improve the literacy skills of our  students,  The Accelerated Reader Programme was invested in and piloted across Year  9 in the academic year 2014/15  . This programme involves students choosing to read books from a wide variety of Accelerated Reader approved texts, including both fiction and non-fiction, after which they electronically complete a  termly reading test . Having  read  each book,  students also complete an on-line quiz and record the results in their planner. These results reflect  their comprehension skills thus far.

Of the 117 Year 9 students enrolled on  the programme last year, over 61% achieved a marked increase in their reading ages when tested at the end of the summer term.

From this September all of our Year 7 students will engage in the  programme during one lesson a week. They  will also be expected to read their chosen books in ERIC (Everyone Reading in Class) and for at least half an hour a week at home.

They will be given the opportunity to choose the books that interest them from the vast selection recommended by The Accelerated Reader Programme ,  whose books  also  complement our existing library stock.

The students’ endeavours will be recognised by house points and their successes celebrated by the awarding of certificates during Celebration Assemblies. The latter will  be displayed prominently within the library.

 

9. College Behaviour Policy

To view any of our policies, please visit the policies page by clicking here.

 

10. Special Educational Needs

To view any of our policies, please visit the policies page by clicking here.

Further information can also be found in the SEN area of our website.

 

11. Charging and Remissions Policy

To view any of our policies, please visit the policies page by clicking here.

 

12. Anti-Bullying Policy

To view any of our policies, please visit the policies page by clicking here.

 

13. Data Protection/Privacy Notice

To view this, please visit the policies page by clicking here.

 

14. Governor Information

Full Board

The Governing Body needs to take a strategic role, act as a critical friend to the College and be accountable for its decisions and objectives and agree, monitor and review policies, targets and priorities.

Quorum:     One half of the Governors in post

Chair of Governors Mr G Hoyles

Vice Chair of Governors Mrs P Persaud

 

Mr E Saxton

Mr D O’Sullivan

Mr S Day-Coombs

Mr S Morrow

Mr B Shrosbree

Miss E Smith

Mrs A English

Mrs MJ Hollingum

Mr A Everard

 

Standards and Curriculum

This committee would be responsible for the monitoring and evaluation of student achievement through regular meetings with relevant staff. This would be achieved by a number of methods: comparing Peele data with other schools, how each year compares, view against predicted grades. A greater understanding of achievement could lead to a change of strategy in certain areas of curriculum provision, and it should help all to become more focused on all that the college provides.

The committee will be made up of 4 Governors and the Headteacher or their representative from the Senior Leadership Team.

Quorum 3

Mr S Day Coombs* Chair

Mr A Everard                                                                                             

Mr D O’Suliivan

Mr S Morrow

Mr G Hoyles

Mrs P Persaud

Ms E Smith

 

Student and Staff Support

The safety, health and well being of students will be the focus of this committee. They will develop a policy relating to behaviour management; inter agency work, healthy schools, enterprise education and relationships within the community. They will be responsible for monitoring and evaluating the outcomes of their set strategy; regular meetings with the relevant staff members will be an important element.

 

The committee will be made up of 4 Governors and the Headteacher or their representative from the Senior Leadership Team.

Quorum 3

Mr E Saxton*             Chair                                                                                                                        

Mr G Hoyles

Mrs P Persaud

Mrs A English

Mrs MJ Hollingum

Ms E Smith

 

Leadership & Management

This committee will be responsible for developing and managing resources efficiently. The scope of this group would include, staff recruitment, performance management, budget projection and finance controls, ICT infrastructure, and quality assurance. This committee will look closely at the resourcing all new proposals and whether they fall within the main strategy of the school.

The committee will be made up of the Vice Chair, Chairs of the Student Support and Standards & Curriculum Committees, two other governors and the Headteacher or their representative from the Senior Leadership Team

Quorum:    to be 50% of the serving committee

Mr G Hoyles* Chair                                                    

Mr E Saxton

Mr S Day-Coombs

Mr S Morrow

Mr B Shrosbree

Mrs P Persaud

Ms E Smith

 

All Governors are able to vote as part of the full board but only those who are named as committee members have the authority to vote on any resolution put forward by the sub committees. All Governors can attend any meeting they wish and put forward their point of view but if they are not on the committee list they cannot vote.


Role Appointing Body Title Forename Surname Date of appointment Date term of office ended/ends

Declaration of

Personal Interest

Governance role on other educational institutions
Governor Parent appointed by GB/board due to no election candidates Mr Stuart Day-Coombs 27/03/2013 26/03/2017 None  
Governor Appointed by GB/board Mrs Alison English 01/09/2014 31/08/2018 None  
Governor Appointed by GB/board Mr Andrew Everard 01/09/2014 31/08/2018 None  
Governor Appointed by GB/board Mrs Mary Jane Hollingum 01/09/2014 31/08/2018 None  
Chair of Governors Appointed by GB/board Mr George Hoyles 27/02/2017 25/09/2017 None  
Governor Elected by school staff Mr Stuart Morrow 10/02/2017 09/02/2021 None  
Governor Appointed by GB/board Mr   Derek O'Sullivan 01/09/2014 31/08/2018 None Governor - Alderman Payne Primary School
Vice Chair of Governors Appointed by GB/board Mrs Purdy Persaud 27/02/2017 25/09/2017 None  
Clerk to Governors Clerk Mrs Gillian Ross     None  
Governor Nominated by LA and appointed by GB Mr Eric Saxton 01/09/2014 31/08/2018 None  
Governor Appointed by GB/board Mr Ben Shrosbree 01/09/2014 31/08/2018 None  
Headteacher Ex-officio by virtue of office as headteacher/principal Miss Elizabeth Smith 18/04/2016   None  

 

 Click here for governor attendance records.

If you would like more information about the roles of the Governors or have any questions please contact Mrs G Ross on governors@peele.lincs.sch.uk

 

15. Ethos and Values

Our Shared Vision: The Peele Community College provides a dynamic learning environment with high quality teaching that enables each individual to achieve or exceed their potential. We offer an innovative and personalised curriculum that seeks to equip our students with the necessary transferable skills, which will enable them to become responsible adults who are prepared for the work place.

As a College we seek to raise students’ aspirations and create a wide range of opportunities to enable them to become confident, responsible young people prepared for life in the 21st century.

 

16. Year Group Information

Every student within The Peele Community College has a Head of Year who is responsible for the pastoral needs of the students in their care. When students start at the Peele they are assigned a Form Group and they will be looked after by a Form Tutor. We try to ensure as much as possible that Form Tutors remain constant with the students during Key Stage 3 to ensure they have a stable and smooth transition from Primary school and into the academic and social demands of secondary school.

Form tutors are responsible for the pastoral welfare of the students, they monitor attendance, the achievement of the students and any behavior and welfare issues. The Head of Year oversees this work and supports the Form Tutors in ensuring that students feel safe and looked after every day they come to the college, thus giving them the best platform for success in the classroom.

In Key Stage 4 we use registration time for academic intervention as well as pastoral welfare, so the form tutor will be a teacher of English, Maths or Science depending on the academic needs of the student. Alongside the form tutor, the Head of Year will be the main contact for any parents or carers who have any questions or concerns about their child.

We also assign a member of the Senior Leadership Team to work alongside each Head of Year; the sole purpose of this approach is to closely drive and monitor the academic progress of each year group and ensure students are achieving well in college.

Before a student joins the college, the Assistant Head Teacher responsible for primary transition, and the Head of Year will visit each feeder primary school to familiarise themselves  with all the students who will be making the transition to The Peele Community College. This also gives the students the opportunity to meet key members of staff at the college and ask any questions they may have about the transition to secondary school. The SENCo will sometimes attend these meetings to identify any students with specific needs and to ensure that, where necessary, arrangements are made for the appropriate support to be put into place.

Assemblies are held weekly within year groups, these are led by the Head of Year and occasionally the SLT Link to that Year group. Our assemblies are tailored towards the needs of individual year groups and act as drivers to support your child’s progress. They also provide the platform through which the College can promote strong British Values, how to remain safe as well as sending a clear message that all students at The Peele should strive to become highly respected citizens within their local community.

Student leadership is an essential part of what we do at the Peele Community College. Each Year group has a Year Captain and Vice Year Captain. Students have to apply for these roles by submitting a letter of application. The selection process is rigorous with a panel which consists of the Head of Year and a member of the Senior Leadership Team. Successful applicants also sit on the Junior Leadership Team, the college’s student council, which gives students a voice on various issues around the college.

At The Peele Community College, we have an extremely competent and  highly experienced team, who are fully committed to ensuring that both the pastoral and academic needs of the students are met. Our aim is to ensure that all students enjoy school, are safe and in a position to achieve the best possible educational outcomes.

 

17. Equality statement

The Peele Community College is committed to creating an environment which will promote equality of opportunity for all members of its community. The college will provide an appropriate and exciting learning experience for all students to enable them to achieve as highly as possible, regardless of race, origin, culture, gender, religion, sexual orientation or disability.

The Peele Community College will help prepare young people for life in our culturally, ethnically, diverse society.

The college is committed to a fair and equal treatment of all individuals regardless of disablement. It welcomes applications from people with disabilities seeking to join the college community as students and staff.