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School Information (72)

Term Dates

Autumn Term 2019
Starts
Ends

Inset Days

  • Monday 2nd September 2019
  • Friday 29th November 2019
  • Monday 23rd March 2020

Public Holidays:

  • Christmas Day
    Wed 25th Dec 2019
  • Boxing Day
    Thur 26th Dec 2019
  • New Year's Day
    Wed 1st Jan 2020
  • Good Friday
    Fri 10th April 2020
  • Easter Monday
    Mon 13th April 2020
  • May Day (VE Day)
    Fri 8th May 2020
  • Spring Bank Hol
    Mon 25th May 2020

Holidays in Term Time

We do not authorise holidays in term time under any circumstances. Can parents / carers please ensure that they do not book holidays or flights before term ends or after term has begun. Every day in school matters.
The school sees the number of requests for time out of school to visit seriously sick elderly relatives rise massively in the last two weeks of July and the first week of September. It is impossible for us to distinguish between a bona fide request and those seeking cheaper flights. A false request is morally wrong, a bad example to set children and is unfair on those who do have a family crisis.

INSET Day

Monday 2nd September 2019

Autumn 1

Tuesday 3rd September 2019

Friday 18th October 2019

Holiday

Monday 21st October 2019

Friday 25th October 2019

Autumn 2

Monday 28th October 2019

Thursday 19th December 2019

INSET Day Friday 29th November

Holiday

Friday 20th December 2019

Friday 3rd January 2020

      
Spring Term 2020
Starts
Ends

Spring 1

Monday 6th January 2020

Friday 14th February 2020

Holiday

Monday 17th February 2020

Friday 21st February 2020

Spring 2

Monday 24th February 2020

Friday 3rd April 2020

INSET Day Monday 23rd March 2020

Holiday

Monday 6th April 2020

Friday 17th April 2020

     
Summer Term 2020
Starts
Ends

Summer 1

Monday 20th April 2020

Friday 22nd May 2020

Holiday

Monday 25th May 2020

Friday 29th May 2020

Summer 2

Monday 1st June 2020

Friday 17th July 2020

Holiday

Monday 20th July 2020

Tuesday 1st September 2020

     
 Key Dates 2020/21
Autumn Term 2020
Starts
Ends

Public Holidays:

  • Christmas Day
    Fri 25th Dec 2020
  • Boxing Day
    Mon 28th Dec 2020
  • New Year's Day
    Fri 1st Jan 2021
  • Good Friday
    Fri 2nd April 2021
  • Easter Monday
    Mon 5th April 2021
  • May Day
    Mon 3rd May 2021
  • Spring Bank Hol
    Mon 31st May 2021

Holidays in Term Time

We do not authorise holidays in term time under any circumstances. Can parents / carers please ensure that they do not book holidays or flights before term ends or after term has begun. Every day in school matters.
The school sees the number of requests for time out of school to visit seriously sick elderly relatives rise massively in the last two weeks of July and the first week of September. It is impossible for us to distinguish between a bona fide request and those seeking cheaper flights. A false request is morally wrong, a bad example to set children and is unfair on those who do have a family crisis.

INSET Day Wednesday 2nd September 2020

Autumn 1

Wednesday 2nd September 2020

Friday 23th October 2020

Holiday

Monday 26th October 2020

Friday 30th October 2020

Autumn 2

Monday 2nd November 2020

Friday 18th December 2020

INSET Day Monday 16th November 2020

Holiday

Monday 21st December 2020

Tuesday 5th January 2021

Spring Term 2021
Starts
Ends

Spring 1

Wednesday 6th January 2021

Friday 12th February 2021

Holiday

Monday 15th February 2021

Friday 19th February 2021

Spring 2

Monday 22nd February 2021

Wednesday 31st March 2021

INSET Day Monday 22nd March 2021

Holiday

Thursday 1st April 2021

Friday 16th April 2021

Summer Term 2021
Starts
Ends

Summer 1

Monday 19th April 2021

Friday 28th May 2021

Holiday

Monday 31st May 2021

Friday 4th June 2021

Summer 2

Monday 7th June 2021

Friday 23th July 2021

Holiday

Monday 26th July 2021

TBC

Assessment Schedule 2019-20

 Student Progress Day Timing Schedule

Please note that, on Student Progress Days, school finishes at 12.20pm for all students.

Student Progress Day Year Group Staff Timings Location
1 Tuesday 8th October (wk2) 7-13 Tutors / Co tutors 9am – 4pm Form Rooms
2 Tuesday 19th November (wk1) 10 Subject Teachers 1:15pm – 7pm Teaching rooms
3 Wednesday 4th December (wk1) 9 Subject Teachers 1:15pm – 7pm Teaching rooms
4 Wednesday 22nd January (wk2) 11 Subject Teachers 1:15pm – 7pm Teaching rooms
5 Thursday 6th February (wk2) 13 Subject Teachers 1:15pm – 7pm Teaching rooms
6 Wednesday 4th March (wk1) 12 Subject Teachers 1:15pm – 7pm Teaching rooms
7 Tuesday 17th March (wk1) 8 Subject Teachers 1:15pm – 7pm Teaching rooms
8 Thursday 30th April (wk1) 7 Subject Teachers 1:15pm – 7pm Teaching rooms
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TSST Offer

TSST Physics 2018 - 2019

Download our TSST flyer 

Train to become a Physics Specialist with Teacher Subject Specialist Training (TSST)

The purpose of this training is to improve the subject knowledge of non-specialist and returning teachers. It will increase the number of hours taught by offering school-led teacher subject specialism training opportunities. 

New River Teaching Alliance will deliver a Physics TSST programme in 2018 / 2019. The course is aimed at teachers with QTS who are already teaching or plan to teach some physics at secondary/FE level. The course is also suitable for those returning to teaching after a career break.

For teachers meeting the criteria, this course is FREE through funding provided by the government. This includes: 

  • non-specialist teachers who could potentially teach a relevant subject in addition to their main subject 
  • non-specialist teachers who are currently teaching a relevant subject either full-time or in addition to their specialist subject 
  • teachers looking to return to the profession 

About the Course

Ideal For:

Teachers with a passion for Physics, Secondary or Primary teachers to teach cross phase 

Key Stage

KS3 and KS4

Venue:

Alexandra Park School

Cost:

FREE FOR ALL PARTICIPANTS 

  • Allows you to teach Physics confidently up to GCSE 
  • The courses draw upon up-to-date research to improve subject knowledge, pedagogy and practical skills 
  • The training will blend 6 face-to-face days with guided independent learning and online support
Outcomes for Participants:
  • Wider teaching opportunities 
  • Improved overall quality of teaching and learning in your lessons 
  • Extension of your subject knowledge and the opportunity to learn and develop skills with others from schools across the region 
Outcomes for Schools:
  • Improved quality of teaching and learning in Physics lessons 
  • Measurable improvement of Physics provision within the school 
  • Greater flexibility of staffing for example . . . 

...an opening up of opportunities for the Science department to run separate sciences at KS4

Please contact hhammond@alexandrapark.school to express interest or with any questions.

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Our Values

School is about more than exam results; we educate the whole student.

When we say goodbye to students at the end of their time with us, we hope that they are well-rounded individuals, confident about their futures, with the skills to achieve on their chosen paths.  To ensure this, we actively teach values and characteristics that we believe will help them during their time at school and later in life.

aps values

Further information on the values and how we report on them can be found here.

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Talk to us about a concern

New River Trust and its schools welcome feedback from parents and carers, whether negative or positive, through the school’s normal communication channels. We are committed to communicating with our parents and carers in a way that avoids the need to formally raise a complaint. We do this by encouraging parents and carers to contact us if they have a concern about any aspect of their child’s experience with us. All concerns are taken seriously and dealt with honestly, politely and in confidence.

We believe that it is in everyone’s best interest to resolve concerns at the earliest possible stage, so we encourage resolution by informal means wherever possible. In 2018-19 there were 4 formal complaints, which were all resolved by the Headteacher. We have developed the below summary for parents and carers to advise them of the steps they should take to seek resolution of any concerns.

Alexandra Park School Complaints Procedure Summary for Parents and Carers

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Year 6 - 7 Transition

Year 7 Welcome Video

All of the information below is subject to change due to the current COVID pandemic.

Timeframe

26th  September 2019

School Open Evening

1st / 2nd October 2019

School Open Mornings  (Limited number by appointment only)

March 2020

National Offer Day - School offers sent out to parents and APS by Haringey Admissions Team.

APS will make contact to gain the information needed to process your admission to school.

Information will be sent out by email and is to be completed online.  This information gathering helps to collect essential details about your child, such as learning and support needs, emergency contacts, medical issues and school history.

May 2020

Looked after children and those with an EHCP invited into school for admissions meetings to discuss additional needs and support.

If your child has additional support needs you wish to discuss, please contact Ms. O'Flynn (Transition Manager) on soflynn@alexandrapark.school.

May 2020

Ms. O'Flynn to visit main feeder primary schools to speak with staff and children.

May 2020

Members of SEN team attend final IEP / AR meetings in primary schools.

Early July 2020 (TBC)

Taster morning for all year 6 pupils.

Pupils to be invited to a taster morning on one of these dates; you will be informed of which one nearer the time. 

Early July 2020 (TBC)

Parents introduction evening.

Welcome talk by headteacher and information session with tutors, which will also give you the opportunity to meet with other parents.

July 2020

Additional Taster session with the inclusion team for pupils with an EHCP.

September 2020

Preparations for transition for students applying for the 2021-22 admissions begin.  This page will be updated in July 2020 for the next academic year.

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Student Tracker Report - KS5 Guide

Download a PDF of this guide

 

1. Targets and Attainment

A) Minimum target grades are generated using the A Level Performance System (ALPS). These are based on average point scores at KS4.

B) Progress in relation to these minimum target grades is assessed each term in every subject by providing a current working grade.These attainment grades are based on assessments carried out during each term. Reports will continue to include assessment from previous terms for comparison.
Parents, students and staff will then be able to reflect on an individual student’s progress each term.

2. Learning Grade Definitions

The learning grades provide an indication of the quality of classwork and homework produced in each subject.

Definitions for each grade are below.

Classwork

 Excellent   Work is always completed efficiently and/or to a standard reflecting his/her best work and often going beyond
the expected minimum.
 B  Good Work is usually completed efficiently and/or to a standard reflecting his/her best work.
 C  Unsatisfactory Work is usually completed but not often efficiently and/or does not always reflect his/her best work.
He/she usually only completes the minimum requirements.
 D  Poor   Work is usually not completed efficiently and/or is below the expected standard for his/her ability.
More time and effort needs to be spent on classwork to meet the required standard.
 E  Serious Concern Work is rarely completed and/or is usually of a poor standard.

Homework

 A  Excellent Work is always completed on time to a standard reflecting his/her best work and often going beyond
the expected minimum.
 B  Good Work is usually completed on time to a standard reflecting his/her best work.
 C  Unsatisfactory   Work is usually completed but not regularly on time and/or does not always reflect his/her best work.
He/she usually only completes the minimum requirements.
 D  Poor Work is usually not completed on time and/or is below the expected standard for his/her ability.
More time and effort needs to be spent on homework to meet required standard.
 E  Serious Concern Work is rarely completed and/or is usually of a poor standard.
Read more...

Student Tracker Report - KS4 Guide

Download a PDF of this guide

 

APS Values GCSE Table

1. Targets and Attainment

The 9 to 1 GCSE grades are now used for all subjects except Turkish. The diagram to the right illustrates how these number grades relate to the old A* to G letter grades.

2. Learning Grade Definitions

The learning grades provide an indication of students’ behaviour in lessons and the quality of classwork and homework produced in each subject. Definitions for each grade are below.

 

Behaviour

 A  Excellent Always polite and respectful to others and always makes a positive contribution to the learning environment
in class and around the school.
 B  Good Usually polite and respectful to others and usually makes a positive contribution to the learning environment
in class and around the school.
 C  Unsatisfactory Is usually polite and respectful to others but needs regular reminders to concentrate on learning without distracting
others and to behave sensibly around the school.
 D  Poor Is often disrespectful to others and distracts others from their learning; has difficulty maintaining a high standard
of behaviour around the school.
 E  Serious Concern Is often rude and disruptive. Is unable to maintain an acceptable level of behaviour in class and around the school.

* In DT, the behaviour grade takes into account students’ ability to work safely with tools and equipment.

Classwork

 Excellent   Work is always completed efficiently and/or to a standard reflecting his/her best work and often going beyond
the expected minimum.
 B  Good Work is usually completed efficiently and/or to a standard reflecting his/her best work.
 C  Unsatisfactory Work is usually completed but not often efficiently and/or does not always reflect his/her best work.
He/she usually only completes the minimum requirements.
 D  Poor   Work is usually not completed efficiently and/or is below the expected standard for his/her ability.
More time and effort needs to be spent on classwork to meet the required standard.
 E  Serious Concern Work is rarely completed and/or is usually of a poor standard.

 

Homework

 A  Excellent Work is always completed on time to a standard reflecting his/her best work and often going beyond
the expected minimum.
 B  Good Work is usually completed on time to a standard reflecting his/her best work.
 C  Unsatisfactory   Work is usually completed but not regularly on time and/or does not always reflect his/her best work.
He/she usually only completes the minimum requirements.
 D  Poor Work is usually not completed on time and/or is below the expected standard for his/her ability.
More time and effort needs to be spent on homework to meet required standard.
 E  Serious Concern Work is rarely completed and/or is usually of a poor standard.
Read more...

APS Values

Alexandra Park School's Values

Download a PDF of the Values

School is about more than exam results; we educate the whole student.

When we say goodbye to students at the end of their time with us we hope that they are well-rounded individuals, confident about their futures, with the skills to achieve on their chosen paths. To ensure this, we actively teach values and characteristics that we believe will help them during their time at school and later in life.

Resilience is the ability to deal with setbacks and the capacity to push on through difficulties to complete tasks. At school and beyond, this characteristic can be the difference between success and failure. It can be encouraged and must be practised. Those who throw themselves into tasks, without the fear of failure, often gain the most from them. By doing and succeeding, we build our confidence. Sometimes we need to be fearless in order to start a task, particularly something that is new to us: we must have a sense of adventure and the desire to try something challenging.

One of the goals of education is to give students independence so that they can flourish on their own. The first step on this road is to take responsibility for your own learning and, rather than waiting to be shown something, take the initiative and find out for yourself. The best learners show drive; they are independent and motivated, with high ambitions for their work. Longer-term ambitions usually begin with the spark of interest in something. Finding this spark is part of the school experience.

Being organised is more than just remembering what you need to bring to school, planning your time and completing tasks by the due date. It is about having systems of thought that will allow you to structure essay responses and see your way through a task.

We are using the word creativity to mean more than the conventional definition of artistic endeavour. Creativity in finding new ways to accomplish tasks and innovation in finding solutions to difficult problems can differentiate us from our peers. These skills can be developed in all subjects. After the uniformity of the school experience, life is likely to be varied and changing. Being ready and willing to adapt to new situations is a valuable skill.
Whilst learning is a goal in itself we are judged by what we produce. The care, patience, diligence and desire to perfect a piece of work are summed up in a sense of craftsmanship.

Learning new things requires an interest in the world outside of your immediate life. A sense of inquisitiveness and curiosity makes this easier. Whilst some people are naturally curious, others must make an effort. However, it is its own reward. Learning new things opens up new worlds and our curiosity grows.

Whilst being happy may not be as simple as making a decision to be happy, we can find ways to be positive, work out what makes us happy and practise other characteristics that will help us be happy: gratitude, kindness and open-mindedness. Positivity is also about enthusiasm and willingness; a recognition that whilst there may be other things that you would rather be doing right now, you will get the most out of something if you commit to it whole-heartedly. Hard work is much more rewarding if you are enthusiastic about your subject!

Empathy and consideration, the ability to understand the feelings of others and modify our responses with those feelings in mind, are qualities that may not help earn academic grades or get us to university but will be essential to our success in every other aspect of life.

APS Values Reporting

A sample Values report is shown below. All teaching staff contribute to the values report based on observation of each value during class activities and interactions. Individual staff contributions are averaged to create the report you receive.

APS Values Reporting table1

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Student Tracker Report - KS3 Guide

Download a PDF of this guide

Please note that there is a further FQA document in the parent Guides and Reporting section of the website, should you want more information about the reports.

1. Academic Progress Tracking Report:

APS Values GCSE Table

A) Minimum GCSE target grades are based on prior attainment data and are set using the new 9-1 grading system, as all students currently studying in Years 7, 8 and 9 will be sitting only the ‘new’ (reformed) GCSEs.
The diagram on the right illustrates how these new grades relate to the old A*-C / D-G grading system.

 

 

 

B) Progress in relation to these minimum target grades is assessed each term in every subject using the definitions below. Reports will continue to include assessment from previous terms for comparison.
Progress against expectations relates to a student’s individual target, rather than an age-related expectation. A student will be assessed as ‘secure’ if their current performance indicates that they are on track to achieve their GCSE target by the end of Year 11.

KS3 report

C) Attendance and Punctuality are also shown on all reports. The expectation is that students will have no lates and a minimum of 95% attendance.

2. Values Reports

The values report has a broader educational focus, with the intention of developing a range of valuable attributes that will prepare students for life after school. The values are taught in subject areas and via the pastoral system. There are two Values reports per year, in December and July.
All teaching staff contribute to the values report based on observation of each value during class activities and interactions. Individual staff contributions are averaged to create the report you receive.

 

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Food Menu

Pabulum provide the catering services at Alexandra Park School.  Pabulum’s Vision is to be at the forefront of improving the next generation’s health and well-being, by shaping the food culture in education that inspires a passion and love of fresh food – without compromise.  Pabulum were awarded ‘Education Caterer of the Year’ at the Foodservice Cateys 2016.  This is regarded as the “Oscars” of the catering industry.  More information is available at http://www.pabulum-catering.co.uk/for-parents/menus.  To find out more about Pabulum, our suppliers or our company initiatives then please check out our website at www.pabulum-catering.co.uk for the latest blogs and news stories, or alternatively you can call us on 01252 819991

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