Canteen Menu
Aylesford School caterers are Chartwells. They work alongside students, taking onboard their feedback, to fuel performance, encourage success and help them realise their full potential through truly memorable mealtimes.
Canteen Menus
Click here to view the current canteen menu.
Medical Diets
Click here to read the Chartwells Medical Diets in Secondary Schools Policy.
Further information on the Chartwells medical diet process can be found here.
Chartwells
To find out more about Chartwells, visit their website or contact the school catering team.
Year 11 - Latest News
Please find below latest information and updates for Year 11
Year 11 Exam Timetable (This includes ALL Exams) - Exam Timetable
Year 11 Term 5 Bulletin Year 11 Term 5 Bulletin
Study and Entertainment Evening Letter Study and Entertainment Trip Letter
Prom Letter Year 11 Prom
ClassCharts
Aylesford School uses ClassCharts to keep track of student behaviour, attendance records, weekly timetables and to view assigned homework tasks.
It is also a central hub to track scheduled detentions, create wellbeing submissions and view announcements from the school.
All parents should sign up if they haven’t already and set-up notifications to enable them to receive messages from the school.
Login to ClassCharts
Click HERE to login to ClassCharts
Help with ClassCharts
ClassCharts Parents Guide
ClassCharts Students Guide
Safeguarding Information
Safeguarding and Child Protection Information for Visitors and Parents
All Students and staff at Aylesford School recognise the importance of being safe, keeping safe and looking after each other. Students, Staff and Parents are encouraged to report an concerns to a safeguard lead if they are feel uncomfortable about something they have seen, heard or experienced.
if you have a safeguard concern during your visit please contact the schools Designated Safeguard Lead
Mr D Wright—Designated Safeguard Lead
01622 71734
dave.wright@aylesford.kent.sch.uk
To view a copy of our safeguard information for visitors and parents click below
Aylesford School Safeguard Information PDF
Travel Information
You can spread the cost of Student or Child Annual tickets using Direct Debit. When registered, Arriva will send you a bus pass by post. Your pass will be automatically renewed every month for as long as your Direct Debit remains active.
Further student travel information from Arriva Bus can be downloaded HERE.
You can read more HERE.
Curriculum Intent
Aylesford School is an inclusive school where every child, regardless of ability and background can fulfil their dreams and aspirations. It is important that we develop and demonstrate a ‘Can Do’ attitude and be prepared to do whatever it takes to drive up standards and improve progress and attainment.
The vision for Aylesford School is to provide high quality academic and ‘Character Education’ which develops confident young people who are successful learners and contribute positively to society.
This is underpinned by our strap line ‘Courage, Confidence, Character’.
The clear priority for our school is to ensure that every child receives consistent high quality first teaching in all subject areas. This will engage them in their learning, give them a thirst for knowledge, motivate, challenge and inspire them to achieve the best outcomes.
Students are encouraged to take responsibility for their own learning across the curriculum. They should be taught how to learn and how to reflect on their own learning so that they are clear on how to improve and their next steps to achieve it.
Curriculum Intent
At Aylesford School our curriculum has been designed with the following three priorities in mind:
- To support the development of good character in our students
- To develop in our students, the knowledge and skills to have a voice and an opinion
- To ensure our students develop the skills, knowledge and understanding to gain valuable qualifications that lead to high quality progression routes into higher education and/or employment
This is achieved through the delivery of the curriculum:
a) Staff are to provide high quality teaching and learning which reflects how passionate they are about their subjects. Students are to engage fully with their teachers to gain the most from the learning experience
b) A broad curriculum at Key Stage 3 which includes a strong focus on the development of literacy and numeracy, as well as significant curriculum time focused the on performing and creative arts. This enables students to enter Key Stage 4 with proficiency in core subject knowledge, skill and understanding, as well as the self-confidence to have a voice, an opinion, and a curiosity for learning.
c) Key Stage 4 and 5 is to challenge and support students to achieve the highest outcomes possible whilst developing their character and knowledge of the wider world in order for them to access high quality employment, further education and training.
In Year Admissions
Thank you for showing an interest in attending Aylesford School
To find out more about our school please check out our school prospectus Aylesford School Prospectus and you can also follow our school facebook page to keep up to date with school events and information by clicking here.
For students who are already on role at an existing secondary school or moving into area and of secondary school age parents will need to apply to the school directly.
To make an admission please download and complete the forms below. These should be printed and returned to the school FAO the Schools Admission Officer.
Student Application Information
Parent Application information
Year 6 admissions
If you are applying for a Year 6 admission please click here.
GCSE Results
Parents’ Evenings
Make a booking
Aylesford School will email you when the booking for parents evening is open.
Please click HERE to make your booking.
Parents’ Evenings
Thursday 21st November 2024 Y8
Thursday 28 November 2024 Y11
Thursday 30 January 2025 Y10
Thursday 13 February 2025 Y9
Thursday 6 March 2025 Y7
Thursday 3 April 2025 Y12/13
The Character Education Trust
Aylesford School is working with the Character Education Trust, a Trust of schools that focus on helping students develop strong character strengths, reach their academic potential and discover where they excel.
High expectations and the development of character
The academies in the trust are aligned by a commitment to: prioritising academic excellence, high expectations and the development of character; being inclusive; developing the highest quality of teaching and learning; providing valuable progression routes that will give young people choices in adult life and allow them to be well qualified to achieve success and well-being.
Matthew Wright
executive Headteacher & Trust leader
Find out more
You can find out more about the Character Education Trust at www.charactereducationtrust.org.
KS3 Homework
Please click below to access Term 4 Homework for Year 7,8,9
Science
History
Y7_Black_Death_homework_booklet.docx
y9_cold_war_homework_booklet.docx
Drama
RE
English
Geography
Maths
Art
French
Music
Aylesford Sixth Form Introduction
A Character sixth form for all
High aspirations & expectations
We are an inclusive Sixth Form that inspires our young adults to take responsibility for themselves, demonstrating pride in their community and making a positive contribution to the world.
Students at Aylesford School have high aspirations and expectations of themselves in order to succeed in their future careers. Students show courage, confidence and character to use their initiative to break down any barriers encountered on the post-16 journey. Students have the open-mindedness and resilience to ‘always find a way’ in every aspect of their lives.
Aylesford School is one of only a select number of schools to be awarded the Character Kitemark.
Students who study at Aylesford do so because they want a small community feel to their programme of study
Top 5% for achievement
In the Sixth Form at Aylesford School we offer a full range of Academic and Vocational qualifications that allow students to follow bespoke progression routes which include university, apprenticeships and employment.
Students at Aylesford achieve excellent results as evidenced in the schools performance data, putting us in the top 5% of schools nationally for achievement in applied general qualifications.
Sixth Form at Aylesford
Sixth Form at Aylesford is centred in a purpose built suite consisting of 3 common rooms, each with kitchenette facilities. Students also benefit from access to additional meeting rooms, ICT suites.
Every student follows a one week timetable and will see their subject teachers nearly every day, this promotes strong, positive relationships between students and staff and builds trust.
Aylesford Sixth Form is full time and students are in school for a full day. Every term each student is able to ‘book’ 6 hours to do something for themselves, which promotes positive wellbeing. We also reward students who have gone above and beyond and shown good character.
Students in the sixth form attain highly in their learning - Ofsted
Student enrichment
Enrichment and developing good Character in the sixth form is not just seen as an ‘add on’, but as an integral part of Sixth Form life. Students enjoy external activities every term recently these have included a London treasure hunt, ice skating, the beach, escape rooms, paint balling and laser tag.
We offer a wide variety of careers advice, guidance and opportunities including guest speakers, visits to universities, apprenticeship and careers fairs.
We offer 1:1 careers meetings and mock interviews so students are fully prepared and know what to expect when they leave Aylesford.
Individual career plans
Click here to discover Aylesford School Sixth Form Career Plans
Sixth Form Prospectus
Download the Aylesford School Sixth Prospectus
Office 365
Office 365 enables students and staff to email, store files, collaborate on documents, spreadsheets, and presentations securely and in real time anywhere with Internet access. Office 365 uses familiar applications; Word, PowerPoint, Teams, Excel, OneNote, OneDrive, Outlook etc.
How do I access Office 365?
Go to: https://office.com/.
You will need to login using your school email address and your password. Typically, the format of your school email address is your first name followed by a full stop and then your surname. Your password was given to you when you joined the school.
Login: https://office.com/
Username: name.surname@aylesford.kent.sch.uk
Password: Your unique password
If you need help, please ask your mentor, the IT Manager, Mr. Ellis or click HERE to contact our Student 365 Support Team.
Getting support for Office 365?
If you need to reset your password or need support with Office 365 click HERE to contact our Student 365 Support Team.
How do I install the Office 365 apps on my tablet/mobile phone?
To install the office apps on a tablet or mobile phone, please visit the app store on your device and download the apps for free. When you open the apps you will be invited to log into the app; please use your school email and password given to you.
Device
Link to guide
Apple iPhone/iPad
Android Devices
Windows Phone
Other mobile devices
GCSE English revision
This page contains all the essential resources to help you prepare for your English Exams.
English Language
Exam Practice Material
Paper 2 - Section B Example Questions
Teach yourself Booklets
Revision Notes and Help
English Language - Exam Help Sheet
English Literature
An Inspector calls
A Christmas Carol
Macbeth
Power and Conflict
We would also like to encourage you to subscribe to Mr Matthews You Tube Channel where English Revision guides and videos are regularly uploaded
School Contact details can be found by clicking here
GCSE Revision Materials
GCSE Study Skills
Download the GCSE Study Skills pack HERE.
GCSE revision materials by subject
Please find all our GCSE revision materials for Year 10 and Year 11
We’ve created quick revision slides for all subjects - please see below.
Year 12 and 13 - Home Learning Page
Check here to find up to date resources to support Year 12 and 13 learning whilst at home
If there are any questions relating to any of the content below please contact the Head of Department - details found here
Catering
Unit_2_supervision_in_food_safety.pptx
ICT
KS5_Yr._12__13_1_.7_UNITS_OF_MEASUREMENT_TASKS_.doc
English
Year_12_English_Lit_Lesson_1-2.pptx
Sporte
Criminology
Year 13 Criminology Link:
They need to write up all of their notes using the writing frames in each folder
https://klz-my.sharepoint.com/:f:/g/personal/neevep01_klz_org_uk/EjSRCpm_6BJJup9rpl45UiQBVt5XC0_ljsJAKf2vFadfGA?e=b0nT1T
Year 12 Criminology Link:
They also need to write up all of their notes using this link:
https://klz-my.sharepoint.com/:p:/g/personal/neevep01_klz_org_uk/ERqz88IEFFVIsF3qMi84nzoBz3KeqXK9VWCcjsUaZDQtDQ?e=4wPn2h
Health and Social Care
Business Studies
Business_YR_13-_Market_Segmentation_Activity.docx
IB Maths
IB Psychology
IB History
Year_13_-_History_-_Internal_Assessment_Key_Info_Recap.pptx
IB Core Language Development
German_greetings_-_presentation.ppt
Year 11 - Home Learning Page
Check here to find up to date resources to support Year 11 Learning whilst at home
If there are any questions relating to any of the content below please contact the Head of Department - details found here
English
Year_11_English_Language_Lesson_1_(Paper_1_-_Q1_and_Q2).pptx
Year_11_English_Needed_for_Lesson_1-3_Source-Text-The-Scarlet-Plague.pdf
Maths
Foundation Tier
2._11x3_23092020Plotting_simplelinearGraphs_.doc
3._11x3_Thursday_24092020quadratic_graphsplotting_.ppt
4._11x3Thursday_24092020Plotting_Quadratic_Graphs_.doc
5._11y1_HCF,_LCM,_product_of_primes_.pptx
6._11y1_KESH_HCF,_LCM,_PPFs_.pdf
Higher Tier
7._11y1_Solving_Equations_.pptx
9._11y1_Unknowns_both_sides_scaffolded_.docx
11.11y1_Fraction_calcs_GSB_.pdf
2._Rearranging_The_Formulae_11x2_.pptx
11y1_miss_nock_focus_group_P4_Thursday_1st_October_2020.docx
Science
Year_11_X_Band_Lesson_1_-_5.2.2.1_States_of_Matter_.pptx
History
Year_11_History_-_lesson_1_-_Problems_in_Policing.pdf
Geography
French
Religious Education
Food and Cookery
Art
YEAR_11_HOME_LEARNING-_ART.pptx
Health and Social Care
A3-Planning-sheet-Verna-and_Sam.docx
Component_2_-_Student_LAA_Booklet.docx
LAA_Services_in_the_Local_Area.pptx
Writing_frame_for_comp_2_LAA.docx
Drama
Sport
Teacher_Work_Sheet_-_revision_map_1.docx
Business Studies
Retail_Business-_YR_11_Research_Task_Business_Ownership_Types-Johns_decision_1.docx
Retail_Business_-_YR_11_Past_Paper_on_Forms_of_Retail_Business_-Week_1_Level_-up.docx
Business_-YR_11-_Situational_Analysis.docx
Year 10 - Home Learning Page
Check here to find up to date resources to support Year 10 Learning whilst at home
If there are any questions relating to any of the content below please contact the Head of Department - details found here
English
Year_10_English_-An_Inspector_Calls_Play_Needed_for_all_English_lessons.pdf
Year_10_English_Lesson_1_AIC.pptx
Year_10_English_Lesson_2_exploring_3_characters.pptx
Maths
Foundation Tier
2._10x3_and_10y1_Revision_Enlargements_.ppt
4._Revision_Work_for_End_of_Unit_Test_.doc
Higher Tier
1._Congruence_and_Similarity_-_Year_10_.pptx
Area__Volume_Scale_Factor_-_Year_10.docx
Area__Volume_Scale_Factor_-_Year_10_1.docx
Area-and-Volume-Scale-Factor_-_Year_10.pdf
HF-topic-Masters-Questions.docx
Science
Year_10_X_Band_Lesson_1_-_5.2.2.1_States_of_Matter_.pptx
Year_10_X_Band_Lesson_2_-_5.1.1.2_Mixtures_and_Separation_.pptx
Year_10_X_Band_Lesson_3_-_5.1.1.2_Purifying_Water_.pptx
Year_10_Y_Band_-_Atomic_Structure_Worksheet.docx
Year_10_Y_Band_Lesson_1_-_History_of_the_Atom.pptx
Year_10_Y_Band_Lesson_2_-_Atomic_Structure.pptx
History
Year_10_lesson_-_History-_1_Hungarian_Uprising_-_consequences.pptx
Geography
Year_10_Geography_Covid_work.docx
French
Y10_le-sport—cest-ma-passion.pptx
Religious Education
Food and Cookery
culinary_terms_aid_memoire.ppt
Level_1-2_HC_Spec_A_Internal_Assessment_Brief_Option_A.pdfLevel_1-2_HC_Spec_A_Internal_Assessment_Brief_Option_A.pdf
ICT
Engineering
Computer Science
Music
Art
YEAR_10_HOME_LEARNING-_ART.pptx
Drama
Sport
Teacher_Work_Sheet_-_revision_map.docx
Business Studies
Business-_YR_10_Business_Ideas_Template_1.docx
Health and Social Care
Year 9 - Home Learning Page
Check here to find up to date resources to support Year 9 Learning whilst at home
If there are any questions relating to any of the content below please contact the Head of Department - details found here
English
Year_9_English_An_Inspector_Calls_Play_Needed_for_all_English_lessons.pdf
Year_9_English_Lesson_1_AIC.pptx
Year_9_English_Lesson_2_AIC.pptx
Year_9_English_Lesson_3_AIC.pptx
Maths
9X3_P1_Thursday_1st_October_2020.docx
9x2_secondweek1alessonsequences.ppt
Science
Year_9_X_Band_Lesson_1_-_5.2.2.1_States_of_Matter_.pptx
Year_9_X_Band_Lesson_2_-_5.1.1.2_Mixtures_and_Separation_.pptx
Year_9_X_Band_Lesson_3_-_5.1.1.2_Purifying_Water_.pptx
History
year_9_-_History_-What_happened_at_D-Day.pdf
Geography
Year_9_Geography_development_hw_Term_1.doc
French
Y9_Invitations_et_Excuses.docx
Religious Education
Technology
ICT
Music
Art
YEAR_9_HOME_LEARNING-_ART_1.pptx
Performing Arts/Drama
PE
Year 8 - Home Learning Page
Check here to find up to date resources to support Year 8 Learning whilst at home
If there are any questions relating to any of the content below please contact the Head of Department - details found here
English
Year_8_English_Lesson_1_-_Catrin_work_from_home.pptx
Maths
lesson_2_-_equivalent_ratio.pptx
Science
History
year_8_-_History_-Lesson_1_Middle_Passage_(002).pptx
year_8_-_History_-_Lesson_2_Middle_Passage_Mid_Term_Assessment.pptx
Geography
Geography_Year_8_Covid_work.docx
French
Religious Education
Technology
Year_8_Food_Technology_Booklet.doc
ICT
Music
Art
YEAR_8_HOME_LEARNING-_ART.pptx
Performing Arts/Drama
PE
Year 7 - Home Learning Page
Check here to find up to date resources to support Year 7 Learning whilst at home
If there are any questions relating to any of the content below please contact the Head of Department - details found here
English
Year_7_English_Lesson_1_Intro_to_Fantasty.pptx
Maths
L1_-_Continuing_Sequences.pptx
L2-finding_the_nth_term_rule.pptx
finding_the_nth_term_rule.pptx
Science
Year_7_Lesson_1_(Animal_and_Plant_Cells).pptx
Year_7_Lesson_2_(Microscopes).pptx
History
Year_7_lesson_-_History_-_Roman-Britain.pdf
Geography
Year_7X1_Geography_Covid_work.docx
Rest_of_Year_7_Geography_Covid_Covid_work.docx
French
Religious Education
Technology
Year-7-Booklet_2020__002_.pptx
ICT
Music
Art
YEAR_7_HOME_LEARNING-_ART.pptx
Performing Arts/Drama
PE>
Mental Health and Well-being for Students
Looking after your Mental and Physical well-being is incredibly important and even more so in the current post lock down climate.
It’s important that if you are struggling that you talk to someone about this, either a friend, a parent/carer or a teacher. You can also report a worry via the school website which will get picked up by our student welfare team - you can report a worry here
If you are unable to talk to anyone regarding how you are feeling then the following links are excellent and can provide you with free advice and support
www.youngminds.org.uk - Text YM to 85258
www.kooth.com - 0808 808 4994
www.themix.org.uk - 0808 808 4994
www.giveusashout.org.uk - Text Shout to 85258
www.childline.org.uk - 0300 1111
www.mind.org.uk - 0300 123 3393
Thank you for getting in touch
We have received your enquiry and will get back to you as soon as possible.
For any urgent enquiries please call us on 01622 717341.
Buddy the Aylesford School dog
We are very excited to introduce you to a special member of our school community.
Buddy has been at the school nearly 2 Years now. Buddy is an English Springer Spaniel. He has been trained by a specialist trainer and been selected due to his calm temperament and gentle nature.
Below we have set out the benefits of a school dog, and have tried to address any concerns you may have.
What are the benefits of having a school dog?
Evidence indicates that the benefits include:
- Cognitive – companionship with a dog stimulates memory, problem-solving and game-playing.
- Social – a dog provides a positive mutual topic for discussion, encourages responsibility, wellbeing and focused interaction with others.
- Emotional – a school dog improves self-esteem, acceptance from others and lifts mood, often provoking laughter and fun. Dogs can also teach compassion and respect for other living things as well as relieving anxiety.
- Physical – interaction with a furry friend reduces blood pressure, provides tactile stimulation, assists with pain management, gives motivation to move, walk and stimulates the senses.
- Environmental – a dog in a school increases the sense of a family environment and community, with all of the above benefits continuing long after the school day is over.
Some concerns you might have:
My child is allergic to dogs
It is understandable that some of you may be concerned about possible allergic reactions to a school dog. However, Buddy will be subject to the most thorough cleanliness and grooming regime which we hope students will be part of. Students known to have allergic reactions to dogs must not go near the dog. Parents will need to advise us if their child does not desire contact with the dog for health reasons. The school will do its best to ensure that such students have no direct, school initiated contact with the dog.
Will Buddy be properly cared for?
Buddy will be extremely well looked after. He will live with a member of staff and his family and will come to school for normally 3 days a week. He will have some time to get used to the new environment of a school.
He will, in time, work with students, but will always be accompanied by an adult. He has undergone rigorous training so will be extremely well-behaved.
Whilst Buddy is in school he/she will have access to a dog crate in the office where he can take rest breaks during the day.
Buddy will visit the vet regularly for all injections as well as regular check-ups. If Buddy is unwell for any reason he will stay at home.
My child is scared of dogs
Some children may have had upsetting experiences and thus have a fear of dogs (or another animal). However, Buddy’s training has helped him to be calm and gentle around children.
He is a very loving and gentle dog. Experience and research have shown that, with proper guidance and handling, children can learn to overcome their fear of animals and grow in respect and appreciation for them. Please be assured that we will never do this without your consent.
We hope you will join us in welcoming Buddy to the Aylesford community and embrace all that he has to offer the school. More information about his progress will be shared in future newsletters and on our Facebook page.
If you have any questions please feel free to contact us at the school.
Clubs & Extra Curricular Activities
Extra curricular activities are extremely important at Aylesford School. The school offers a wide range of clubs and activities which change on a termly basis. All students are encouraged to participate and actively take part In these as they are an essential element of character development.
We also love to know and hear about the clubs or activities students do outside of school – so please do let us know!
For more information about clubs please view the club timetable or speak with your subject teachers to find out more.
Duke of Edinburgh Award
The Duke of Edinburgh Award was first set up by in 1956 by Prince Philip; the aim is to allow young people to take part in a non-competitive scheme that allows the participant to experience activities they may not do or have a chance to experience otherwise in their every day lives.
The award consists of 4 parts, volunteering, skills, physical and expedition. Participants develop skills and character over the period of their four sections where they positively contribute to the local communities.
The awards can be completed at the participants own rate and can be individually tailored to their own tastes.
Aylesford is proud to offer the Bronze and Silver awards to students of the school.
ACE Schools of Character Quality Mark Plus
In July 2019 Aylesford School was among one of the first in the country to be awarded the ‘ACE Schools of Character Quality Mark’ in recognition of best practice in developing good character in young people.
Assistant Head Teacher, David Wright applied for the award which considers the culture, ethos and practical examples of character development across the school earlier in the academic year and was delighted to receive formal recognition of this at the Association of Character Education annual conference in July 2019.
In receiving recognition, Ms Tanya Kelvie, Headteacher at the school explained;
“We really are creating an education that builds character. These are character strengths that our stakeholders, parents, students, staff and governors all voted for as the strengths that our students need to be successful in life. We believe it is important for students to develop good character in order to be successful academically, professionally and within their community. If all people had developed good character skills the world would be a much better place for us to live.
We are really proud to receive the Character Quality Mark award which recognises our outstanding contribution to developing students character and the hard work of our staff and students - we were delighted to be only one of four schools nationally to be accredited with this award.”
Gary Lewis, founding member and chair of the Association, thanked the school and its staff for their commitment to Character Education by explaining that;
“The ACE Schools of Character Quality Mark is awarded to schools that can demonstrate that they take an explicit, planned and reflective approach to the cultivation of positive character qualities in their pupils in the interests of human flourishing. Aylesford School is a terrific example and it is with great pleasure that we welcome the School with a proven strength at developing the character of their young people.”
The process of being awarded the Quality Marks is designed to help schools to develop and enhance their character education provision. The award is not just the recognition of good practice, but also supports schools to develop desirable character qualities that contribute to individual as well as broader societal flourishing.
Mr Benjamin Miller was one of those involved in reviewing the schools progress towards its status as an ACE School of Character and commented that;
“The leadership and commitment provided by the Headteacher, Assistant Headteacher, governors and the Executive Headteacher and key members of staff has created a community in which children of all aptitudes are provided with good opportunities to flourish and grow in an environment enriched by a set of well-understood and articulated values.”
Privacy Notice for Staff
Under data protection law, individuals have a right to be informed about how the school uses any personal data that we hold about them. We comply with this right by providing ‘privacy notices’ (sometimes called ‘fair processing notices’) to individuals where we are processing their personal data.
This privacy notice explains how we collect, store and use personal data about individuals we employ, or otherwise engage, to work at our school.
We, Aylesford School, are the ‘data controller’ for the purposes of data protection law.
Our data protection officer is the SPS SPO Services (see ‘Contact us’ below). sps-dpo-services@isystemsintegration.com
The personal data we hold
We process data relating to those we employ, or otherwise engage, to work at our school. Personal data that we may collect, use, store and share (when appropriate) about you includes, but is not restricted to:
• Name
• Contact details
• Date of birth, marital status and gender
• Next of kin and emergency contact numbers
• Salary, annual leave, pension and benefits information
• Bank account details, payroll records, National Insurance number and tax status information
• Recruitment information, including copies of right to work documentation, references and other information included in a CV or cover letter or as part of the application process
• Qualifications and employment records, including work history, job titles, working hours, training records and professional memberships
• Safeguarding information, DBS number, Disqualification by Association information
• Performance information
• Outcomes of any disciplinary and/or grievance procedures
• Absence data
• Copy of driving license and car registration
• Photographs
• CCTV images
We may also collect, store and use information about you that falls into “special categories” of more sensitive personal data. This includes information about (where applicable):
• Race, ethnicity, religious beliefs and sexual orientation
• Health, including any medical conditions, sickness records and disability status
Why we use this data
The purpose of processing this data is to help us run the school, including to:
• Enable you to be paid including necessary deductions
• Facilitate safe recruitment, as part of our safeguarding obligations towards pupils
• Support effective performance management
• Inform our recruitment and retention policies
• Allow better financial modelling and planning
• Enable ethnicity and disability monitoring
• Improve the management of workforce data across the sector
• Support the work of the School Teachers’ Review Body
• To report to the DFE
Our legal basis for using this data
We only collect and use personal information about you when the law allows us to. Most commonly, we use it where we need to:
• Fulfil a contract we have entered into with you
• Comply with a legal obligation
• Carry out a task in the public interest
Less commonly, we may also use personal information about you where:
• You have given us consent to use it in a certain way
• We need to protect your vital interests (or someone else’s interests)
Where you have provided us with consent to use your data, you may withdraw this consent at any time. We will make this clear when requesting your consent, and explain how you go about withdrawing consent if you wish to do so.
Some of the reasons listed above for collecting and using personal information about you overlap, and there may be several grounds which justify the school’s use of your data.
Collecting this information
While the majority of information we collect from you is mandatory, there is some information that you can choose whether or not to provide to us.
Whenever we seek to collect information from you, we make it clear whether you must provide this information (and if so, what the possible consequences are of not complying), or whether you have a choice.
How we store this data
Staff records are stored securely in paper files and on the school’s secure server.
We create and maintain an employment file for each staff member. The information contained in this file is kept secure and is only used for purposes directly relevant to your employment.
Once your employment with us has ended, we will retain this file and delete the information in it in accordance with the Information and Records Management Society’s toolkit for schools, available on request from the school office.
Data sharing
We do not share information about you with any third party without your consent unless the law and our policies allow us to do so.
Where it is legally required, or necessary (and it complies with the General Data Protection Regulation, otherwise known as the GDPR) we may share personal information about you with:
• Our local authority, to meet legal obligation
• The Department for Education, to meet legal obligation
• Your family or representatives with written consent, to protect your vital interests
• Educators and examining bodies, to fulfill a contract
• Our regulator, ESFA, to meet legal obligation
• Suppliers and service providers – to enable them to provide the service we have contracted them for, such as payroll
• Our auditors, to meet legal obligation
• Health authorities, to fulfill a contract
• Health and social welfare organisations, to meet legal obligation such as Riddor reporting
• Professional advisers and consultants, to fulfill a contract
• Police forces, courts, tribunals, to meet legal obligation
• Ofsted, to meet legal obligation
Transferring data internationally
Where we transfer personal data to a country or territory outside the European Economic Area, we will do so in accordance with the GDPR.
Your rights
How to access personal information we hold about you.
Individuals have a right to make a ‘subject access request’ to gain access to personal information that the school holds about them.
If you make a subject access request, and if we do hold information about you, we will:
• Give you a description of it
• Tell you why we are holding and processing it, and how long we will keep it for
• Explain where we got it from, if not from you
• Tell you who it has been, or will be, shared with
• Let you know whether any automated decision-making is being applied to the data, and any consequences of this
• Give you a copy of the information in an intelligible form
You may also have the right for your personal information to be transmitted electronically to another organisation in certain circumstances.
If you would like to make a request, please apply in writing, citing your reasons to the Headteacher
Your other rights regarding your data
Under data protection law, individuals have certain rights regarding how their personal data is used and kept safe. You have the right to:
• Object to the use of your personal data if it would cause, or is causing, damage or distress
• Prevent your data being used to send direct marketing
• Object to the use of your personal data for decisions being taken by automated means (by a computer or machine, rather than by a person)
• In certain circumstances, have inaccurate personal data corrected, deleted or destroyed, or restrict processing
• Claim compensation for damages caused by a breach of the data protection regulations
To exercise any of these rights, please contact our Headteacher.
Complaints
We take any complaints about our collection and use of personal information very seriously.
If you think that our collection or use of personal information is unfair, misleading or inappropriate, or have any other concern about our data processing, please raise this with us in the first instance.
To make a complaint, please contact our Data Protection Officer.
Alternatively, you can make a complaint to the Information Commissioner’s Office:
• Report a concern online at https://ico.org.uk/concerns/
• Call 0303 123 1113
• Or write to: Information Commissioner’s Office, Wycliffe House, Water Lane, Wilmslow, Cheshire, SK9 5AF
Contact us
If you have any questions, concerns or would like more information about anything mentioned in this privacy notice, please contact our Headteacher in the first instance.
• SPS DPO Services at sps-dpo-services@isystemsintegration.com
• SPS SPO Services, iSystems Integration, Devonshire House, 29-31 Elmfield Road, Bromley, Kent BR1 1LT
This notice is based on the Department for Education’s model privacy notice for the school workforce, amended to reflect the way we use data in this school.
Privacy Notice for Pupils
Privacy notice for Parent/Carers
Under data protection law, individuals have a right to be informed about how the school uses any personal data that we hold about them. We comply with this right by providing ‘privacy notices’ (sometimes called ‘fair processing notices’) to individuals where we are processing their personal data.
This privacy notice explains how we collect, store and use personal data about pupils.
We, Aylesford School, are the ‘data controller’ for the purposes of data protection law.
Our data protection officer is the SPS SPO Services (see ‘Contact us’ below). sps-dpo-services@isystemsintegration.com
The personal data we hold
Personal data that we may collect, use, store and share (when appropriate) about pupils includes, but is not restricted to:
• Name
• Contact details, contact preferences, date of birth, identification documents
• Parental, sibling and extended family details
• Children who are adopted from care, looked after children, under special guardianship
• Results of internal assessments and externally set tests
• Pupil and curricular records
• Characteristics, such as ethnic background, language, eligibility for free school meals, Pupil Premium or special educational needs
• Exclusion information
• Details of any medical conditions, including physical and mental health
• Attendance information
• Safeguarding information
• Details of any support received, including care packages, plans and support providers
• Photographs of your child
• Carefully chosen and vetted educational apps
• CCTV images
We may also hold data about pupils that we have received from other organisations, including other schools, local authorities and the Department for Education.
Why we use this data
We use this data to:
- Support pupil learning
- Monitor and report on pupil progress
- Provide appropriate pastoral care
- Protect pupil welfare
- Assess the quality of our services
- Administer admissions waiting lists
- Carry out research
- Comply with the law regarding data sharing
In order to meet statutory requirements around appropriate education provision and to fulfil safeguarding requirements, we share information about school history and the latest known pupil and parent address and contact details in the event of a Child Missing Education, or becoming Electively Home Educated. This information also supports the in-year admissions process.
Our legal basis for using this data
We only collect and use pupils’ personal data when the law allows us to. Most commonly, we process it where:
- We need to comply with a legal obligation
- We need it to perform an official task in the public interest
Less commonly, we may also process pupils’ personal data in situations where:
- We have obtained consent to use it in a certain way
- We need to protect the individual’s vital interests (or someone else’s interests)
Where we have obtained consent to use pupils’ personal data, this consent can be withdrawn at any time. We will make this clear when we ask for consent and explain how consent can be withdrawn.
Some of the reasons listed above for collecting and using pupils’ personal data overlap and there may be several grounds which justify our use of this data.
Collecting this information
While the majority of information we collect about pupils is mandatory, there is some information that can be provided voluntarily.
Whenever we seek to collect information from you or your child, we make it clear whether providing it is mandatory or optional. If it is mandatory, we will explain the possible consequences of not complying.
How we store this data
Children’s records are stored securely in paper files and on the school’s secure server.
We keep personal information about pupils while they are attending our school. We may also keep it beyond their attendance at our school if this is necessary in order to comply with our legal obligations. We will adhere to the Information Management Toolkit for Schools Document.
Data sharing
We do not share information about pupils with any third party without consent unless the law and our policies allow us to do so.
Where it is legally required, or necessary (and it complies with the General Data Protection Regulation, otherwise known as the GDPR) we may share personal information about pupils with:
- Our local authority (e.g. admissions)
- The Department for Education (e.g. attainment)
- The pupil’s family and representatives (e.g. attendance)
- Educators and examining bodies ( e.g. SATS test papers)
- Our regulators Ofsted, DFE and the ESFA (e.g. pupil data)
- Suppliers and service providers (e.g. sports coaches)
- Central and local government (e.g. attainment)
- Health authorities (e.g. immunisations)
- Health and social welfare organisations (e.g. social services)
- Professional advisers, bodies and consultants (e.g. Educational psychologist)
- Police forces, courts, tribunals (in relation to safeguarding)
- Collaborating schools for moderating purposes
National Pupil Database
We are required to provide information about pupils to the Department for Education as part of statutory data collections such as the school census.
Some of this information is then stored in the National Pupil Database (NPD), which is owned and managed by the Department and provides evidence on school performance to inform research.
The database is held electronically so it can easily be turned into statistics. The information is securely collected from a range of sources including schools, local authorities and exam boards.
The Department for Education may share information from the NPD with other organisations which promote children’s education or wellbeing in England. Such organisations must agree to strict terms and conditions about how they will use the data.
For more information, see the Department’s webpage on how it collects and shares research data.
You can also contact the Department for Education with any further questions about the NPD.
Transferring data internationally
Where we transfer personal data to a country or territory outside the European Economic Area, we will do so in accordance with data protection law.
Parents and pupils’ rights regarding personal data
Individuals have a right to make a ‘subject access request’ to gain access to personal information that the school holds about them.
Parents/carers can make a request with respect to their child’s data where the child is not considered mature enough to understand their rights over their own data (usually under the age of 12), or where the child has provided consent.
Parents also have the right to make a subject access request with respect to any personal data the school holds about them.
If you make a subject access request and if we do hold information about you or your child, we will:
• Give you a description of it
• Tell you why we are holding and processing it and how long we will keep it for
• Explain where we got it from, if not from you or your child
• Tell you who it has been, or will be, shared with
• Let you know whether any automated decision-making is being applied to the data and any consequences of this
• Give you a copy of the information in an intelligible form
Individuals also have the right for their personal information to be transmitted electronically to another organisation in certain circumstances.
Parents/carers of a pupil attending a maintained school also have a legal right to access to their child’s educational record. To request access, please contact Ms Nichola Donovan, Office Manager.
If you require access to the above, please apply in writing, citing your reasons to the Headteacher.
Your other rights regarding your data
Under data protection law, individuals have certain rights regarding how their personal data is used and kept safe, including the right to:
• Object to the use of personal data if it would cause, or is causing, damage or distress
• Prevent it being used to send direct marketing
• Object to decisions being taken by automated means (by a computer or machine, rather than by a person)
• In certain circumstances, have inaccurate personal data corrected, deleted or destroyed, or restrict processing
• Claim compensation for damages caused by a breach of the data protection regulations
To exercise any of these rights, please contact our Headteacher.
Complaints
We take any complaints about our collection and use of personal information very seriously.
If you think that our collection or use of personal information is unfair, misleading or inappropriate, or have any other concern about our data processing, please raise this with the school in the first instance.
To make a complaint, please contact our Headteacher.
Alternatively, you can make a complaint to the Information Commissioner’s Office:
• Report a concern online at https://ico.org.uk/concerns/
• Call 0303 123 1113
• Or write to: Information Commissioner’s Office, Wycliffe House, Water Lane, Wilmslow, Cheshire, SK9 5AF
Contact us
If you have any questions, concerns or would like more information about anything mentioned in this privacy notice, please contact our Headteacher in the first instance.
• SPS DPO Services at sps-dpo-services@isystemsintegration.com
• SPS SPO Services, iSystems Integration, Devonshire House, 29-31 Elmfield Road, Bromley, Kent BR1 1LT
This notice is based on the Department for Education’s model privacy notice for the school workforce, amended to reflect the way we use data in this school.
Young Carers
We as a school are working hard to support all of our young carers or students we believe to be young carers.
We work closely with IMAGO who are the young carers support network.
It is important that Young Carers know that they are not alone in their caring role.
Being a Young Carer can have a negative impact on a Young Person such as low confidence and self-esteem, low educational attendance & attainment and poor physical & mental health. It is Kent Young Carers aim to reduce the negative and highlight the positive impact of being a carer such as increased resilience, empathy, non-judgemental attitude and caring nature.
Kent Young Carers is the countywide service for Young Carers aged 5-18 across Kent. Young Carers are taking on caring responsibilities for a family member with a long-term illness, disability, mental health or substance misuse issue.
The link to Imago is https://www.imago.community/Children-and-Young-People/Kent-Young-Carers
Feel free to discuss with Mrs T Hodgson or Mrs S Severn who will be more than happy to help support you and your child
Statutory Information and Policies
All documents on this website can be accessed in paper copies by request by clicking here or emailing info@aylesford.kent.sch.uk
To compare Aylesford School with other schools locally and nationally using the DFE performance comparison tables please follow the link here.
Character and Behaviour Policy
Charging and Remissions Policy
Children with Health Needs who can not attend school Policy
Curriculum and Assessment Policy
Medical and Health Needs Policy
Mobile Tech and Social Media Policy
Special Educational Needs and Disability Policy
Pupil Premium
Click here to view Pupil Premium funding for 2018-19 and future planned spending.
Website Disclaimer
1 Introduction
This disclaimer governs your use of our website; by using our website, you accept this disclaimer in full. If you disagree with any part of this disclaimer, do not use our website.
2 Intellectual property rights
Unless otherwise stated, we or our licensors own the intellectual property rights in the website and material on the website. Subject to the licence below, all our intellectual property rights are reserved.
3 Licence to use website
You may view, download for caching purposes only, and print pages from the website, provided that:
- You must not republish material from this website (including republication on another website), or reproduce or store material from this website in any public or private electronic retrieval system;
- You must not reproduce, duplicate, copy, sell, resell, visit, or otherwise exploit our website or material on our website for a commercial purpose, without our express written consent.
4 Limitations of liability
The information on this website is provided free-of-charge, and you acknowledge that it would be unreasonable to hold us liable in respect of this website and the information on this website.
Whilst we endeavour to ensure that the information on this website is correct, we do not warrant its completeness or accuracy; nor do we not commit to ensuring that the website remains available or that the material on this website is kept up-to-date.
To the maximum extent permitted by applicable law we exclude all representations, warranties and conditions (including, without limitation, the conditions implied by law of satisfactory quality, fitness for purpose and the use of reasonable care and skill).
Our liability is limited and excluded to the maximum extent permitted under applicable law. We will not be liable for any direct, indirect or consequential loss or damage arising under this disclaimer or in connection with our website, whether arising in tort, contract, or otherwise - including, without limitation, any loss of profit, contracts, business, goodwill, reputation, data, income, revenue or anticipated savings.
However, nothing in this disclaimer shall exclude or limit our liability for fraud, for death or personal injury caused by our negligence, or for any other liability which cannot be excluded or limited under applicable law.
5 Variation
We may revise this disclaimer from time-to-time. Please check this page regularly to ensure you are familiar with the current version.
6 Entire agreement
This disclaimer constitutes the entire agreement between you and us in relation to your use of our website, and supersedes all previous agreements in respect of your use of this website.
7 Law and jurisdiction
This notice will be governed by and construed in accordance with English law, and any disputes relating to this notice shall be subject to the exclusive jurisdiction of the courts of England.
8 Our contact details
Please see below for our contact details.
This disclaimer is based on a freely-available template created and distributed by website-law.co.uk.
Website & Cookie Policy
We are committed to safeguarding the privacy of our website visitors; this policy sets out how we will treat your personal information.
1 What information do we collect?
We may collect, store and use the following kinds of personal data:
- Information about your visits to and use of this website;
- Information about any transactions carried out between you and us on or in relation to this website;
- Information that you provide to us for the purpose of registering with us, and/or leaving guestbook comments, and/or subscribing to our website services and/or email notifications.
2 Information about website visits - Cookies
We may collect information about your computer and your visits to this website such as your IP address, geographical location, browser type, referral source, length of visit and number of page views. We may use this information in the administration of this website, to improve the website’s usability, and for marketing purposes.
We use cookies on this website. A cookie is a text file sent by a web server to a web browser, and stored by the browser. The text file is then sent back to the server each time the browser requests a page from the server. This enables the web server to identify and track the web browser.
We may send a cookie which may be stored by your browser on your computer’s hard drive. We may use the information we obtain from the cookie in the administration of this website, to improve the website’s usability and for marketing purposes. We may also use that information to recognise your computer when you visit our website, and to personalise our website for you.
Most browsers allow you to refuse cookies. (For example, in Internet Explorer you can refuse all cookies by clicking “Tools”, “Internet Options”, “Privacy”, and selecting “Block all cookies” using the sliding selector.) This will, however, have a negative impact upon the usability of many websites.
3 Using your personal data
Personal data submitted to this website will be used for the purposes specified in this privacy policy or in relevant parts of the website. In addition to the uses identified elsewhere in this privacy policy, we may use your personal information to:
Improve your browsing experience by personalising the website;
Provide other organisations with statistical information about our users - but this information will not be used to identify any individual user.
We will not without your express consent provide your personal information to any third parties for the purpose of direct marketing.
4 Other disclosures
In addition to the disclosures reasonably necessary for the purposes identified elsewhere in this privacy policy, we may disclose information about you:
- To the extent that we are required to do so by law;
- In connection with any legal proceedings or prospective legal proceedings;
- In order to establish, exercise or defend our legal rights (including providing information to others for the purposes of fraud prevention and reducing credit risk);
- Except as provided in this privacy policy, we will not provide your information to third parties.
5 Security of your personal data
We will take reasonable precautions to prevent the loss, misuse or alteration of your personal information. Of course, data transmission over the internet is inherently insecure, and we cannot guarantee the security of data sent over the internet.
6 Policy amendments
We may update this privacy policy from time-to-time by posting a new version on our website. You should check this page occasionally to ensure you are happy with any changes.
7 Third party websites
The website contains links to other websites. We are not responsible for the privacy policies of third party websites.
8 Our contact details
Please see below for our contact details.
This privacy Policy is based on a freely-available template created and distributed by website-law.co.uk.
Privacy Notice
1. Privacy Notice - Data Protection Act 1998
We, Aylesford School – Sports College, are a data controller for the purposes of the Data Protection Act.
We collect information from you and may receive information about you from your previous school, Kent County Council (KCC) and the Learning Records Service.
2. How we use your personal information
We hold this personal data and use it to:
- Support your teaching and learning;
- Monitor and report on your progress;
- Provide appropriate pastoral care,
- Support you to decide what to do after you leave school and
- Assess how well your school is doing.
This information includes your contact details, national curriculum assessment results, attendance information and personal characteristics such as your ethnic group, any special educational needs and relevant medical information. If you are enrolling for post 14 qualifications we will be provided with your unique learner number (ULN) by the Learning Records Service and may also obtain from them details of any learning or qualifications you have undertaken.
We are required by law to pass some information about you to our Local Authority (LA) and the Department for Education.
Once you are aged 13 or over, we are required by law to pass on certain information to providers of youth support services in your area. This is the local authority support service for young people aged 13 to 19 in England. We must provide both your and your parent’s/s’ name(s) and address, and any further information relevant to the support services’ role. However, if you are over 16, you (or your parent(s)) can ask that no information beyond names, address and your date of birth be passed to the support service. This right transfers to you on your 16th birthday.
3. Supporting you plan your future
3.1 How we share additional data collected in Year 10, 11, 12 and 13 with KCC
The information detailed below that Aylesford School – Sports College collects from you during Year 10, Years 11, 12 and 13 may be shared with other organisations in order to provide you career and other guidance and for administrative, statistical and research purposes relating to education and training.
3.2 Information we have to pass on by law
We are required by law to pass some of your information to KCC as part of the Intended Destination, September Guarantee and Annual Activity processes. This is to assist KCC fulfil its legal obligation under the Education and Skills Act 2008 and the Apprenticeship, Skills, Children and Learning Act 2009 to assist, encourage and enable young people aged 13-19 (and young adults with learning difficulties or disabilities up to the age of 25) to participate in education or training. KCC are then required to share this information with the DfE.
We share the following information about you:
- What you are intending to do after Year 11 in terms of education, training or employment (your Intended Destination).
- Which post-16 provider made you an offer of a place on a course at the end of Year 11 or Year 12 if you stayed at this school after Year 11(referred to as the September Guarantee).
• What your destination is after you leave Year 11 or Year 12 or Year 13, if we are aware of this (as part of the Annual Activity Survey). This could include sixth form at this school.
3.3 Information KCC may share with us once you have left school
KCC has a legal responsibility to track all young people up to the age of 19 (and young adults with learning difficulties or disabilities up to the age of 25). The purpose of collecting this information is to assist the planning of education and training for young people and the support services they require.
KCC will inform us of your current activity once you have left the school. This is in relation to education, training, employment with training you may be undertaking and whether you are NEET (not in Education, Employment or Training). Some of this information is then shared with the DfE who use the information to plan at a national level.
3.4 Information that may be shared with other schools and colleges
Some of the information we collect from you during Year 10 and 11 and as part of the Intended Destination, September Guarantee and Annual Activity processes may also be shared with EFA funded post-16 providers (hereafter referred to as ‘post-16 providers’) who deliver in Kent.
These providers are listed on www.kentchoices4u.com. These providers could offer you a progression route and support your transition into post-16 education, training or employment with training.
To support your transition to post-16 education and to support planning for future learners we, may also need to share further information on you directly with post-16 providers after you have enrolled, this
includes:
- Whether you are NEET and may need support finding an education/training/employment opportunity
- Your activity after leaving a FE College after Year 12 or 13
- Your attendance record at school
- Whether you have been excluded from school
- If you have any special educational needs
- Whether you are looked after/or a care leaver
- Whether you are a carer
- Whether English is an additional language for you
- Whether you are a traveller
- Whether you receive free school meals, and
- Whether you are currently supervised by the Youth Offending Team.
4. You have a choice about what information is shared after you turn 16.
You can ask that no information beyond name, address and date of birth be shared with KCC in regard to the provision of Local Authorities support services for young people.
To do this please contact Ms S Bergin, School Business Manager to let them know which information you do not want to be shared.
5. How we keep your information safe
Aylesford School – Sports College keeps information about you on computer systems and also sometimes on paper. We hold your education records securely and retain them from your date of birth until you reach the age of 25, after which they are safely destroyed.
There are strict controls on who can see your information. We will not share your data if you have advised us that you do not want it shared unless it is the only way we can make sure you stay safe and healthy or we are legally required to do so.
6. Need to know more about how we process your information?
If you need more information about how Aylesford School – Sports College uses your information or to see a copy of your personal information, please contact Ms S Bergin.
If you would like to get a copy of the information about you that KCC shares with the DfE or post-16
providers or how they use your information, please contact:
Information Resilience & Transparency Team
Room 2.71
Sessions House
Maidstone, Kent
ME14 1XQ
Email: dataprotection@kent.gov.uk
You can also visit the KCC website if you need more information about how KCC use and store your
information. Please go to: http://www.kent.gov.uk/about-the-council/contact-us/access-toinformation/
your-personal-information
To view KCC’s Privacy Notice, please follow this link on the KCC website: http://www.kent.gov.uk/aboutthe-
council/about-the-website/privacy-policy
7. Need more information about young peoples’ services?
For more information about young peoples’ services, please go to http://www.kent.gov.uk/education-andchildren/
young-people or the KCC website at www.kent.gov.uk
Performance Tables
To compare Aylesford School with other schools locally and nationally using the DFE performance comparison tables please follow the link here
Ofsted Reports
To download the latest Ofsted report please Click Here.
Ofsted Reports
Parent View
Please support us by spending two minutes completing the parent view survey here.
If there is anything you need to discuss, please contact the school in the first instance.
School Ethos and Values
An education that builds character
Our vision is to provide high quality academic and ‘Character Education’ which develops confident young people who are successful learners and contribute positively to society.
At Aylesford School we believe that we should do more than just teach students how to pass exams. We believe we should provide them with the opportunity, and indeed the expectation, that they develop strong character strengths. We work in partnership with parents to help our students develop the courage to persevere at tasks even when they are tough; the confidence to have a voice and to know what is right; the compassion and integrity to put themselves in someone else’s shoes, and to be kind to others. We recognise and reward students who demonstrate our Character Strengths in school. When they also make good progress academically and are on track to reach challenging target grades, they have the opportunity to graduate at the end of each year.
Although character is modelled by teaching staff and opportunities for these is developed in each and every lesson at the end of 2018 we wanted to provide students with a specific opportunity to celebrate character but also to continue to develop the school character strengths right up until the end of the academic year.
This involved a range of activities for staff and students to engage in, including a charity walk to develop self-discipline and compassion, work shadowing to develop confidence and courage and also a STEM focused activity day to develop motivation and curiosity.
Find out what we did for Character Week 2018 by clicking here!
‘Good character is the foundation for improved attainment, better behaviour and increased employability, but most importantly, flourishing societies.’
(The Jubilee Centre for Character and Virtues)
School Contact Details
School’s Name : Aylesford School
School Postal Address: Teapot Lane, Aylesford, Kent, ME20 7JU
School Telephone Number: 01622 717341
Members of the public can email the school at info@aylesford.kent.sch.uk or contact Maria Abbott, Office Manager who will redirect enquiries to the appropriate member of staff.
Parents should phone the school office or email the school in order to contact the students’ mentor, pastoral support manager or subject leader in the first instance depending on the nature of the contact or if it is a safeguarding concern should contact our safeguard lead.
Key contact details details below.
School Email
info@aylesford.kent.sch.uk
Office Manager
Maria Abbott maria.abbott@aylesford.kent.sch.uk
Finance
For all finance-related queries, please contact our Finance Officer on: accounts@aylesford.kent.sch.uk
Mentors
For contact details for student mentors please contact the progress leaders on the contact details below.
Progress Leaders
Year 7 Mr P Blair
paul.blair@aylesford.kent.sch.uk
Year 8 Mrs A Palmar
amina.palmar@aylesford.kent.sch.uk
Year 9 Mr J Weare
james.weare@aylesford.kent.sch.uk
Year 10 Mr G South
gary.south@aylesford.kent.sch.uk
Year 11 Mr T Axford
thomas.axford@aylesford.kent.sch.uk
Head of 6th Form Mrs A Dighton
amie.dighton@aylesford.kent.sch.uk
Pastoral Support Managers
Inclusion Room Manager/6th Form Pastoral Support Manager Ms N Severn
nikki.severn@aylesford.kent.sch.uk
Key Stage 3 (Years 7 and 8) Miss O Bartholomew
olivia.bartholomew@aylesford.kent.sch.uk
Key Stage 4 (Years 8,9,10 and 11) Mrs T Hodgson
tracy.hodgson@aylesford.kent.sch.uk
Administration Mrs K Kenny
kerryanne.kenny@aylesford.kent.sch.uk
Subject Leaders:
Assistant Head Teacher and Head of Maths Mr B Walker
byron.walker@aylesford.kent.sch.uk
Assistant Head Teacher and Head of English Mrs M Johnston
michelle.johnston@aylesford.kent.sch.uk
Head of Science Mr M Martindale
mark.martindale@aylesford.kent.sch.uk
Head of Science Curriculum Mr N Herrod
nicholas.herrod@aylesford.kent.sch.uk
Head of Geography Mr M Mushekwa
moses.mushekwa@aylesford.kent.sch.uk
Head of Modern Foreign Languages Mrs S Lawton
severine.lawton@aylesford.kent.sch.uk
Head of History Mr N Duke
nicholas.duke@aylesford.kent.sch.uk
Head of Religious Studies Mrs L Baker
lee-anne.baker@aylesford.kent.sch.uk
Head of Business Mr N Baker
neil.baker@aylesford.kent.sch.uk
Head of Social Science Mrs A Dighton
amie.dighton@aylesford.kent.sch.uk
Head of Sport and PE Miss E Smith
ella.smith@aylesford.kent.sch.uk
Head of PSHE and SMSC and Careers Advisor Mr B Doggett
ben.doggett@aylesford.kent.sch.uk
Head of Drama Mrs C Davies
claire.davies@aylesford.kent.sch.uk
Lead teacher of Computer Science Mr G South & Mr D Wright
gary.south@aylesford.kent.sch.uk
Head of Music Mr J Hawkes
jonathan.hawkes@aylesford.kent.sch.uk
Leadership Team
Headteacher Miss T Kelvie
Deputy Headteacher Mrs K James
katie.james@aylesford.kent.sch.uk
Responsible for KS4 and Key Stage 5 (6th Form)Standards, Progress and Attainment
Curriculum Line Management of KS4 Progress/Raising Standards
Leaders of 6th Form, Careers,English and Maths.
Senior Assistant Headteacher Mr D Wright
dave.wright@aylesford.kent.sch.uk
Responsible for Designated Safeguard Lead, Character Education, Behaviour and Attitudes & Personal Development.
Line Management of Progress Leaders, Pastoral Managers,PSHE and SMSC
Senior Assistant Headteacher Ms L Muddle
lucy.muddle@aylesford.kent.sch.uk
Responsible for Curriculum Intent - Teaching & Learning Implementation
Assistant Headteacher Mr B Walker
byron.walker@aylesford.kent.sch.uk
Responsible for Head of Key Stage 4, Director of Maths Curriculum Implementation and Impact
Assistant Headteacher Mrs M Johnston
michelle.johnston@aylesford.kent.sch.uk
Responsible for Head of Key Stage 3, Director of English Curriculum Implementation and Impact
Assistant Headteacher Mrs A Dighton
amie.dighton@aylesford.kent.sch.uk
Responsible for Head of Key Stage 5
Assistant Headteacher Mrs C Duff
chayla.duff@aylesford.kent.sch.uk
Responsible for SENCO and Y6/Y7 Transition
Associate Assistant Headteacher of KS3 & Director of Science
Mr M Martindale
mark.martindale@aylesford.kent.sch.uk
Associate Assistant Headteacher of KS4
Mr T Axford
thomas.axford@aylesford.kent.sch.uk
Associate Assistant Headteacher of KS5
Mr P Neeve
phillip.neeve@aylesford.kent.sch.uk
Admissions - Year 6 to Year 7
Aylesford School Admissions 2024
The following documents are for parents of students who have been offered a place to start their secondary education at Aylesford School in September 2024.
Equipment Letter
Uniform Letter
Appeals Information
If your child is due to start secondary school in September 2024, you can appeal if you are refused a place at one of your preferred schools on National Offer Day (Friday 1 March 2024). You needed to submit your appeal before Thursday 28 March 2024 for it to be considered by Monday 17 June 2024. Any appeals received after this time will be heard within 40 school days from the deadline, or where reasonably possible in line with updated guidance from the Department for Education.
For late applications, appeals should be heard within 40 school days from the deadline for lodging appeals where possible, or within 30 school days of the appeal being lodged where reasonably possible in line with updated guidance from the Department for Education
Insert FAQs High Schools Main Round Appeals 2024
Secondary Appeal Form 2024
Further Admissions Information
Defense Statement 2024
Scheme Statement
In Year Admissions
Admissions Arrangements Policy 2025
NB within these criteria the term parent is used to refer to parents or legal guardians.
Aylesford School Admissions Policy 2025
1. Students will be offered places without reference to aptitude or ability.
2. Following the application of the DfES ‘Net Capacity Assessment’ the school will publish an admissions number of 180 as its admission limit for students in year seven in September of each academic year
3. Before the application of oversubscription criteria children with a Statement of Special Educational Need or Education, Health and Care Plan which names Aylesford School will be admitted. As a result, the published admissions number will be reduced accordingly..
4. In the event of over subscription for these places, the following criteria are used in the order given here to decide which students should be offered a place.
a) Where the student is in local authority care or previously in Local Authority Care. A ‘looked after child’ or a child who was previously looked after but immediately after being looked after became subject to an adoption, child arrangements, or special guardianship order. A looked after child is a child who is (a) in the care of a local authority, or (b) being provided with accommodation by a local authority in the exercise of their social services functions (see the definition in Section 22(1) of the Children Act 1989).
b) Children previously in Care outside of England – Children who appear to KCC to have been in state care outside of England and ceased to be in state care as a result of being adopted. A child is regarded as having been in state care in a place outside of England if they were accommodated by a public authority, a religious organisation or any other provider of care whose sole purpose is to benefit society..
c) Sibling link: where a brother or sister attends the school when the child starts. In this context brother or sister means children who live as brother and sister in the same house, including natural brothers and sisters, adopted siblings, stepbrothers or sisters and foster brothers and sisters.
d) Proximity of the student’s permanent residence to Aylesford School, measured in a straight line using National Land and Property Gazetteer (NLPG) address point data, with those living nearest being accorded the highest priority. The school uses measurements provided by the Local Authority to calculate this distance. Distances are measured from a point defined as within the child’s home to a point defined as within the school as specified by NLPG. The same address point on the school site is used for everybody. If the last pupil to be offered a place within Aylesford School’s published admission number (PAN) is a multiple birth or same cohort sibling, any further sibling will be admitted, if the parents so wish, even though this may raise the intake number above the school’s PAN. The PAN will remain unchanged so that no other pupil will be admitted until a place becomes available within the PAN.
5. In the event of over-subscription in any of the above criteria, students are admitted on the basis of proximity of the student’s permanent residence to Aylesford School, measured in a straight line using NLPG address point data, with those living nearest being accorded the highest priority.
6. A waiting list will be held and re-ranked in line with the published oversubscription criteria, every time a child is added.
7. Students who are offered and have accepted a place at Aylesford School are invited, with their parents, to an induction evening later in the school year to establish a firm working relationship between the school and parents and to explain the process of home school partnership and the School Code of Conduct. There is an expectation that both parties agree to this partnership for the benefit of thestudent.
8. Students are able to join Aylesford School in Year 12 for Sixth Form studies. Priority will be given to existing students transferring from Year 11 who meet the entrance criteria. Admission to the Sixth Form will be as a result of applicants obtaining a minimum of 5 GCSE passes at grade 4 or above including Maths and English and also meet the subject criteria for their chosen course of study. The admission number for external applicants will be dependent upon the number of internal candidates. The overall PAN for Year 12 will be 100 students. Following the admission of internal students transferring from Year 11, all remaining places will be allocated to learners who have met the entry requirements as detailed above. Where there are more learners seeking places than the number of places available, the oversubscription criteria outlined above will be applied to eligible students.
After a place has been offered the school reserves the right to withdraw the place in the following circumstances:
- After the parent or learner has failed to respond to an offer within a reasonable time; or
- When a parent or learner has failed to notify the school of important changes to the application information; or
- The admission authority offered the place on the basis of a fraudulent or intentionally misleading application from the parent or learner.
Offers will be made on the basis of predicted performance at GCSE, with the requirement that the above grades are achieved in the final examinations prior to entry to the Sixth Form and the student’s chosen subjects being accommodated on the timetable, in feasible group sizes.
All offers made during Year 11 are conditional on students meeting the grade criteria specified and will only become firm offers upon confirmation of actual GCSE results. Conditional offers will be made before the end of May 2025. Offers will be confirmed once the school has been notified of GCSE results in August 2025.
Parents have a statutory right of appeal, should an application for a place be refused, by writing to the Clerk to the Governors, care of the school.
Late applications will be considered if places in appropriate subjects are still available after all other applicants have been considered.
A waiting list will be held, ranked according to the over-subscription criteria and will be maintained up to January 2026.
9. For other applications for admission to the School such as:
a) Late applications for admission to Year 7
b) Applications for admission to years other than years 7 and 12
c) Application for admission to any year after the beginning of the school year
These are all organised by the school. Parents should apply to the school in the first instance.
10. The School will apply to the Schools Adjudicator for any in-year changes to its admissions arrangements. The School has established arrangements for independent appeals against non-admission.
11. Requests for admission outside of the normal age group should be made to the Headteacher as early as possible in the admissions round associated with that child’s date of birth. This will allow the school and admissions authority sufficient time to make a decision before the closing date. Parents are not expected to provide evidence to support their request to defer their application, however where provided it must be specific to the child in question. This might include medical or Educational Psychologist reports. There is no legal requirement for this medical or educational evidence to be secured from an appropriate professional, however, failure to provide this may impede a school’s ability to agree to deferral. Parents are required to complete an application for the normal point of entry at the same time, in case their request is declined. This application can be cancelled if the school agrees to accept a deferred application for entry into Year 7 the following year. Deferred applications must be made via paper CAF to the LA, with written confirmation from each named school attached. Deferred applications will be processed in the same way as all applications for the cohort in the following admissions round, and offers will be made in accordance with the school’s oversubscription criteria.
Admission Procedure for September 2025
Application for admission will be in line with the agreed scheme put into place by the Secretary of State for Education and will be co-ordinated by Kent County Council Local Authority. This application procedure will follow the requirements as specified by the Secretary of State and will follow the timetable as set out by both Secretary of State and Kent County Council.
Application Procedure
Application is made by completing the Local Authority (LA) Common Application Form (CAF) which will be made available through your child’s current primary school along with an Admission to Secondary School information booklet.
Parents applying for places will be informed on the national “offer date” as determined by the Local Authority. Parents will be asked to accept any offer of a place at Aylesford within 21 days.
Oversubscription
Where applications for admission exceed the number of places available and if the criteria in paragraph 4 of the admissions criteria, above, have been met, then subject to availability, students are admitted on the basis of the proximity of permanent residence to the school. This is measured in a straight line using NLPG address point data, with those living nearest being accorded the highest priority.
In the event of any of the above criteria being oversubscribed, priority will be given based on distance as described above with those closest being given higher priority. In the unlikely event that two or more children in all other ways have equal eligibility for the last available place at the school, the names will be issued a number and drawn randomly to decide which child should be given the place. This process will be independently supervised.
Late Applications
All applications, late or not, for Year 7 entry in 2025 will be dealt with by the LA up to the end of April. After this date you will need to contact Aylesford School directly.
Year 7 Literacy and Numeracy Catch-Up Premium
Year 7 Literacy and Numeracy Catch-Up Premium Funding 2018-19
To find out how Aylesford School used this funding, please click here
Attendance, Rewards and Behaviour
Attendance Expectations
Aylesford School wishes to work closely with parents and stakeholders to maximise attendance to school.
There is a clear link between academic success and attendance and as such students should be aiming for 100% attendance each year.
We have a designated Attendance officer who oversees attendance and monitors all student absence. We also work in close partnership with the local authority and outside agencies to support any students having difficulty attending school.
Absence
We expect all students to attend school every day and arrive on time. We do understand that there may be a time when keeping your son/daughter off school is a necessity due to illness or other unavoidable circumstances. In such an event, please ensure you inform the school at the earliest possible time by calling the school on 01622 717341 and press 1 for attendance.
Holidays during term time will not be authorised unless under exceptional circumstances with permission from the Headteacher. We strongly recommend that you do not book time away during term time as this will lead to a penalty notice being issued.
The government has very clear expectations of student attendance and any student failing to meet the minimum expectation of 95% will be subject to monitoring and intervention by the school or local authority involvement.
For further information about Attendance please contact:
Attendance Officer Mrs Bartholomew
Assistant Headteacher and Character Education Lead – Mr D Wright
Positive Behaviour
Our aim is to establish the highest possible standards of behaviour at Aylesford School. This is important so that the school is always a warm, caring, friendly and happy place where learning can flourish. Students’ behaviour around the school should be excellent; every lesson should be characterised by a relentless focus on learning, free from distractions. Every student and every member of staff should be able to feel relaxed and happy, confident that their working environment is one where people are kind, courteous and respectful at all times.
At Aylesford School behaviour for learning and rewards are recorded, tracked and monitored through Behaviour Watch.
Our approach to positive behaviour should be applied with fairness and consistency at all times. Students should be challenged on any disregard for our expectations both in and outside of the classroom. All sanctions and incidents must be logged on Behaviour Watch.
The schools expectations clearly focus on the positive behaviours that we want our students to display. These centre on three clear school rules that are easy for staff and students to understand.
Be Ready
Be Respectful
Be Safe
By ‘being ready’, we expect all students to wear the correct school uniform; have the correct equipment; complete their homework and be on time to school and lessons.
By ‘being respectful’, we expect all students to be polite to everyone, be that in school, in our local area and whilst travelling to and from school. ‘Being respectful’ encompasses the positive traits we expect from our students, for example respecting the school environment by not littering.
By ‘being safe’, we expect all students to behave in a way that keeps them safe and keeps other safe. We recognise that students have the right to feel safe.
Rewards
Our focus is to reward positive behaviour and to foster an atmosphere of respect at all times. We will recognise and reward students when they display our Character Strengths and other positive behaviours such as regular attendance, commitment to the school, representing the school, positive attitudes and effort towards learning and progress made.
The Character Strengths have been chosen in consultation with staff, students and parents. They are:
- Respect
- Confidence
- Self-Discipline
- Integrity
- Open-Mindedness
- Courage
- Compassion
- Motivation
- Resilience
- Curiosity
Students will gather Character Rewards throughout the year and these, combined with attendance and academic progress will allow students to attend a graduation event at the end of the school year.
The expectation is that students have an opportunity to achieve these in every lesson that is taught. Staff will log Character Strengths on Behaviour Watch. This will generate an email home to parents identifying the specific reward their child has achieved, along with the name of the subject and teacher who has given the reward/
Students will also be recognised in other ways…
- Receiving positive postcards, letters and phone calls home from staff
- Receiving Head Teacher Commendations
- Receiving recognition for your attendance through attendance streaks
- The Unsung Hero awards event
The following will be displayed in classrooms and referred to when speaking with students
At Aylesford School we do not believe that a punitive sanction system of detentions has any positive impact on student behaviour or builds towards a positive culture of behaviour. Teachers should feel empowered to use the tools they have at their disposal to lead behaviour in their classroom, and when student’s expectations fall below what is expected, deal with this in a way that helps students make better choices in the future.
Possible tools a teacher might use when students fail to meet expectations:
There are times when the behaviour of a student falls below the expectations when this happens the following might happen:
Repair and Rebuild: The teacher will arrange a time for the student to come back and see them. This may be before school, break or lunch or after school. The focus of this meeting is a positive conversation between the student and member of staff and the aim of this is about the student taking responsibility and moving forward positively.
Lesson Catch up: This might happen when student has not produced enough work in the lesson or it is below expected standards. The member of staff will arrange for the student to come back after school to catch up or complete.
Loss of Social time: When poor behaviour is seen at breaks, lunches, or before and after school the member of staff can choose to take away break or lunch time.
Removals: There are times when the behaviour of a student falls significantly below the expectations and it is necessary to remove them from the classroom to allow learning for others to proceed.
A member of SLT will review the removals each day and make an appropriate decisions regarding the consequences.
Code of Conduct Around the School
Staff and students have all have a responsibility to create a school which feels calm and safe between lessons, at break and lunch times, and before and after school. By adhering to the code of conduct students are able to show they value self-discipline and integrity as well as respect for each other.
- I will move around corridors calmly and quietly
- I will walk on the left on corridors and stairs
- I will walk calmly and safely on corridors and stairs
- I will use appropriate language at all times
- I will try to talk quietly and considerately
- I will eat or drink outside the school buildings
- I will use bins provided for litter
- I will wear the school uniform correctly at all times
- I will be on time to lessons
- I will ensure I am not blocking the corridor or stairs for others
- I will act with integrity and do the right thing, even when no-one else is watching
Device Policy
Mobile devices are prohibited from the moment the student enters the gates of the school. Students may have their devices in their bags or inside blazer pocket but it must be switched off. Any devices seen to be used will be confiscated and handed into reception at the earliest convenience, where it will be recorded and kept safe until the end of the day.
Students are not allowed to collect their devices until after Period 5. If a mobile device is confiscated on more than one occasion the device will be kept in reception until arrangements can be made for a parent to come in and collect it on their child’s behalf.
Students bring in mobile devices at their own risk and the school will not accept liability for damage, loss or theft.
Roles and Responsibilities
The Governing Body will establish, in consultation with the Head teacher, staff and parents, the policy for the promotion of good behaviour for learning and keep it under review. It will ensure that it is communicated to students and parents, is non-discriminatory and its expectations are clear. Governors will support the School in maintaining high standards of behaviour for learning.
The Headteacher, Assistant Headteacher responsible for developing Character Strengths (Mr D Wright) and other members of the Senior Leadership and Middle Leadership Teams will be responsible for the implementation, review and day-to-day management of the policy and procedures. Support and training for staff faced with challenging behaviour is also an important responsibility of those in positions of leadership.
All Staff will be responsible for ensuring that the policy and procedures are followed and consistently and fairly applied. Mutual support amongst all staff in the implementation of the policy is essential. Staff have a key role in advising the Leadership Team on the effectiveness of the policy and procedures. They also have responsibility, with the support of the Leadership Team, for creating a high-quality learning environment, teaching good behaviour for learning and implementing the agreed policy and procedures consistently.
The Governing Body, Head teacher and staff will ensure that there is no differential application of the policy and procedures under any circumstances, particularly on the grounds of ethnic or national origin, culture, religion, gender, disability or sexuality. They will also ensure that the concerns of students are listened to and appropriately addressed.
Parents and Carers will be expected to take responsibility for the Behaviour for Learning of their child, both inside and outside the School. They are all expected to have signed and agreed to the terms and conditions of the Home School Agreement. They will be encouraged to work in partnership with the School to assist the School in maintaining high standards of behaviour and uniform and will have the opportunity to raise with the School any issues arising from the operation of the policy.
Students will be expected to take responsibility for their own Behaviour for Learning and will be made fully aware of the School policy, procedure and expectations. Students also have a responsibility to ensure that incidents of disruption, violence, bullying and any form of harassment are reported.
Welfare Inclusion
If a student’s poor behaviour does not improve we will look to find alternative options to avoid a permanent exclusion. These may include our internal pupil referral unit The Bridge. If this is not successful / appropriate we will look for support from In Year Fair Access and consider the Pupil Referral Unit / ‘Manage Move’ / Monitored Transfer/Alternative Curriculum options.
Permanent Exclusion
The Head teacher may, in certain circumstances, permanently exclude a student. A meeting of the Governors’ Discipline Committee has to be convened to ratify this decision. Once permanently excluded, the LA has a responsibility to offer educational support or to assist the parents in finding an alternative school. The parents also have a right of appeal to an independent tribunal. This tribunal’s decision is binding.
Behavior Improvement Provision
It is the belief of the school that our students at Aylesford School are polite, respectful young people with a desire to do their best and achieve their goals. It is the case, that for some students, they will need support to ensure they can display the best behavior for learning that they can. Therefore, our provision to achieve this is set out below:
Universal
Modelling of positive behaviors from all staff members, mentor group sessions, peer relationships and restorative approaches. At a curriculum level, it is evident through well-planned lessons, differentiation, preferential seating and the classroom environment. All staff are trained in de-escalation techniques and safeguarding.
Targeted
Where the student requires a more targeted approach, the following provisions may be necessary:
Identification on a ‘Vulnerable Student’ Register shared with all staff
Placed on the SEN Register at SEN Support
CAST – Voluntary mentoring organisation to support students
Mentoring – ‘Assertive Mentoring’ programme
Positive Interaction Programme – supporting students in making the right choices
Behaviour Improvement Programme – to support students making the right behaviour for learning choices
Confidence Development Programme – providing strategies for students to be confident
Professional Guidance Meeting for staff – giving staff strategies to support the learning of students with challenging behaviours
Personalised
Where the student requires a more personalised and long term approach, the following provision may be necessary:
School Nursing – school nurse referral to support specific health needs
LIFT – Consultation with specialist teacher service to commission services
NLP – Neuro Linguistic Programme to support students’ social, emotional and mental health needs
Bereavement Counselling – referral to a specialist bereavement counselling service
Slideaway – charity to support students cope with bereavement
Early Help Support – Looking at external agencies to support the student and family
The Bridge Provision – an internal specialist pupil referral unit to support students with challenging behaviours
Cedars Provision – an external specialist pupil referral unit programme to support students with challenging behaviour
Social Service referral – raise concern with social services to see what other support is available for the family
Managed Move – 6 week trial to another school
Monitored Transfer – 6 week trial to another school. The student will not return to Aylesford School
Alternative Curriculum – a student will complete their education at the school’s alternative curriculum provision, or at an off-site provision
Student Council
Aylesford School launched The A Team and Student Voice initiative to give students the chance to influence how the school is run.
This student voice activity is run in mentor time and is a chance for students to discuss a topic (chosen by staff at first) that they will be able to give feedback on and discuss how they feel about a particular topic.
We have tried to involve as many students as possible in this so that they are actively involved in discussing these topics each fortnight. Each mentor elects 2 “Student Voice Ambassadors” who have responsibility for writing down what is said in their mentor discussion so that the different viewpoints of people in their group are recorded.
Students have also been given the opportunity to give feedback privately and not in a public way if they feel more comfortable doing this. Those students are encouraged to write their thoughts down on paper during that time, or at home if necessary and bring it to me (preferably with their name, year and mentor group on it) and hand in to me in L12 or in my pigeon hole.
Parents/Guardians: Your encouragement of them is really important to us, so please remind them that this is THEIR CHANCE TO CHANGE the school in a way that suits them and they are able to tell us honestly about their experiences so that we can act on it and LET THEIR VOICE BE HEARD!
Recent Achievements up to 2020:
We have successfully surveyed the school to see how safe students feel in school. We have then been able to feed this back to the Senior Leadership Team who have made changes to the school behaviour structure and put the focus on character virtues.
- We have been involved in shaping the new behaviour structure and feeding back the survey on what character virtues were felt to be most important to students at Aylesford School.
- We have completed a survey of the canteen and played an active role in changing the menus in the canteen based on that feedback. There is now an ongoing dialogue between the students and the canteen to ensure that they provide students with a balanced, varied and nutritious menu that is cost effective.
- We have helped with the transition to an IB school, showcasing the work of the A team and helping to demonstrate the character virtues that are so important in the IB learner profile.
- We have petitioned students to act more safely around school and put up signs on the stairs to remind students to stand on the left. Due to this there will be the introduction of the Conduct Card which will make students more accountable for their behaviour between lessons and at break and lunch times.
- We have discussed what makes a good lesson and fed back student’s views in staff training.
Future Aspirations
The A Team have relished the opportunity to survey and then feedback the views of students on important issues that are important to them. By giving students the opportunity to get actively involved in the life of the school, and in decisions made, it has allowed them to have a greater understanding of how the school is run and to believe that they can have an impact.
We hope to continue to be involved in the future changes to the school and have a positive impact on daily life for all students at Aylesford School.
Do you have what it takes to be a part of The A Team?
We are always on the lookout for committed students who have a passion for their school and want to make a positive difference.
Please read the job specification through with your son or daughter so that they know whether or not they would like to apply and please actively encourage them if they are interested so that they understand that this is a positive way that they can make a difference to their lives in school and be actively involved in decisions that are made! It will also be an excellent example of how they have shown leadership, organisation, resilience, initiative, communication.
For an application form and more information please email Mr Neeve
Reading Support
Support with Reading
Books for Dyslexic and Struggling Readers
Supporting Reading Booklet
Accelerated Reader
A Guide For Parents
What Parents Need to Know
Boys Accelerated Reader Top 10 Books
Girls Accelerated Reader Top 10 Books
We are an Accelerated School Certificate
Supported Reading
Could you spare 1 hour a week to listen to some students read?
We’d love to hear from you if you can
01622 717341
chayla.duff@aylesford.kent.sck.uk
Learning Resource Centre (LRC)
Our Library is called a Learning Resource Centre (LRC). The LRC Manager is Miss Cadd.
The LRC is open from 8:00am-3:30pm Monday to Thursday and 8:00am-3:00pm on a Friday. Students are welcome to use the LRC before school, after school, and lunch time. Homework Club is held in the LRC on a Tuesday, Wednesday and Thursday from 3:00pm-3:30pm.
Resources:
The LRC resources are managed with a computerised system called ‘Simple Little Library System’. All resource items are identified by a barcoded label and recorded in the library catalogue. Resources available in the LRC are fiction and non-fiction books, including a selection of books for dyslexic and struggling readers and graphic novels. There are magazines and newspapers, educational games and computers.
The fiction books are continuously being developed. The books are chosen for the LRC by looking at the current bestsellers and popular choices for children aged 10-18 years. The suggestion box is emptied regularly and the suggested books are ordered.
The non-fiction section is also being developed by asking members of staff which topics they will be covering and which books they would find useful for their students to use whilst researching. Again books are ordered based on suggestions from the box.
Accelerated Reader:
Accelerated Reader is a computer programme that helps manage and monitor independent reading practice. At the beginning of each term students will take a STAR test to find out which level of books are most suited to them. They will then pick a book at this level and read it at their own pace. When finished, they will take a short quiz on the computer - passing the quiz is an indication that they have understood the book.
If students achieve 100% in a quiz their name will be put on the 100% board. At the end of each term all the names on the board will be entered into a prize draw. The more times a name is on the board the more chance there is of winning!
There are many other chances to win prizes through the Accelerated Reader Programme; this can be done by earning points, reading the most words etc.
For more information about Accelerated Reader please click here
myOn
myOn is a personalised literacy platform that offers unlimited access to an enhanced digital library. It is used during LRC lessons but can also be used at home, giving students access to thousands of books. Students can read on their favourite digital device, online or offline, and can use the built-in close reading tools to markup pages, highlight words, listen to audio versions, and interact with the text.
myOn provides students with a variety of formats and genres including, fiction, nonfiction, and graphic novels. Titles are available in English, Welsh and a growing Language Pack of international languages. Students reading is personalised via built-in reading levels and interest assessments.
Students can self-monitor their progress giving them ownership over their own reading as well as accessing their own Profile Reports at school and at home.
Mentor Reading
Once a week in mentor time, all students in years 7-9 partake in a group reading session. The students and their mentor read aloud from their chosen book with the mentor leading a discussion on the content and themes. The books read during mentor reading are chosen based on reading ages of the groups, include engaging and age-appropriate content and link with PSHE themes for discussion
Borrowing a book:
Students may borrow books from the LRC for up to three weeks.. If this is not long enough then the book can be renewed and kept for longer. Each student is responsible for the resources issued to them. If an item is lost or damaged, the borrower will be asked for a contribution towards the cost of replacement.
Comments/Suggestion Box:
In the LRC there is a ‘Comments/Suggestion Box’. If students would like to make any suggestions then they can be added to the box, this may be to request a book that is not currently stocked or make a suggestion regarding resources that they might like to see in the LRC.
Student Librarians:
Student Librarians play a very important part in the day to day running of the LRC. There are many jobs to do on a daily basis in the LRC including: checking the books are on the shelves in the correct order, putting books away, maintaining the areas, updating the computer system and various other duties.
Students are welcome to volunteer for these jobs and become a ‘Student Librarian’
Uniform Expectations
Uniform/Equipment
The Governors have decided that school unifrom should be worn at all times. A list of required items is given to all new members of the School. Failure to wear the correct uniform could result in the use of sanctions.
Aylesford Schools uniform expectations are designed with world of work in mind, more specifically in line with smart office wear. This is reflected through the whole school and includes Year 7 – 11, 6th form and staff and all staff and students are expected to conform this.
All Students:
- Royal blue blazer with School logo*.
- Plain grey V-necked jumper with long sleeves and School logo* (no other jumpers, sweatshirts are permissible). School jumpers are not compulsory; to be worn under but not instead of the school blazer.
- Must be smart, sensible, safe and plain, black. All shoes should be able to be polished. Boots and Uggs are not premitted. Trainer-style shoes or canvas style footwear are not permitted to be worn in school.Shoes must be sufficiently robust for school. If unsure about the type of footwear that is permitted please contact the school directly for clarification
- All students should have a plain navy or black outer coat. Coats should not be worn in buildings at anytime (not a fleece, sweatshirt or denim jacket/coat).
- Hoodies are not permitted in school as either outer coats or as a replacement for the school jumper or blazer.
| Boys' Uniform (in addition to the above): | Girls' Uniform (in addition to the above): |
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Jewellery/Make-Up
- Girls are permitted to wear discreet make-up.
- Facial piercing is strictly prohibited, e.g. nose studs, eye brow bars or rings as are visible tattoos.
- For health and safety reasons the wearing of jewellery is not allowed within school except for a watch and a single discreet stud in each ear.
- Nail polish is not allowed and nails should be of a reasonable length. Acrylic nails are not permitted to be worn in school
- Hair should be tied back if long and must be of a natural colour. Shaved heads or patterns are not permitted.
- False eyelashes of any kind are not permitted.
All items of Aylesford School - Sports College uniform are available from the following retail outfitters: Retail Outfitters Items marked * are only available from our outfitters listed below:
Pages Schoolwear Ltd
Granada House, 7-8 Lower Stone St, Maidstone ME15 6JR
01622 753900
www.pages-schoolwear.co.uk
School Time
23 Railway Street Chatham Kent ME4 4HU
01634 831684
www.schooltime.co.uk
Sanctions for those students who fail to abide by the School’s Uniform PolicyWhere a student breaches the school’s uniform policy, this will be seen as defiance of school rules and that student will be subject to school sanctions. Following DfE advice, these sanctions may include exclusion, depending on the circumstances of the case, even if the student does not otherwise display poor behaviour.
PE Kit
The kit which is required for PE has been selected for smartness, safety and economy. Although the initial expense is great, experience has shown that most of the kit should last for some years and will all be used in school on a regular basis. PE kit should be clearly named.
Boys and Girls PE Kit:
All students must have the following PE items. All items with the school logo must be bought from one of our official school uniform suppliers:
· Navy PE Polo with school logo
· Navy PE Shorts with school logo or plain navy skort.
· Navy football socks
· Shin Pads
There are optional extras to the PE kit as follows:
· Navy PE quarter zip sweatshirt with school logo.
· Navy joggers with school logo OR navy leggings with school logo.
· Navy rain jacket with school logo.
It is strongly advised that all uniform be clearly labelled with the student’s name
Music / IT Equipment
The following item is required for reasons of personal hygiene:
MP3 earphones fitted with a mini jack (standard 3.5mm ) Tesco and Sainsbury’s have several types starting from £5.00.
Careers Guidance
Aylesford School is committed to providing high quality Career Education, Information, Advice and Guidance (CEIAG) to all students. We believe that CEIAG is important for a number of reasons.
The effects of high quality CEIAG are that it:
• Empowers and prepares young people to gain and sustain enriching employment.
• Raises student aspirations to reach for their full potential which in turn improves school attainment.
• Supports young people in developing the necessary confidence, knowledge and skills to plan for and manage their own future.
• Promotes diversity, social mobility and challenges stereotypes.
Aylesford School is proud to partner with colleges, HE providers, businesses, parents and other external agencies in order to offer broad and effective support to our students.
Our CEIAG provision aims to:
• Give students relevant careers information and guidance through curriculum learning, one-to-one advice and a range of activities, events and trips.
• Display the full range of routes available to young people post-16 and post-18 and to provide personal guidance regarding how to explore them further.
• Impartially support students on an individual basis to choose the pathway that is right for them.
• Expose students to the world of work through work experience placements (available to students in Years 7, 8, 9, 10 and 12) as well as curriculum related workplace visits.
• Enable students to consider their own strengths, skills and motivations and to evaluate how these impact future career decisions.
At Aylesford School we are proud to provide an experienced Careers Leader, Mr Doggett, who oversees our Careers Provision. Mr Doggett is a professional Careers Adviser who has a Level 6 qualification in Career Guidance and Development.
At break and lunch times, students are welcome to drop in to Mr Doggett’s office opposite T2. Alternatively formal appointments can be set up by emailing or phoning Mr Doggett on the contact details below.
Email: ben.doggett@aylesford.kent.sch.uk
Phone: 01622 717341 ext 238
All staff contribute towards the delivery of Careers Education through curriculum learning and designated careers lessons in PSHE. Key resources for this are shared internally and additional resources aiding staff in linking careers to the curriculum can be found on the Careers and Enterprise Company’s website.
Aylesford School’s Careers Programme is designed to support students through the different stages of their journey through school. Relevant and targeted guidance is given at each key transition stage to ensure students develop the necessary understanding and skills. This provision is reviewed and developed annually and will next be evaluated in July 2025.
Key focus for each Year Group
The careers activities that each Year Group participates in are tailored to the needs of that stage within the students education. The overall aim for each Year Group is:
• In 7 and 8 the focus is on exploring interests and motivations and developing a broad understanding of the world of work.
• In Year 9 the focus is on building aspirations and exploring career opportunities in more detail, including challenging stereotypes.
• In Year 10 the focus is on developing self-presentation skills and understanding what employers want.
• In Year 11 the focus is on making plans and applications for post-16 learning.
• In Years 12 and 13 the focus is on preparing the students to make good choices, engage in work experience, and understand personal development.
For an overview of what is included in our Careers Programme for 2024/25 please see the link below. For more information, please email Mr Doggett at ben.doggett@aylesford.kent.sch.uk.
Careers Programme Roadmap 2024/25
We welcome any businesses, education institutes or training providers who would like to present to our students. Please contact Mr Doggett if you wish to discuss this further. For more information please read our Provider Access Policy and our CEIAG Policy:
Provider Access Policy
CEIAG Policy 2024/25
We have brought together a number of helpful links for our students. Click on the link above to find out more about universities, apprenticeships, exploring career opportunities and even some live vacancies!
For parents, we have collated a selection of links to help you best support your child in exploring their options and making informed decisions. Whatever Year Group they are in, there’s something helpful to be found in the link above.
Recruitment
Data Manager
Please click here for Job description and application form
Data_Manager_Aylesford_-_September_2019.docx
Non-teaching_application_form_-_June_2019.pdf
16-19 Bursary Fund
16-19 Bursary Fund
Students in the sixth form, who are in need of some financial support, can apply to the School’s 16 to 19 Bursary Fund. Students must be aged 16 or over and under 19 on 31st August 2018. Where a young person turns 19 during their programme of study, they can continue to be supported to the end of the academic year in which they turn 19, or to the end of the programme of study, whichever is sooner. Further information is available via this link https://www.gov.uk/1619-bursary-fund
1. The Application Process:
Application forms are available from the school and must be supported by relevant documentation such as letters confirming your family’s benefits, a P60, A Tax Credit Award Notice or evidence of your family’s income should they be self-employed. All evidence must be for the current financial year. The criteria we use are the same as those used to assess Free School Meal eligibility.
All applications must detail the intended use for any grants made.
2. Deadline for Applications for the 2018-19 Academic Year
The deadline for receipt of applications is Friday 5th October 2018. However, should your circumstances change during the academic year, please contact us at 6form@aylesford.kent.sch.uk.
3. Decision Making Process
The applications will be assessed, and bursaries will be awarded on the greatest need. Applicants will be informed, in writing, of the decision. Should your application be successful you will be expected to sign an Attendance, Punctuality and Behaviour Agreement with the School.
4. Payment and Conditions of Bursary
Payments will be made in November, January and April. At the end of each term a review will be made of attendance, punctuality and behaviour and adjustments may be made to your next allocation. You will be informed of this in writing. Payments will be made either in kind i.e. resources purchased by the school and supplied to the student or by direct bank transfer. All bank transfers must be made to an account held in the student’s name and be able to accept this type of payment.
5. Appeals/Complaints Procedure
You have the right to appeal and/or complain to the Head Teacher if you feel that your case has not been given fair consideration. This must be in writing. The final decision rests with the Head Teacher.
Applications in writing should be made to Mrs N Donovan, School Office Manager, and will be treated in the strictest confidence nichola.donovan@aylesford.kent.sch.uk.
E-Safety
Links for parents:
Update December 2023
Please see below some useful parent guides for the most common social media platforms that young people use
Golden Rules for Online Safety
CEOP: www.ceop.police.uk
The Child Exploitation and Online Protection Centre (CEOP) specialises in investigating grooming and sexual abuse online. The ‘Click CEOP’ report button provides a means of reporting abuse online and can be downloaded onto the school website for easy access.
CEOP also have an educational website: www.thinkuknow.co.uk/parents which has specific advice for parents/carers.
Kent Police: www.kent.police.uk/advice/online-safety/
If you believe a child or adult is in immediate danger, contact 999 for police assistance. To report non-emergency concerns, call 101 and ask to be put through to your local team. Kent Police also have Online Safety advice on their website.
The IWF: www.iwf.org.uk
The Internet Watch Foundation (IWF) is the UK hotline for reporting illegal online content, such as child abuse images, or material considered to be criminally obscene.
Parent Port: www.parentport.org.uk
Run by the UK’s media regulators, Parent Port enables parents to report inappropriate online material, such as videos, adverts or news articles. Ashley Assiter, e-Safety Development Officer Rebecca Avery, Education Safeguarding Adviser (Online Protection) Education Safeguarding Team, Kent County Council, December 2017
Home Office: www.gov.uk/report-terrorism and www.educateagainsthate.com
The government have introduced a new red button for reporting online material which promotes terrorism or extremism and an educational website with advice and information for parents.
NSPCC: www.nspcc.org.uk/onlinesafety
The NSPCC have teamed up with 02 to provide excellent information and advice for parents, as well as a free online safety helpline. They have also produced an app/site, on which they have reviewed the most popular apps and websites young people are using; including age ratings and how easy it is to report a problem: www.net-aware.org.uk. Parents can also choose to sign up to the Net-aware newsletter, for up-to-date information via e-mail.
Internet Matters: www.internetmatters.org
Internet Matters is a not-for-profit organisation working with online safety experts to provide advice and information for parents to keep their children safe online.
It has an excellent interactive tool which guides you step by step through setting up parental controls on all the different devices in your home, as well as video tutorials about specific topics of concern.
Parent Zone: www.theparentzone.co.uk
Parent Zone provides up-to-date content on a variety of parenting concerns, including online safety. Schools can sign up to host expert articles from CEOP and Parent Zone on their school website, for free: http://parentinfo.org/ link to the online articles from Digital Parenting magazine: https://parentzone.org.uk/DP5
Get Safe Online: www.getsafeonline.org
Get Safe Online covers a lot of practical, technical information on protecting families and computers against fraud, identity theft, viruses and many other problems encountered online.
Links for pupils:
www.thinkuknow.co.uk
CEOP’s educational website has useful information for children and young people about online safety; it is broken down into different age categories so pupils can access age appropriate advice.
www.childline.org.uk/info-advice/bullying-abuse-safety/online-mobile-safety/
This website from the NSPCC offers general advice to children and young people, with specific sections on online safety and cyber-bullying. There is also an online chat facility where young people can contact a counsellor directly if they want further support.
Please note- Some of the content on this website is aimed at older children and may not be appropriate for all, so use with caution.
www.bbc.co.uk/cbbc/curations/stay-safe
CBBC have produced a wealth of online safety related videos, games and quizzes for young people to explore. These resources are updated around Safer Internet Day each year.
www.kidsmart.org.uk
Kidsmart is an interactive child-friendly website produced by Childnet, which enables young people to access online safety information under different topics/ categories.
Free School Meals
If you receive state benefit your child may be eligible for free school meals.
How to apply
To apply for Free School Meals visit the link below select ‘Apply’ and then follow the simple instructions.
If you do not have internet access or require assistance with the application you can contact our reception on 01622717 341 who will help you with your application.
The only information you will need to process your application is:
- Your Name
- Date of birth
- Address
- National Insurance Number
If you application is successful then you will receive immediate confirmation. Aylesford School will also be notified and your child will be eligible to receive the free school meal within one day.
Aylesford School will then require you to provide the written evidence to confirm the entitlement period and to assist with the supply of the uniform entitlement.
Please click on the here to be directed to the free school meals website
Parent Pay
Aylesford School operates a bio-metric system for cashless catering. The system enables students to pay in advance for their meals by crediting their account on cash machines situated in the dining areas. The system also enables parents and carers to credit their child’s account by using ParentPay, a system which allows accounts to be credited online or by using PayPoint centres located in local retailers displaying the Paypoint sign. Further information regarding ParentPay is available at www.parentpay.com.
The bio-metric system uses the fingerprint of the student and the software calculates a huge digital number from the image, and it is the number itself which is stored as a personal identification number. The actual fingerprint image is NOT stored. When a student uses the fingerprint scanner, the scanner recalculates the number and recognises the student. Such software is now being used worldwide as a means of providing additional personal security.
Students and parents can be reassured that this system has a very high level of security and that it is not possible to reconstruct the original fingerprint. The system does contain an option for the use of a PIN number instead of the bio-metric for those students whose parents specifically advise the school of their objection to the use of the bio-metrics. The Office of the Data Protection Commissioner has scrutinised the technology and has stated “I would encourage you to employ the system using finger print images. It seems to me that the use of bio-metric identifiers allows users to verify their identity without the risk of intrusions into privacy…I would certainly like to be able to point to it as an example of good practice”.
Can we use this opportunity to remind and encourage parents and carers to register for their entitlement for Free School Meals to ensure that students are able to access meals and the catering facilities. The new cashless system will automatically add students with the entitlement and not distinguish them from other students.
Aylesford School Prospectus
We believe that if you can develop good character strengths you will be successful at whatever you try
At Aylesford School we have a firm belief that every student regardless of background or ability can achieve whatever they want with hard work and determination.
We will work with you and your child to develop strong character strengths, reach their academic potential and discover where they excel.
Aylesford School is inclusive. We treat all children equally and have the highest expectations of ourselves and of each other. We have a moral purpose and a deep commitment to comprehensive education. We are passionate about ensuring that you reach your potential at our school.
Home School Agreement
At Aylesford School, our aim is to prepare our students for life beyond, so that they are well qualified, well rounded citizens with the confidence to face the many challenges that life presents.
We have a strong ethos based on high personal and academic expectations that underpin everything we do. We want our students to be confident and ambitious as well as being compassionate and tolerant.
Exam success will get you the interview but it won’t get you the job. As such we expect our students to do as well as they can at school and to take full advantage of the many academic and extra-curricular activities that are presented to them.
Our vision and values are demonstrated by our students every day, where their tenacity and determination are a constant source of inspiration.
The School
We will:
- contact parents/carers if there is a problem with attendance, punctuality or equipment;
- let parents know about any concerns or problems that affect their child’s work or behaviour;
- send home regular assessments and annual report of achievement;
- set, mark and monitor students’ work;
- arrange parents’ evenings during which progress will be discussed;
- keep parents/carers informed about School activities through regular letters home, and notices about special events.
The Students
I will:
- be determined to achieve the very best I can;
- follow the school rules: ‘Be ready, be respectful and be safe’;
- aim to have attendance of 100%;
- arrive on time every day;
- participate fully in school life.
The Parents/Carers
I/We will:
- see that my child goes to school every day, on time and properly equipped;
- support the school’s behaviour policy of ‘Be ready, be respectful, be safe’;
- let the school know about any concerns or problems that might affect my child’s work or behaviour;
- support my child in homework and other opportunities for home learning;
- attend parents’ evening and discussion about my child’s progress;
- get to know about my child’s life at the school.
Headteacher
Tanya Kelvie
Headteacher
Miss Kelvie has been Headteacher at Aylesford School since January 2017. She is a vastly experienced school leader having spent the last 15 years as Assistant and Deputy Headteacher at Wrotham School.
Miss Kelvie is an advocate of all young people. She has a passionate belief in supporting and challenging students to reach their potential. Her ‘can-do’ attitude has seen her help students gain excellent results and make great progress under her leadership.
Miss Kelvie believes that students can only reach their academic potential if they have strong pastoral support and guidance.
Matthew Wright
Executive Headteacher
Mr Wright was headteacher at Wrotham School from January 2012 to September 2017, at which point he became the Exective Headteacher of Wrotham and Aylesford Schools. Under his leadership Wrotham has become increasingly oversubscribed and had to expand as a result.
Ofsted stated that, ‘The headteacher provides inspired leadership’, and that his leadership is,’...underpinned by strong values and a moral purpose.’
Mr Wright has been Executive Headteacher at Aylesford School since September. He has introduced many changes and is committed to ensuring that all students have the same high expectations made of them as those made of students in the very best schools in the country.
Aylesford School Governors Information
Local Governing Body Membership October 2024
Aylesford School became a member of the Character Education Trust (CET) in September 2022. There are two elements to the governance of the CET academies – local governance that is delivered via the Local Governing Body (LGB), and Trust governance, delivered via the Trust Board. The Aylesford School LGB consists of a group of people who could be parents, community nominees, or academy staff, with a minimum of five and a maximum of nine people, and who are appointed by the CET Trust Board. The LGB’s vision and aims are:
LGB Vision:
Our vision is to ensure school development through effective and accountable governance, challenge and support.
LGB Aims:
Our aims are:
- To act as a key link between the school, parents, and local community
- To support the work of the school in the community
- To support the Headteacher and School Leadership Team in the development and implementation of the School Development Plan and other relevant plans, ensuring that the CET ethos remains at the heart of the school community
- To monitor the financial position of the school and its budget
- To help on the ground with the implementation of certain CET and School policies
- To offer challenging but positive and proactive support to the Headteacher
- To regularly review the School’s performance in relation to the Key Performance Indicators (KPIs)
LGB Governors’ Terms of Office, Attendance 2023-24 and Personal and Pecuniary Interests
Details of the current membership and membership over the past 12 months together with attendance over the academic year 2023/24 are set out below:
Governors are also required to register and declare pecuniary and personal interests relating to any other governor/trusteeships, their ownership of/partnership in a company or organisation which may be used by the trust/school to provide goods or services, goods or services which they offer which might be used by the trust/school; any close relationship to someone to satisfies either of those criteria or who is employed by the trust/school.
| Name | Appointed/ Elected by | Positions of Responsibility/ Monitoring Role(s) | Pecuniary and Personal Interests |
|---|---|---|---|
|
Linda Blumsum Chair Parent Governor |
Trust Board Term 1/9/22-31/8/26 |
Chair (appointed September 2024 for a two-year term, Leadership & Management, Behaviour, Character Development and Attendance, Wellbeing, Member of Pay Committee | Employed by Tonbridge & Malling Borough Council. Character Education Trust Board Trustee |
|
Joanne Coveney Vice Chair Co-opted Governor |
Trust Board Term 1/9/22-31/8/26 |
Teacher at Maidstone Grammar School | |
|
Luke Ellmers Co-opted Governor |
Trust Board Term 1/9/22-31/8/26 (resigned) |
No interests declared | |
|
Ria Graham Co-opted Governor |
Trust Board Term 1/9/23-31/8/27 |
Careers | No interests declared |
|
Tanya Kelvie Aylesford School Headteacher |
Trust Board Term 1/9/22-N/A |
Ex officio appointment as headteacher of Aylesford School First appointed as Headteacher on 16/1/2017 | Member of The Rosewood School and Maidstone Alternative Provision Management Committees |
|
Maria Abbott Aylesford School Office Manager |
Trust Board Term 6/10/24-31/10/28 |
Aylesford School Office Manager | |
|
Jonathan Murphy Co-opted Governor |
Trust Board Term 10/7/23-9/7/27 |
Safeguarding governor, Health & Safety/PFI (with CET Trustee Mark Reeve) | J Murphy Security Employed by Tonbridge & Malling Leisure Trust Associate Member Pool Water Treatment Advisory Group (PWTAG) Cadet Forces Adult Volunteer, Sea Cadets (First Lieutenant) |
|
Gillian Needham Co-opted Governor |
Trust Board Term 10/7/23-9/7/27 |
SEND governor, Teaching & Learning (with CET Trustee Sheila Smith), 6th Form, Pupil Premium, Member of Pay Committee |
Retired No interests declared |
Clerk to the Governors
| Name | Contact |
|---|---|
| Lesley Hardwick | lesley.hardwick@ayleslford.kent.sch.uk |
The Governing Body has responsibilities in finance, employment and health and safety and is committed to school improvement, driving forward student progress and achievement, linking to the whole School Improvement Plan.
Character Education Trust Member and Trustee Information
| Name | Appointment History/ Term of Office | Business Interests |
|---|---|---|
| Matthew Wright | Chief Executive Officer of CET Appointed January 2012 by Members | Executive Headteacher of Wrotham and Aylesford Schools |
| Sheila Smith | Chair of Trustees Original signatory Member Trustee Appointed April 2013 by Members Reappointed May 2017 by Members | Penta International |
| Mark Reeve | Member Trustee Original signatory Chair of Finance & Audit Committee Appointed April 2013 by Members Reappointed April 2017 by Members | Trax Computing The Village Forum Ltd Futronics Wife employed at Wrotham School |
| Linda Blumsum | Trustee Appointed September 2021 by Members | Local Governing Board member and Chair of LGB, Aylesford School Employed by Tonbridge & Malling Borough Council |
| Regina Metzier | Trustee Appointed December 2021 by Members | Citigroup Global Ltd |
| A Malik | Trustee Appointed March 2020 by Members Resigned July 2021 Reappointed January 2022 | Chanel Ltd Member of ISACA Information systems Audit and controls Association Wife employed as Maths Teacher at Wrotham School – Feb 2023 |
| Mr D Day | Trustee Appointed December 2023 by Trustees | Thinking Schools Academy, Trust Lead Practitioner Member of ASCL Chair of Goodwin Academy, Deal Member of TSAT Regional Governing Body for Kent |
| Mrs A Clarke | Trustee Appointed March 2024 by Trustees | Employed by Teach First. Director of Red Lion Square Ltd |
| Mr M Cater | Interim EHT Appointed Interim Executive Headteacher in Executive Headteacher’s absence | |
| P Brozsek | Member Trustee Original Signatory Appointed April 2013 by Members Reappointed April 2017 by Members | Cory Environmental |
Download full trustee information
Character Strengths
We know that developing good character is crucial to being able to make good decisions. Furthermore, developing good character means you have the skills and dispositions that employers and universities value. That is why our students, staff and parents identified ten character strengths which we are building in our students and in ourselves.
Key to them are…
COURAGE
To have the strength and will to know what you should do even though it may be tough.
To stick at something even if it hurts.
CONFIDENCE
To believe in yourself and be the best person you can be.
To not let doubts and fears hold you back.
CHARACTER
To make good choices and be able to put yourself in someone else’s shoes.
To seek to do the right thing and show self-discipline when needed.
British Values
At Aylesford School, we take every opportunity to promote the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs.
British values are not taught as a discreet subject but run through the very heart of all we do at Aylesford School. These values are addressed predominantly through our delivery of the Character Education and PSHE activities during morning mentor time, but also across the wider curriculum and in the recognition and reward of our ten Character Strengths
We have a wide range of extra-curricular events running throughout the year which engender the ethos of respect and tolerance.
We regularly hold student voice panels to gain the views of the students, ensuring all pupils within the school have a voice that is listened to. The school’s behaviour policy clearly demonstrates the promotion of British values and is implemented accordingly to ensure that students become fully rounded members of society who treat others with respect and tolerance, regardless of background. This ensures young people understand the importance of respect and leave school fully prepared for life in modern Britain.
Term Dates
Aylesford School does not hold INSET days during the school term therefore we provide a 2-week October half term with students still receiving their full 190 days of statutory education.
Staff training is completed throughout the year during evening sessions. School holiday periods are used for an extensive timetable of intervention sessions for GCSE and A level classes. This gives parents additional options and greater scope for planning holidays and avoiding holidays being taken in term time.
Where possible bank holidays are incorporated into School holiday periods and school terms start and end on Mondays and Fridays.
| Term Dates 2024 -25 | |
|---|---|
Term 1 |
|
| Monday 2nd September 2024 | Staff inset day |
| Tuesday 3rd September 2024 | Years 7 and 12 students only |
| Wednesday 4th September 2024 | Whole school returns Thursday 26th September - Open Evening: Early Closure - School Finishes 1pm |
| Term 1 Ends - Half Term | Friday 18th October 2024 |
Term 2 |
|
| Monday 4th November 2024 | Friday 20th December 2024 |
Term 3 |
|
| Monday 6th January 2025 | Friday 14th February 2025 |
Term 4 |
|
| Monday 24th February 2025 | Friday 4th April 2025 |
Term 5 |
|
| Tuesday 22nd April 2025 | Friday 23rd May 2025 |
Term 6 |
|
| Monday 2nd June 2025 | Wednesday 23rd July 2025 |
Bank Holidays 24/25:
New Years Day Wednesday 1 January 2025
Good Friday 29 Friday 18 April 2025
Easter Monday Monday 21 April 2025
Early May Bank Holiday 5 May 2025
Spring Monday Bank Holiday 26 May 2025
Summer Monday 25 August 2025
Staff inset Day Monday 2nd September 2024
(20 hours of INSET training (4 days completed outside of the school day)
Tuesday 3rd September 2024 Y7, Y12 & 13 Return to School
Wednesday 4th September 2024 All Return to School
LATEST NEWS
School Tours for Y6 going into Y7…
30 September 2024
Transition events for Year 6 students
5 September 2024
Best of British Dementia Summer Cafe!
4 July 2024
Part of the
The Character Education Trust is a multi-academy trust (MAT) that exists to provide outstanding education in both primary and secondary schools.
Building Character, Creating Opportunities.
