Helpful Information for Parents
Dear Parent,
Welcome to the school on-line prospectus. It has been designed in the form of a series of questions, based on those most frequently asked by parents and pupils. I hope that you will find the information of value to you.
We are always looking for ways of improving the information provided for our parents if you have any suggestions to make about our web site please contact us and we will endeavour to incorporate your suggestions and ideas.
Meanwhile enjoy browsing and finding out more about Dwr-y-Felin School
Yours sincerely
NE Stacey
Headmaster
Key questions
- Introduction from the headteacher.
- What are the aims of the school?
- Who is on the school’s governing body?
- What facilities does the school have?
- How is the curriculum organised?
- Are pupils grouped into bands according to ability?
- How does the school help pupils to work?
- What provision is made for pupils with special needs?
- How does the school help pupils improve their basic skills?
- What are KS3 results like?
- What are KS4 results like?
- Where do pupils go when they leave Dwr-y-Felin?
- What provision is made for careers education and guidance?
- Are pupils given the opportunity to experience work placements?
- What is the school’s policy with regard to pastoral care?
- What is the school’s policy with regard to homework?
- What is the school uniform?What happens if my child is ill?
- Does the school provide a meal at lunchtime?
- What is expected of my child in school in terms of discipline and behaviour?
- Do parents visit the school and what is the home/school contract?
- Are parents’ evenings arranged?
- Does the school send reports to parents?
- What sports are offered at Dwr-y-Felin?
- What musical activities does the school offer?
- Does the school organise trips and visits?
- What other extra-curricular activities does the school offer?
- What is the admission policy?
- What is the school’s complaints procedure?
Introduction from the headteacher.
We would like to take this opportunity of thanking you for the interest you have shown in Dwr-y-Felin. We hope that this prospectus will provide you with a good indication of what we can offer your child and also demonstrate how we aim to be one of the best schools in Wales.
Dwr-y-Felin has an excellent reputation for both its academic excellence and for its sporting and cultural prowess. Our aim is to ensure that each individual pupil is given every opportunity to reach their full potential. We have high expectations of all our pupils and will support each individual child as they strive for success in life. Although academic achievement is our main priority, we also provide a range of sporting, musical and cultural activities in addition to the Duke of Edinburgh Award scheme. These activities are designed to develop in our pupils a range of essential skills to enable them to take their place in society and to make the most of their future lives.
We pride ourselves on the development of a disciplined, productive and caring environment. Our pupils are expected to behave well and show positive attitudes to their work. We believe that children are far happier if they work in a caring, secure and pleasant environment where they feel valued as individuals. The great advantage of dividing the school into two sites is that the transition from primary to secondary education can be managed and designed more carefully.
When pupils leave us after their time at Dwr-y-Felin School, we take a lot of pleasure in reflecting on what they have achieved. We are very conscious that their successes mean a great deal in laying the foundations for a rich and fulfilling life. The school is determined in its aims of maximising achievement, realising individual potential and preparing young people for a challenging and exciting future. Such a statement can be an abstract wish list. We do not intend it to be so, for the school exists and prospers by meeting the needs and aspirations of all our pupils and maximising their achievement. The school is here for them.
Dwr-y-Felin has, for many years, been a successful, popular and happy school. It has established a well deserved reputation for academic, sporting and cultural excellence. Today our work is founded on the comprehensive ideal - a belief that all children are of equal value and that it is our task to help develop the abilities and talents that all undoubtedly have. The particular strengths children have obviously vary from one individual to another. We recognise this and provide a range of curricular and extra-curricular programmes to meet the needs of all within a diverse population. Our size means we can offer many different courses as part of the taught curriculum and also a wide variety of clubs, teams and societies. We expect the highest achievement from our students as a consequence and will settle for nothing less. We celebrate achievement in all its forms and from pupils of all levels of ability.
I am pleased you are interested in joining our school. Dwr-y-Felin School is an exciting and stimulating place to be, for both its staff and pupils. The quality of our relationships with pupils and their parents is important to us and I look forward to welcoming you as part of our community.
N E Stacey
Headteacher
What are the aims of the school
Dwr-y-Felin school aims to create a supportive and collaborative environment where staff, pupils, parents and governing body can work together in the pursuit of excellence underpinned by a belief in the uniqueness of the individual and tolerance of others. It will provide a secure, encouraging, happy, friendly and creative environment where individuals can be challenged without being threatened, safe in the knowledge that views and opinions are respected and provide all pupils with the learning skills necessary for them to take on the challenges they will meet during the next stage of their life long educational learning experience.
The specific aims of the school are :
- Each pupil is an individual and we should strive to provide a high quality educational experience that recognises the unique personality of each pupil.
- To enable each individual to reach his/her full potential within a culture of high expectations.
- To ensure that every pupil receives a broad, balanced, and relevant curriculum which meets the requirements of the NAfW document, the Learning Country, and the National Curriculum.
- To establish a caring, productive and disciplined learning environment that is both supportive to children’s needs and pleasant to work in.
- To enable pupils to function effectively as citizens in a rapidly changing society, adapting to its new demands, able to acquire new skills and knowledge and able to adjust to new patterns of work and leisure.
- To encourage pupils to develop lively, enquiring minds and to promote the growth of independence, self-confidence and self-motivation towards adult status and responsibilities.
- To promote understanding, harmony, equality of status and opportunity between every member of the school community.
- To use education and learning for the enrichment of the lives of the whole school community and to promote values and standards of behaviour and achievement that will enable pupils to develop the social skills essential to take up their place in society.
- To encourage a supportive community involvement which includes parents and local industry.
- To encourage pupils to participate in a variety of enhanced learning experiences.
Who is on the school’s governing body?
Responsibility for the running of the School is vested in the Governors of the School who meet at least once every term. The governing body also has a number of sub-committees including the Finance and Curriculum Committee. The Chairman of the Governors is Mr C Coram. Other members of the Governing body are listed below:Board of Governors
CATEGORY |
NAME |
| L.E.A. | MR C T CORAM
CLLR D K DAVIES CLLR R D MATTHEWS CLLR H BEBELL |
| PARENT | MR H BOWDEN
MR K THOMAS MR K DAVIES MR M HARRIS MRS R J COOZE |
| CO-OPTED | MRS M LEWIS
MRS D LEWIS MRS P FUSSELL MR A DOYLE MR C BURDEN |
| TEACHER | MRS K RONAN
MISS J E WATKINS |
| STAFF | MR C EVANS |
| HEADTEACHER | MR N E STACEY |
| CLERK | MISS A K RICHARDS |
What facilities does the school have?
The school is located on two sites. The lower school site accommodates years 7 and 8 is located in Longford; the upper school is located on Dwr-y-Felin Road near the centre of Neath. There is approximately 1.7 miles between the two sites. It has excellent facilities and is fortunate in having access to council owned playing fields and facilities during the day. Classrooms are light, warm and well-ventilated.
There are specialist classrooms for ICT, technology, art and science with pupils having access to well resourced Learning Resource Centres.
How is the curriculum organised?
At Key Stage 3 (ages 11-14) the curriculum is deliberately broad so that there is the finest possible blend of the best traditional schooling and the latest national curriculum initiatives.
When it comes to the GCSE years of Key Stage 4 we believe in choice. Maths, English Language and Science remain compulsory of course, as does PE, but following a special conference half way through Year 9, pupils are allowed to choose additional subjects from the option blocks. The option choices are broad and varied, and across both ability band there is plenty of choice for all tastes and aptitudes
The full list of subjects available is as follows: English, English Lit, Maths, Science (including separate Physics, Chemistry and Biology), French, Spanish, Technology, Child Care, Food Technology, IT, Health and Social Care, Business Studies, History, Geography, Art, Music, Basic Skills, Welsh, XL Wales, Motor Mechanics, CITB and a range of vocational courses.
The curriculum is designed to ensure that all pupils are given appropriate opportunities to fulfil their potential. The greatest compliment, and one we should frequently use is: "they did their best"; the school motto celebrates this compliment. Positive attitudes are cultivated and encouraged so that pupils with diverse abilities and aptitudes can take pride in their achievements.
No two children are alike. The organisation of the school is intended to enable pupils, supported by their teachers, to make informed judgements about their lives.
Pupils are provided with a curriculum that seeks to develop them academically, practically, socially and culturally. The content of the curriculum is determined primarily by the requirements of the National Curriculum and Religious Education. In Years 10 and 11 pupils have the opportunity to study other subjects in addition to the National Curriculum. We make our curriculum appropriate to the needs of the pupils using a variety of teaching styles that encourage a positive attitude to learning, the understanding of concepts and values, and the acquisition of knowledge and skills.
Through our curriculum, the school sets out to develop the following skills:
- Communicational
- Numerical
- Observational and visual
- Imaginative
- Organisational and study
- Physical and practical
- Social
- Problem-solving
- Creative
These skills are considered when we prepare the curriculum for you.
Are pupils grouped into bands according to ability?
Pupils will also be placed in academic groups the pattern of which has changed significantly over the years. The process of placing pupils into these groups is a thorough one using data generated from a number of standardised tests, teacher assessments and teacher recommendations. The current system is that DWRYF and E are all identical groups containing the most able 180 pupils in the cohort. Academic classes L and I are then made up of the next 48 children ranked in ability order. This is a targeted group of pupils who will receive the same high quality teaching, learning experiences and curriculum as the other groups but at a slightly slower pace and in smaller groups. Academic group N are a smaller group that contains pupils who, in the view of their primary school teachers, would benefit from additional help and support or have specific learning needs.Termly reviews take place to monitor progress and pupils’ groups may be changed based upon the outcome of the review. Teachers’ programmes of work are carefully prepared to suit the particular needs of the various ability groups, providing sufficient common ground to enable movement between groups.
A number of children are identified as having a special educational need. We ensure that these children are taught in smaller groups with specialist provision whilst also ensuring that they have access to the full curriculum in accordance with the school’s policy of equality of access for all. These children can also benefit from mainstream support provided by specialist teachers or support assistants.
In Years 10 and 11 pupils are given a full and varied option menu to select subjects from. All pupils receive careers advice and an individual interview with a member of the senior team; the variety and rigour in the option programme ensures that pupils receive a rich, rewarding and suitable educational experience at KS4. A small number of pupils are offered an alternative curricular experience in order to ensure they have an appropriate and suitable learning pathway. Some courses are delivered at Neath Port Talbot College or in the work place.
How does the school help pupils to work?
All pupils are carefully monitored throughout their time in Dwr-y-Felin by their form tutors, pastoral tutors and subject teachers. If there are any causes for concern the pupil will be given an individual interview by their pastoral tutor and an action plan drawn up to help the pupil achieve their true potential. Each week, pupils are given homework by their subject teachers. This can be recorded in the diary and parents are encouraged to read these each week and make comments where they deem it appropriate to do so. Additionally the Learning Resources Centre is open from daily to help pupils with homework and research topics. There are many lunch-time and after school self help groups organized by staff where pupils receive individual help and encouragement.At Dwr-y-Felin, each pupil is an individual with individual needs. Our school is a community that provides the necessary support and encouragement for the pupils. Parents, teachers and staff are working together to ensure that pupils will be able to survive in the world of work beyond school.
What provision is made for pupils with special needs?
Special Educational Support is the provision made by the school for pupils with learning difficulties who may require something additional to or otherwise different from that generally made available for their peers. This will include children who may have difficulties which are:- of a physical or mental nature;
- connected with sight, hearing and speech;
- emotional or behavioural;
- specifically related to aspects of language or mathematics work.
In order to provide all pupils with a broad, balanced and differentiated curriculum, the school aims to match the content and teaching methods to the abilities of each individual pupil, thus providing a satisfying and effective education.
The role of the Learning Support Department in the school is to ensure that a learning difficulty has the least possible effect on a pupil's education, ensuring that he/she is not prevented from working towards his/her potential.
It is the school's policy that pupils identified as requiring special needs support should be integrated with their peers as much as possible, aided by appropriate systems of support. This ensures full entitlement to all aspects of the National Curriculum, even if some modification is required to their programme.
How does the school help pupils improve their basic skills?
Reading, writing, verbal communication and numeracy are essential skills in all subject areas and throughout life. A basic skills policy has been developed in order to ensure that all of our pupils develop these areas successfully. The policy will raise the profile of basic skills in all subject areas and will help pupils fulfil their potential. On entry to the school all year 7 pupils have their basic skills measured through NFER and CATs tests. Those pupils who have a reading age below their chronological age are targeted by the Learning Support department and given additional support. The aim of the school being that by the end of Year 9, 95% of pupils have a reading age equal or better than their chronological age.
Within the literacy policy the four key areas of listening, speaking, writing and reading are targeted. All subject areas have close links with the Learning Support Department ensuring that suitable strategies are developed to enable all pupils improve their basic skills.
The Maths department is piloting the CAN (Cardiff Approach to Numeracy) in an attempt to improve numeracy skills. By July, 2005 we hope to have been awarded the Basic Skills Quality Mark.
What are KS3 results like?
Results in the national curriculum tests at the end of key stage 3 have improved significantly and are well above both the national average and the average for schools with a similar intake.TEST RESULTS – PERCENTAGE AT EACH LEVEL
N |
B |
D |
A |
3 |
4 |
5 |
6 |
7 |
|
| ENGLISH | 1 |
0 |
1 |
2 |
5 |
18 |
29 |
28 |
15 |
| MATHEMATICS | 0 |
0 |
1 |
2 |
5 |
11 |
27 |
38 |
16 |
| SCIENCE | 0 |
0 |
1 |
2 |
4 |
11 |
26 |
33 |
23 |
D = pupils who have been disapplied under sections 364/5 of the 1996 Education Act
A= pupils who fail to register a level due to absence
N= pupils who have failed to register a level for reasons other than absence
B= pupils who work outside the levels of the tests
What are KS4 results like?
The proportion of pupils gaining at least five A* to C in GCSE has also improved considerably and is well above both the national average and the average for schools with a similar intake.
Dwr-y-Felin Results in Context
Year |
5 A* to C |
5 A* to G |
2005 |
63% |
91% |
2004 |
59% |
85% |
2003 |
62% |
84% |
2002 |
58% |
88% |
2001 |
49% |
83% |
2000 |
55% |
86% |
1999 |
50% |
79% |
1998 |
50% |
79% |
1997 |
50% |
76% |
1996 |
48% |
74% |
1995 |
46% |
77% |
1994 |
41% |
77% |
1993 |
44% |
72% |
1992 |
37% |
68% |
Where do pupils go when they leave Dwr-y-Felin?
Skill Seekers |
20 |
Modern Apprenticeship |
2 |
Employed |
10 |
Seeking Employment |
12 |
In Full Time Education |
214 |
Moved Away or Un-contactable |
4 |
What provision is made for careers advice?
Careers Education is taught as part of the school’s Guidance programme where it is seen as an integral part of the aim of developing in pupils’ qualities of initiative and self-reliance. In addition, all Year 11 pupils will have a personal interview with the County Careers Officer. The Careers Officer works closely with the school’s Head of Careers Education and Guidance to arrange careers visits, talks, films, career conventions, etc. The Careers Officer also attends consultation evenings with parents of pupils in Years 7, 8 and 9.
The school has very strong links with Neath Port Talbot College and local industry. The College Admissions Officer attends consultation evenings and also visits the school to talk to groups of Year 11 pupils about courses available in the college. Deans of the college interview Year 11 pupils at the school with parents being welcome to attend the interview. Pupils also have the opportunity to visit the college.
An important part of the careers education and guidance programme is a two-week work experience placement with local industry. This is organised by the Careers Education and Guidance Co-ordinator and is a very successful and worthwhile experience for all pupils.
Work-related education (WRE) is now a statutory requirement for KS4 pupils. The school works closely with Careers Wales to ensure that the requirements are not only met, but provide pupils with sound, practical and sensible advice and experiences to prepare them for their future working lives.
Are pupils given the opportunity to experience work placements?
All Year 10 pupils have the opportunity for two weeks' work experience. The school has built up a network of local employers willing to take pupils, and the experience proves very beneficial for the majority of pupils who take part. The Year 10 work-experience is broad based and varied. All pupils are required by law to attend under the new Work Related Education guidelines.
The school operates an equal opportunities policy that means that all pupils, irrespective of any special needs are entitled to work experience. We have always been successful in making placements for all our pupils.
What is the school’s policy with regard to pastoral care?
Pupils entering the school at the start of Year 7 will be placed in mixed ability tutor groups for registration. For pastoral care purposes, pupils belong to a mixed ability group, their form, under the care of a Form Tutor. Groups are created after a lengthy period of consultation with the primary schools. The overall guidance is the responsibility of the appropriate Head of Year who monitors and co-ordinates the academic and social progress of pupils in his or her charge.
It is our fundamental hope that pupils, having been provided with an excellent basis for both academic and social learning, will emerge from the School enhanced as personalities and as citizens. We take the concept discipline to mean something much broader than is generally expected. In this School it refers to the desired atmosphere of a happy and orderly community which is the collective responsibility of everyone to preserve. In this context discipline is intrinsically related to Care, and it is vital that pupils see that the teacher who stands before them has a wholeness of concern for their welfare both personal and academic.
We hope that when pupils join the School their parents feel that they join also. This sentiment applies very fully in matters of care and discipline. Parents and teachers are in pursuit of the same goals as far as pupils are concerned, and it is to be hoped that parents and staff will work together for the benefit of the pupils in a relationship of mutual respect, social responsibility and shared endeavour.
It is our expectation therefore that pupils, influenced by the ordered and civilised atmosphere of the School, will conduct themselves appropriately. Pupils are expected to be courteous, considerate and conscientious, to foster the general well-being of their fellow pupils, and to develop a strong sense of self discipline and a proper regard to authority.
What is the school’s policy with regard to homework?
Homework is an integral part of the academic programme at Dwr-y-Felin . It is a vital part of a pupil’s education and must be undertaken diligently.
A homework timetable is published at the beginning of the academic year. Pupils receive homework in two or three subjects each night. The exact amount of time spent on homework depends on the pupil’s needs and his/her year group. However, in broad terms a pupil in Year 7 should expect to spend an hour and a half each night on homework. A pupil in his GCSE years should expect to spend two to three hours on homework.
To ensure that parents are kept informed of the homeworks set, the marks achieved and the targets agreed with the pupil, all pupils are issued with a Personal Organiser at the start of the academic year. Parents are invited to sign this on a weekly basis and the Form Tutors use it as a vehicle for conveying information both to the pupil and parent.
What is the school uniform?
Every pupil is expected to wear school uniform. Having a uniform contributes towards the tone of the school and good order. School sweatshirts, polo shirts etc. are available from the school shop. The school uniform is as follows:
| Girls Uniform | Boys Uniform |
| Plain navy skirt ( of sensible length) or black tailored trousers
White polo shirt with school badge – tucked in. School tie – to be worn by pupils representing the school Navy round-necked sweatshirt with the school badge on the front. No alternative sweatshirt is acceptable. Black or brown shoes with sensible heels No training shoes are allowed Hair: to be neat and acceptable. |
Black school-type trousers
White polo shirt with school badge – tucked in. School tie – to be worn by pupils representing the school Navy round-necked sweatshirt with the school badge on the front. No alternative sweatshirt is acceptable. Black or brown shoes No training shoes are allowed Hair: to be neat and acceptable. |
In addition:
- On the grounds of health and safety the only jewellery that is appropriate for school are stud earrings and a watch.
- Body piercing is potentially hazardous and pupils will be required to remove the item in question or cover it with a plaster until it is safe to do so.
- Inappropriate hairstyles could lead to exclusion. Extreme hair colouring will not be tolerated.
- Denim jackets are inappropriate and must not be worn to school.
Mobile telephones may be brought to school at the pupil’s own risk. They should be turned off during lessons. If, for any reason, the phone is confiscated parents will be asked to come to school to collect it.
OUTDOOR CLOTHES
A raincoat, anorak or school fleece in navy, grey or black is recommended. Gaudily coloured coats, hooded tops or sports coats are not allowed either as indoor or outdoor wear. All garments must be marked with the owner’s name.
What happens if my child is ill?
The school has a well-equipped medical room with a qualified nurse in upper school and a first aider in lower school. In addition, the nurse contributes to the programme of Personal and Social Development.
In the event of an illness at school the nurse will take appropriate action to contact parents and ensure that each pupil’s needs are catered for. The nurse is responsible for administering, where appropriate, medication prescribed by the doctor, some of which can be kept in the medical room in case of emergencies. Parents of pupils who receive regular medication will have the opportunity to meet the nurse and discuss their child’s particular needs at the Induction Evening held annually for parents of new Year 7 pupils.
The school participates in the health authority’s immunisation programme, which is co-ordinated by the school nurse.
Does the school provide a meal at lunchtime?
The school runs two canteens based upon a cafeteria system. We are open at break and lunch-time. Children who choose to bring sandwiches are also well catered for. Pupils are allowed to go home for lunch only if they bring a letter from their parents. They are not permitted to go into Neath, or to use the cafeterias at Cwrt Herbert or Burger King. Children eligible for a free meal are provided with a pass at lower school and dinner tickets at upper school. Applications for free meals and clothing grants should be made directly to the school office in upper school.
What is expected of my child in terms of discipline and behaviour?
Good discipline comes from mutual respect. The aim of the school’s policy is to create a secure and caring community in which pupils can work, and learn to live, amicably with each other. By creating such an environment we wish to develop each pupil’s sense of personal and social responsibility. We operate a system that is called ‘Discipline for Learning’. This system rewards achievement and good behaviour, but it also provides sanctions for pupils who do not conform to school rules. It is important that our pupils recognise what is expected of them in terms of behaviour. Pupils’ learning will not be restricted by the poor behaviour of a minority.
The school views education as a partnership between the home and school. Some pupils may require additional support and guidance necessary to develop the appropriate self-discipline skills. In these cases the school relies on parental support for a range of sanctions. The sanctions used include verbal reprimands, the setting of additional work, detention at break or during the lunch hour, after school detention of which 24 hours notice is provided, and exclusion from school. Heads of Year will contact parents in the event of a cause for concern and subject teachers will make observations in exercise books and Student Journals to allow parents to monitor progress
Do parents visit the school and what is the home/school contract?
Dwr-y-Felin has a very open policy towards parents in that we see the education of each child as a partnership between home and school. It is essential, therefore, that we liaise as much as possible to ensure each child's progress is carefully monitored and any problems quickly solved. The school has a comprehensive complaints procedure in place and a home-school contract. This is outlined below:
The school will make every effort to:
- Provide a high-quality education for all its pupils.
- Encourage pupils to feel safe and involved and to do their best at all times.
- Provide a balanced curriculum and strive to meet the individual needs of all pupils, bearing in mind the school’s commitment to ‘Equal Opportunities’ for all.
- Encourage pupils to show respect for the school environment and for the people who work and study there.
- Encourage pupils to take their places as valuable members of society and, as a consequence, good citizens
- Report on pupils’ progress regularly in writing and by confidential consultation with parents, and invite parents to comment on those reports and consultations.
- Monitor pupils’ attendance and report concerns to parents.
- Set and mark homework on a regular basis.
- Ensure that pupils know and respect the school’s Code of Conduct and Disciplinary Procedures and thereby provide an ordered working environment that will stimulate, encourage, support and reward achievement.
The Parents/Guardians will make every effort to:
- Make sure that their child attends school regularly.
- Telephone the school on the first day of absence, provide an explanation for that absence and maintain regular contact in the case of prolonged absence.
- Make sure that their child is on time for school and is properly equipped.
- Support their children with homework and other home-learning opportunities by ensuring that homework is completed, and by checking and signing the Homework Diary every week.
- Attend Parents’ Evenings and other discussions about children’s progress and inform the school of any cause that might affect their child’s behaviour or progress.
- Make sure their children wear full school uniform at all times.
- Take an active interest in all aspects of their child’s school life.
- Ensure that their children follow the school’s Code of Conduct and Disciplinary Procedures, and support the school in its implementation
The pupil will make every effort to:
- Attend school regularly.
- Be punctual at all times and remain on the school site at all times.
- Work to the best of his/her ability.
- Complete homework on time and ensure it is recorded in the Homework Diary or in the back of subject exercise book.
- Wear the correct school uniform and bring the correct P.E. kit to appropriate lessons.
- Follow the school’s requirements on the wearing of jewellery and use of cosmetics.
- Share the responsibility for and respect the school property/environment and the property of others.
- Recognise the importance of the school’s Code of Conduct and Disciplinary Procedures and follow the classroom expectations.
- Recognise that when a pupil is wearing the school uniform, both inside and outside of school, his/her behaviour reflects on himself/herself, the parents, the school and the community.
- Treat all those involved in the school, including staff and other pupils, with respect.
- To become involved in school activities.
Are parents’ evenings arranged?
Parents' evenings are organised each year providing opportunity for parents to discuss their child's progress with teachers. These are held once a year, but there are other special conferences such as the Year 7 CATs (data) evening which parents are invited to attend.
Does the school send reports to parents?
Parents will receive two reports a year: one interim report giving basic information about pupils’ behaviour and effort. The final, summative report is very comprehensive, giving full details of pupils’ achievements in each subject during the year. Final reports will specify how pupils are performing in relation to National Curriculum or GCSE criteria.
What sports are offered at Dwr-y-Felin?
The members of the Physical Education department with the help of other staff organise teams for, basketball, netball, rugby, football, hockey and many other sports. A variety of sports activities take place including swimming, rugby, soccer, netball, hockey, gymnastics, athletics and cricket. We use our own on-site facilities supplemented, where necessary, with other sporting facilities available at Cwrt Herbert. Involvement in these activities not only reinforces the importance of team spirit and the development of a sense of identity and pride in one’s association with the school but it also recognises the role of exercise in relation to health education. We aim to give pupils of all abilities the opportunity to participate in competitive events. Dwr-y-Felin has an enviable reputation in the area of inter-school sports and we are very proud of the large number of pupils who have gained international and representative honours while at the school.
What musical activities does the school offer?
The school has a long tradition for musical accomplishment. The pupils who take advantage of the opportunities for further experiences in music are rewarded through participation in orchestras, brass bands, concerts, Eisteddfods and other events.
The music department is able to offer a wide range of clubs and societies that your son or daughter may wish to get involved in. The range of activities includes:
School orchestra |
Brass band |
Junior Choir |
Wind band |
Senior Choir |
Rock Group |
Pop Band |
Over the course of the academic year the department puts on a range of performances, these include :
| School Carol Concert | GCSE Recital Performances |
| Christmas Concert | Eisteddfod Winners Concert |
| School Musical Production – lower school | Annual Prize Giving |
| Range of external music competitions | Lunchtime recitals |
Does the school organise trips and visits?
Throughout their time in Dwr-y-Felin pupils will have the opportunity to participate in an extensive programme of educational visits linked to different areas of the curriculum. The Governors support all activities which broaden and enrich the curriculum and school life.
No charge may be made for participation in trips and activities during school time, but the school may wish to ask for voluntary contribution in order to defray the costs of such activities.
Inability or refusal to make a voluntary contribution will NOT preclude a pupil from participation in such activities. If the activity can not take place without sufficient voluntary contributions, this will be made clear in the initial letter. If insufficient contributions are received, and cancellation is necessary, all contributions will be returned to parents.
Field trips and enrichment activities outside school time will be charged for, and parents will always be given the cost in advance. However, the school would wish for no pupil to be excluded from any activity by financial hardship. Cases of hardship would be viewed sympathetically by the Headteacher.
What other extra-curricular activities does the school offer?
Many staff and large numbers of pupils work together outside timetabled lessons. Such activities are dependent on the voluntary efforts of the staff – who give generously of their time outside school hours. Flourishing activities are the result of teamwork between staff and enthusiastic young people. The rewards are better understanding and mutual satisfaction.
There are opportunities for those with an interest in science and technology. Both departments offer lunchtime clubs to help pupils with an interest and to ensure that Year 11 complete their coursework. You will often find a substantial group of pupils engrossed in worthwhile activity in the CDT workshops, while the Art rooms usually have some budding Picasso working on his or her latest creation.
All subjects offer a variety of lunchtime and after school clubs, and pupils are invited to participate in numerous events and competitions throughout the year. We develop in our pupils an interest in the world around them and try to encourage them to have a social conscience. Pupils take part in activities related to Crime Prevention and Drug Awareness, public speaking and debating competitions and a myriad of other activities.
Many things which were regarded as extra-curricular activities have new assumed a new role under GCSE – but they are only undertaken due to the professionalism of the staff concerned: the European trips; field trips, sporting activities. These all provide valuable experiences for pupils who see themselves and staff in a different light.
Collections for charities go to national and local concerns (including the school itself) and much interest is displayed in national events and initiatives.
Dwr-y-Felin is concerned with all aspects of education. The opportunities for involvement are available – it is up to pupils to respond.
What is the admission policy?
Initial offers of placement to pupils living in the catchment area will be made in the New Year. Requests for preferred placements should be made as soon as possible. Forms are available from your child’s current primary school or from the reception area in Lower school. All pupils in the catchment area of the school will be offered a placement. Some preferred placement requests were refused last year. Our planned admission limit is 274. It is anticipated that we will be an oversubscribed school, in the near future, and the prompt return of placement requests is essential to ensure a place at Dwr-y-Felin.
What is the school’s complaints procedure?
Parental concerns about the curriculum offered by the school can be addressed to the Governing Body, the Local Education Authority, or both as is the right of parents under Section 409 of the Education Act 1996. Details of the arrangements for expressing your concerns are available from the school.
Parents, who wish to withdraw their children from either Religious Education or assemblies in whole or in part, should contact the Headteacher. Welsh is taught as a separate subject to all pupils in Years 7 to 11
Pupils will be provided with homework diaries, called Student Journals, to encourage them to organise their work and to allow for monitoring by parents. The journal is used to record homework, coursework deadlines and the dates of examinations given to pupils. Messages from teachers to parents can be included in the journal and can therefore be a useful link between school and the home. Homework is an integral part of the learning process. Homework helps to remove the idea that pupils only learn during school hours. We believe that regular, meaningful homework will help to set high expectations and standards for our pupils.