The Read School exists to provide an all-round education for its pupils, combining independent tradition with the best of modern practice.
Mr Mark Voisey
Tel: 01757 618248
There has been a constant programme of upgrading and expansion over the last ten years with many additions and improvements to the fabric of the school including the Shipley building, now housing the Pre-Prep School; an extension to the Ramsker building (for teaching of English); extended and improved dining room; refurbished and modernised science laboratories and library; Creative Arts Centre for teaching Art, Design Technology, Graphics and Food and a stunning upgraded Sports Hall. Boarding accommodation has also been recently upgraded for both boys and girls.
The summer of 2016 has seen the MUGA Astroturf pitch completely refurbished and replaced and the beginning of an exciting new venture with a new facility for the teaching of music in the school.
The guiding values at Read School are those of fair-mindedness, hard work, enjoyment and treating others with proper respect and consideration. We also attach great importance to manners, good discipline, service to others and to caring for the School and external environment. We value both effort and achievement and we encourage every positive contribution that a pupil makes to the life of the Read School community.
To succeed academically, as in all aspects of school life, pupils need to be known as individuals. They need to know that nothing but their best is expected from them, whatever that might be. The result is strong exam performance, but more importantly, a desire to learn.
At Read School, we believe that all pupils should be able to access all areas of the curriculum and we provide a balanced, well-focused and wide-ranging programme of study which both challenges and encourages our pupils to be responsible for their own learning.
All pupils follow a broad-based curriculum during the first three years of the Senior School. There are two small form groups in each year group, who are taught together for most of their lessons. Each class is in the care of a Form Tutor, who is the first point of contact between the school and parents. About half of the pupils coming into Year 7 are new to the school and about half come from our Prep School.
It is recognised that not all pupils require the same programme in school. Adjustments to the timetable can be made for boys and girls who are gifted, dyslexic or who have other special needs, or for those whose first language is not English.
The contribution of arrangements for pastoral care is excellent …….The pastoral care provided for pupils throughout the school fulfils its aims in providing an education that is caring, and encourages respect and courtesy for others….. (ISI inspection, February 2012).
We aim to create a community with a family feel and nurturing atmosphere, in which each pupil is recognised and valued as an individual, develops self-respect and is able to develop meaningful and caring relationships with others. High expectations and standards are asked of each member of the community and this allows a friendly and relaxed atmosphere to pervade the school
The Deputy Head oversees the pupils’ welfare arrangements in conjunction with the Director of Inclusive Learning. All members of staff share concern for each pupil’s welfare and well-being. Every pupil belongs to a form group headed by a form tutor who takes a special interest in the development of the pupils in their care. In addition house staff are also closely involved in monitoring and supporting the personal and academic development of the boarding pupils. The school is proud that a new pupil does not remain new for long and is soon known as an individual who is closely monitored to ensure they achieve their full potential.
The school uses a combination of both rewards and sanctions to maintain standards and encourage positive behaviour coupled with a deep understanding that young people make mistakes from which they can learn. There is an ethos that expects no pupil, through their behaviour, to negatively affect the learning of others.
Time is spent ensuring that a pupil who has transgressed, understands where they have gone wrong and great emphasis is placed on putting things right as a way of resolving issues. Development of self-discipline and self-awareness are key aims of the pastoral system. Co-operation is encouraged as a way to solve disputes rather than allowing conflict to develop.
Pastoral meetings are held on a regular basis with the emphasis being placed on the personal and academic welfare of pupils. The meetings allow action plans to be created to help individual pupils to improve their performance or overcome difficulties. Support can be put in place to help resolve personal difficulties that might be arising and the school has excellent relationships with local youth services to which pupils can be signposted if needed. The school also employs a qualified counsellor available to both boarding and day pupils.
Medical issues are dealt with from a well equipped First Aid Centre and appropriately qualified staff. This facility serves both our day and boarding pupils. Boarders are registered with the local surgery in Selby from whom advice and medical oversight is given.
The school values openness and will contact parents/guardians over any concerns. This is not a one-way process and conversely, contact from parents who wish to communicate concerns is encouraged and welcomed.
Many parents, grandparents and guardians choose The Read School because of our commitment to helping all the children in our care to fulfil their potential.
We believe that well targeted support can go a long way towards meeting this wide ranging objective. Each child is respected and valued as important in the school, and for the contribution they can make now and in the future within the wider community. Our pupils have a wide range of abilities and skills; we aim to develop the particular gifts they possess, whilst providing a broad, balanced and relevant curriculum to aid them in their future career and life.
The Inclusive Learning Department (ILD) exists to enable all children in the school achieve the above objectives. We understand that many children require a little extra input for a wide variety of reasons; often for a short period of time to deal with specific issues and sometimes for an extended period to help children access the wider curriculum successfully. Pupils we support include those with:
• developmental delay
• specific learning difficulties (e.g. dyslexia, dyspraxia, dysgraphia, dyscalculia & Asperger’s syndrome)
• general learning difficulties
• communication problems
• emotional and social difficulties
• speech and language difficulties
• physical disabilities
• gifted and talented requirements
• sensory, physical or medical conditions
• LEA statement identifying special needs
• gaps in knowledge for various reasons
The school educates all pupils alongside their peers within the normal curriculum wherever possible, as we strongly believe in an inclusive approach. We recognise, however, that some specialist provision outside the classroom will raise self-esteem, help our children succeed in the classroom, and improve results in their final examinations. The following support is put in place after due process according to need and agreement:
• classroom support to increase curriculum access and pupil achievement
• differentiated work according to need
• small group tuition to raise attainment in any area required
• individual tuition to raise attainment in important areas
• counselling as part of our pastoral responsibilities
Mrs Kathryn Patrick, as Director of Inclusive Learning, is responsible for coordinating the above provision. In order to provide timely support, Mrs Patrick screens all pupils in the school at appropriate intervals, and assesses pupils with identified needs as promptly and thoroughly as is possible. Specific professionals and agencies are used where appropriate, so that we can provide the best possible support for our children. We use provision mapping to provide all pupils on the ILD register with appropriate support, to help maximise access to the school curriculum, and we provide individual action plans to use with pupils in need of more intensive help.
We believe successful education and pastoral care is dependent on active and positive dialogue between parents, pupils and teachers. Mrs Patrick is happy to discuss any educational or pastoral issue with parents or guardians of pupils at the school and welcomes the opportunity to talk to prospective parents about what our school can offer your child.
We currently have around 20 pupils working towards GCSE and A Level qualifications in their ‘additional language’, which is English. Some of our pupils join us when still quite young however the majority of pupils join us much later, in Years 9 or 10, and several go straight into the Sixth Form. In recent years we have had pupils come to us from Hong Kong, mainland China, Vietnam, Germany, Thailand, Macau, Japan, Malaysia, Korea, Ukraine, Spain, Portugal, Kazakhstan and Russia.
The EAL (English as an Additional Language) department supports our overseas pupils by providing lessons in the English Language and support in other subjects.
Younger pupils adapt very well and will have extra EAL lessons wherever possible.
Year 10 EAL pupils are entered for the PET (Preliminary English Test) Cambridge examination, and Year 11 pupils work towards the Cambridge First Certificate exam.
Both these examinations test pupils’ speaking, listening, reading and writing.
Upper Sixth Form students generally take the IELTS (International English Language Testing System) test, which is needed for entrance not only into British universities, but into overseas universities also.
The EAL department offers support socially as well as academically. Outings are arranged, the highlight of which is a meal at a local restaurant to celebrate the Chinese New Year!
Every overseas pupil is welcomed and the added dimension they bring to the life of the school is much appreciated.
The school’s Careers Education and Guidance programme helps our pupils develop knowledge and skills that will enable them to achieve their potential in learning and work throughout their lives.
A Careers Education programme runs from Year 7 to Year 11 and is delivered through the PSHCE programme. The programme is designed to help our pupils understand themselves and the influences on them, investigate Career and Learning Opportunities, and to make and adjust Action Plans to manage change and transition.
In Years 7 to 9 the programme focuses on understanding themselves and the influences on them and includes the use of the ‘Real Game’.
The careers programme continues in Years 10 and 11 during which time action planning and making choices for the future becomes the emphasis. During Year 10 and 11 pupils will have the opportunity to receive independent careers advice from the local North Yorkshire careers advisor. They also have interviews with the Assistant Head (Curriculum) and the Deputy Head as well as making use of careers based software accessible through the school’s intranet.
During the Sixth Form most of the Lower Sixth fill in the Centigrade questionnaire that helps them focus on suitable University courses. There are also visits to the school from relevant experts who may talk to the Lower Sixth and/or their parents. Topics include university funding and UCAS. There is also the opportunity to seek advice from North Yorkshire careers service. Plenty of individualised support throughout the Higher Education application process is offered by academic departments, sixth form tutors and the Head of Sixth Form. Pupils applying to the professions of Medicine, Veterinary Science or Law, or making applications to Oxford or Cambridge are individually mentoredand supported through the process.
There is a small but dedicated section of Careers information in the Memorial Library. The section is open every day for all pupils and staff to use and contains information about various careers. However most information regarding Careers is now carried on-line and is accessible using the internet. All University prospectuses are now published on line.
While academic success is at the heart of what we strive for, education is so much more; we aim to provide a wide range of stimulating activities to offer pupils the opportunity to extend their skills or learn new ones.
There is an activity period from 4.05 – 4.55 Monday to Thursday in which every pupil in the school can become involved.
Activities in the Senior School have a much wider spread than those in the Pre-Prep and Prep Schools and range from a school choir and drama clubs to world cookery and language clubs. There is a full programme of sporting activities available and the creative arts are well-supported with art clubs, jewellery design and even computer graphics and animation. All pupils are expected to be involved in the activity programme and anyone not involved on a particular day are expected to attend a supervised prep session.
Pupils at Read are actively caring and this is emphasised by their involvement in charity fund-raising. Over the years, they have raised many thousands of pounds both for national charities, through Children in Need, Comic Relief, Race for Life and the Rotary Club, as well as charities closer to home, such as local hospices and good causes.
The Combined Cadet Force at Read has been established for over 50 years, pupils having the choice of joining either the Army or RAF section; the aim of the CCF is to provide a worthwhile cadet experience with the emphasis on developing the cadets` self-confidence and expanding their leadership potential.
The Duke of Edinburgh Award scheme continues to grow and increase in popularity among the pupils at Read, with the opportunity to achieve success at all levels; bronze, silver and gold. The Award shows no sign of losing its place in the minds of employers and universities as one of the most sought after qualifications in any prospective student or employee.
The Combined Cadet Force (CCF) is a youth organisation that is sponsored by the Ministry of Defence but is not part of the armed forces of the Crown. Contingents can be found mostly in independent schools, although there are some others not in the independent school system. The CCF contingent has a long and proud presence in the school and evidence recently came to light that there was an active cadet force in the school in 1914, which meant that the contingent celebrated 100 years of cadet activity in the school during 2014.
CCF is compulsory for all members of Years 8, 9 and 10 and is optional for pupils in Year 11 and above. Pupils may choose to be members of the Army Section or the RAF section of our CCF contingent. The aim of the CCF is to promote teamwork, leadership, service to others and an understanding of the role of the Armed Forces. These aims are achieved through a variety of activities including military training such as drill, shooting, skill at arms, first aid, field craft and navigation; as well as adventure training such as rock climbing, kayaking and camping.
As cadets progress they may become Non-Commissioned Officers and help lead and instruct other cadets. There is a bi-annual inspection and a dinner each year as a celebration of the achievements of the cadets and NCOs and a thank you to all the members of the Armed Forces who assist us.
The CCF parades every Thursday. Each cadet will have the opportunity of attending a range day (if in the army section) or an Air Experience Flying day (if in the RAF section) at some point during the year. There is also one Field Weekend per term, an Adventure Training Camp at Easter, a CCF Central Summer Camp and a RAF Summer Camp. In addition members of the CCF can attend various courses run by the Armed Forces ranging from gliding to leadership courses.
Members of the CCF in the Sixth Form have the opportunity to enrol on and complete the BTEC Public Services Level 2 National Diploma. This qualification is delivered through CVQO and is the equivalent of 4 GCSEs.
The pupils at the school are offered a wide range of learning opportunities that take place off the school site.
These experiences are highly valued by the school as they help to:
• Reinforce areas of the taught curriculum
• Raise achievement by boosting self-esteem and motivation
• Develop key skills
• Develop social education and citizenship
• Promote awareness of the environment and sustainability
• Promote health and fitness
• Allow participation in activities not possible in school
• Raise awareness of health and safety
Every pupil in the school has the opportunity to take part in both day and residential visits and experiences. There are visits abroad each year to help develop language skills and cultural awareness with recent visits being to France; Spain, Italy and Morocco. An expedition to Costa Rica took place in the summer of 2013. A visit to Iceland is taking place in October this year and an expedition to the Indian Himalayas in 2018 is currently in the planning stage, with several pupils having committed to taking part.
All subject areas are encouraged to promote visits to reinforce and supplement the curriculum and examples of recent visits have been to London for Art and Design; Coca Cola and Cadbury’s for Business Studies, a printing company for Graphics and to Drax Power Station for Science.
Sport is a crucial element of the educational experience we offer at Read School. The variety, depth and quality of our provision are essential components in generating an atmosphere in which boys and girls can both develop and enjoy their sport, while also creating an awareness of the relationship between constructive exercise and a healthy lifestyle. Pupils of all abilities are encouraged to play meaningful and competitive sport, at House, School or representative level.
We are as proud of the depth of our provision as we are of the high quality of our top sports players, and we aim to cater for all pupils at the school. We recognise that different pupils have different strengths and interests, and we try to offer as wide a choice of sports as possible in the hope that each person will find something to enthuse them. We recognise and welcome competition within sport. Competition encourages team awareness and, when guided appropriately, teaches the importance of winning without arrogance and losing with good grace. Most sports offer competitive fixtures at both School and House level, and much emphasis is placed on the way pupils conduct themselves on and off the pitch.
Sport plays a formative role in individual personal development. All our pupils are encouraged to participate in sport, whatever their aptitude and ability, and gain the personal benefits necessary for success, not just in sport but in other fields; improved physical fitness, self-respect and confidence, team awareness and leadership, determination and commitment.
We offer a wide range of sports providing our pupils with the chance to take part in individual and team games, aiming to develop their sporting skills and knowledge of games.
At Read we hold the firm belief that sport has an important part to play in the physical and social development of all young people. Sport is not just for those with exceptional ability. All pupils have PE/Games as part of the curriculum, however, outside of that time there is plenty of opportunity for pupils to try out new sports and get involved as much as they wish.
Rugby, football and cricket are the main sports for the boys, and hockey, netball and rounders for the girls. These are played both during and outside of lesson time. There are many other sports played which are equally enjoyed; table tennis, badminton, swimming, tennis, cross country, basketball and athletics are all played at various times during the school year.
Through the years we have had a number of pupils who have achieved representative successes at County and National Level; some of these include Yorkshire Ladies Cricket, Yorkshire Rugby, Yorkshire Hockey, National Judo Champion, National and European Tae Kwon Do Champion, National Horse Riding.