Learner The - Newton Abbot College

Page 1 The Learner Issue Eight 2015

LearnerThe ISSUE EIGHT

Page 2 The Learner Issue Eight 2015 Page 3 The Learner Issue Eight 2015

Welcome to the eighth edition of

The Learner which is packed full of interesting articles about the many exciting experiences for students at Newton Abbot College.

These articles were especially commissioned

following feedback from parents at our recent, hugely successful Open Events. Parents spoke to us about aspects of the College that they wanted to know more about and the questions they had regarding choosing the right secondary school for their children. These centred on how we deal with bullying, how we promote students’ creativity, what is the role of the Governing Body, and what extracurricular activities do we offer.

These are areas many of our current parents are interested in too, so I hope we have been

able to cover them successfully within this edition. We thank everyone for their feedback and contributions.

In this edition we also continue to explore our College mantra:

‘Imagine What’s Possible…’ We are determined for our students to grow the belief in themselves that they can achieve great things in the future; to grow in their confidence and acquire the skills necessary to become successful young adults in whatever field they choose. We have welcomed nearly 1,000 visitors recently during the Open Events and the overwhelming feedback we get is that

visitors get a sense of this ethos from just speaking to our students and from the atmosphere in the College. If you haven’t visited us yet, then please do. You will be very welcome to see for yourselves what the College can offer your child; come and explore our extensive facilities during a normal learning day, meet students and staff and take time to soak in the atmosphere and discover what Newton Abbot College can do for your child’s education and future.

Welcome from the Editor04 Foreword

04 Prudens Futuri

08 Risky Decisions

10 Time to Say No

12 Flying through Trying

14 Spotlight on English

17 Student Creativity

18 Governors Corner

CONTENT

WITH THANKS TO ...Ivor AbiksRuth BellasZahra BhiwandiwallaPaul CornishJessica Deighton Anne FarnhamPenny GaitClaire GillNick HillSteve JointCaroline KeenAlison McDermottTobias Rudling

The Learner is designed by Newton Abbot College and printed by Kingfisher Print, Totnes.

Alison McDermott, Assistant PrincipalThe Editor

DISCLAIMERWhile every effort has been made to ensure that information is correct at the time of going to print, Newton Abbot College cannot be held responsible for the outcome of any action or decision based on the information contained in this publication. No part of this publication may be reproduced, copied, modified or adapted, without prior written consent. © Newton Abbot College 2014

DISCOVER NEWTON ABBOT COLLEGE SIXTH FORM

Offering a wide range of academic and vocational coursesTo arrange a visit, contact us on 01626 883192

www.sixthform.nacollege.devon.sch.uk

Imagine what’s possible

Year 7 students on their recent Okehampton residential


FOREWORD

The theme for this edition of The Learner is ‘Prudens Futuri’; the meaning of which will be discussed in the lead article. For the purposes of this foreword, suffice to say ‘Prudens Futuri’ has a sense of preparing for, or being ready for the future.

There is a turn of phrase well used in business and industry: ‘future proofing’. ‘Future proofing’ has a sense of protecting organisations against the future, as if it is something to be wary or even fearful of. It is my firm belief that at Newton Abbot College the future is not something to be feared; we can look forward to the future with excitement and relish, thanks to our extremely firm foundations on which we build our successes. In fact, the future for the College looks incredibly bright.During Easter of last year we restructured the College Leadership Team. We moved from a team of ten, to a more compact team of eight. Restructuring always provides an opportunity for reflection and review.We now have a very strong and newly invigorated team to lead the College through the next period of its development, with all members in roles that are tailored strategically to their knowledge, skills, experience and expertise.

Recent successful times have also come in the form of recruitment. The College has employed numerous staff into many new areas, both teaching and non-teaching; we are extremely excited about the impact that these new additions will have on the College, its life and infrastructure.

The Department for Education continues to put pressure on schools to enter formal collaborations and partnerships with others. This is something that we insist will only happen at Newton Abbot College if and when the time and partnership is right for everyone involved in the College and the Community. We continue to be very proud of what we have achieved as an independent academy; but, in the interest of the students, families and local community, we are still exploring with potential partners what a more formal collaboration might look like.

We have exciting plans to further develop our facilities following some very successful work over the summer holidays. This year’s goals look set to improve our Science and Technology facilities and to undertake necessary research into a more professional theatre space in which to hold events and productions. Over the last twelve months the entire Governing body has undergone a significant amount of training in order to carry out core functions more robustly. These involve clarity of vision, ethos and strategic direction, as well as holding the Principal accountable for College performance in terms of its students, staff and finances. We are grateful to all the Governors for undertaking many, many hours of training; as a result, they are now in a fantastic position to join the Leadership Team in guiding this College into the future.

And finally, our Open Events have been incredibly well attended; the feedback received has been truly phenomenal. Nearly 1,000 people walked through the door over the course of four open mornings and one open evening; suggesting that student recruitment for September 2016 will continue in line with recent years with places being highly sought after.Best wishes to you all for the year ahead and for the future…imagine what’s possible! By Paul Cornish, Principal

PRUDENS FUTURI

The phrase ‘Prudens Futuri’

can be translated as ‘Wisdom for the Future’;

‘Be Prudent for the Future’ or maybe even

‘Heed the Future’.

It has been said that there are three types of people in this world: those who make things happen; those

who watch things happen and those who are left asking, ‘Hey! What happened!?’

Every day our students arrive at College and walk in through the main gates looking exceptionally smart, focused and ready for the day ahead. Every day, in doing so, they walk past the large clock on the front wall of the main building, adorned below with the Latin phrase: Prudens Futuri.

I am fairly certain that the clock and its accompanying Latin phrase goes unnoticed by the

majority of our College Community on a daily basis. Those who have noticed the Latin have probably

not troubled themselves to find out its meaning. Even if they have, they are unlikely to have reflected

too deeply on the implications of its meaning in their everyday and College Community lives as they go about

their daily business.

One can only assume [I have tried to find confirmation of this but am so far lacking in my search] that Prudens Futuri

was the motto for Newton Abbot Grammar School when it was built and founded in 1904. It was the done thing in those

days to have a Latin motto, especially for Grammar schools and public schools; a tradition that is still observed today.

In order to begin to reflect on its significance, one has to attempt a translation; this in itself is not an exact science.

‘Prudens’ can mean ‘sensible’ or ‘prudent’; more grandly it can make reference to wisdom. Futuri is more simple – meaning ‘the

future’. And so, the phrase ‘Prudens Futuri’ can be translated as ‘Wisdom for the Future’; ‘Be Prudent for the Future’ or maybe even

‘Heed the Future’.

Whichever translation you choose to adopt, the phrase describes an attitude towards the future. It advises the reader to prepare for the

future, to be ready for the future, and perhaps even to cautiously tread toward the future.

Malcom X famously said, “Education is the passport to the future, for tomorrow belongs to those who prepare for it today”. If this is true, then what

a heavy responsibility is placed on schools and educators!So, as Principal of Newton Abbot College, I ask myself, “What sort of education

are we providing to ready our young people for the future? What attitude towards the future are we trying to engender in our students? What approach to education and life can we instil that will improve their life chances?”.


Our strapline, ‘Imagine what’s possible…’, points towards the answers to these questions, as we encourage our students to be creative and bold in their approach towards education, life and the future. My issue with the word ‘prudence’ is that it conjures images of a very negative, overly cautious approach to the future. Prudence carries with it a sense of being careful, a sense of ‘just-in-case’. Many of life’s great inventions, wonderful creations and incredible discoveries would not have happened if humans had remained prudent. Pearl S Buck once said, “The young do not know enough to be prudent, and therefore they attempt the impossible – and achieve it, generation after generation.” It is this attitude that is actively and universally encouraged at Newton Abbot College.

Prudence would at best, and all too often, produce the second type of person referred to at the beginning of this article; adults of the future who stand by and watch as things happen around them. Creativity, flair, flexibility, drive, ambition and, to a certain extent, risk-taking are the characteristics of those who make things happen; those who grab opportunities and shape the future. It was Vincent Van Gogh who wisely said, “It is better to be high-spirited even though one makes mistakes, than to be narrow-minded and all too prudent”.

So if I were going to develop a similar Latin motto for Newton Abbot College today [and I run the risk here of showing weakness in my Latin] I think it would have to be Carpe Futurum: ‘Seize the Future’ rather than ‘Prudens Futuri’. This would be much more fitting as we challenge our entire learning community to dare to imagine what’s possible…

I am going to finish with the words of a very special lady with whom I had the privilege of celebrating her recent 90th birthday. As is customary at the end of such celebrations, I bent down to say goodbye to her and respectfully give her a kiss on the cheek. As I did, I bade her farewell, told her how lovely it was to see her, and closed with the words “take care”. She slapped her leg crossly and snarled at me “No, no my dear. Never, ever take care – take chances”.

“It is better to be high-spirited even though

one makes mistakes, than to be narrow-minded

and all too prudent”.Vincent Van Gogh

“We encourage our students to be creative and bold in

their approach towards education, life

and the future. ”


RISKY Decisions contact with the College on their own terms and in their own primary school environment ensures that the process is controlled and less daunting for new students. Final preparations are undertaken in the Summer Term before the new academic year commences; students are invited to taster sessions within normal College hours with the rest of the student body on College grounds. Sessions are designed to give pupils a real insight into a typical day, class size and layout, navigating the hallways and familiarising themselves with the size and layout of the College grounds. These taster days are designed to tackle some of the worries that Year 6 pupils may experience; worries that, to an adult, may seem inconsequential, but could seem insurmountable to an eleven year old; like getting lost, wondering what lunch is like and worrying if new friendships will be made. Sessions are specifically designed to expose pupils to these areas and reassure newcomers that College life is a welcoming, nurturing environment in which anything is possible…Year 7 student, Isla Zalman,

valued the time to get used to the College “I was the only one from my primary school to come to Newton Abbot College; I was worried I wouldn’t make any new friends. But everyone here is so friendly and the students and teachers work together to help make your start as easy as possible - which has been amazing!” Pupils leave the College taster days with a summer project to complete over the holiday period and after six short weeks, our new Year 7 students arrive on their first day. On day one, students have the luxury of the College to themselves – treasure hunts are organised to re-familiarise students with their surroundings, tutor groups convene and friendship bonds are established. And from there, College life begins, full of possibilities and memories to be made.

Choosing your child’s secondary school can be a process fraught with worry. Having researched the options, attended Open Evenings and Mornings, listened to your child’s wishes and needs and identified the best educational fit for your family, the choice is made and a school application is submitted. A world of possibilities has become a solid reality of decision and, as the beginning of a new term in a new school looms, questions can start to be asked: ‘Have we made the right decision?’ ‘Will my child fit in?’ ‘Will they be happy?’ ‘Have I taken a risk regarding my child’s future by choosing this College?’

Newton Abbot College understands these concerns from both parental and student viewpoints and actively seeks to allay them in advance of a Year 7 student starting their secondary education. The College has strong historical links with over twenty primary schools in the local area, and pupil familiarisation with College life is established long before secondary school choices have to be made. Publications such as ‘Inside Scoop’ are regularly distributed to pupils in Years 4, 5 and 6 (giving an insight into different aspects of College life), invitations to College drama productions are regularly extended and participation in sporting days and individual subject challenges are encouraged. This allows primary school pupils to comfortably explore all aspects of College whilst still in the familiar alliances of their primary school peer groups. This groundwork is laid in preparation for those Year 6 students who have chosen to attend the College the following academic year, and familiarisation continues apace. Alison McDermott, in charge of Primary Liaison, visits each child in their own school environment alongside a Head of House to make personal contact with all prospective Year 7 students. The children have a chance to talk about their worries, expectations and hopes for the future. As a result, the College is becoming very familiar to them and they with us. Individual student profiles can be created from this invaluable process to help staff members prepare for the transition period ahead. This continued


TIME To Say NoThe College’s Anti-Bullying Work Explained

With a learning community of over 1,000 students, the majority of whom are teenagers, it would be naïve to think that disagreements between friendship groups never occur. Whether on a large or small scale, it is an unfortunate, but inevitable, part of any young person’s life both inside and out of College. But what happens when the treatment of an individual goes beyond what is considered a ‘falling out’? What happens when the treatment of others is considered to be bullying?

Newton Abbot College is aware that instances of

bullying can occur within the student cohort. So, how do you convince individuals to think outside the parameters of peer pressure when witnessing bullying behaviour? How do you encourage students to stand up and speak out against bullies in the face of social ridicule, putting them themselves squarely in the bully’s line of sight?

The College believes the answer lies in a collective responsibility and investment by the entire student body. With that in mind, the College has in place an extremely proactive, diverse and educational anti-bullying policy that is underpinned by the actions and commitment of an organised student anti-bullying body.

The myriad anti-bullying messages and tireless energy devoted to the exclusion of bullying behaviour is embraced by the consciousness of the College. But, inevitably, issues do arise. The College’s anti-bullying policy is prescriptive in its approach to individual cases. It demands that blame is not apportioned to any one party, mediation and reconciliation is encouraged as a first resort, parental involvement in underpinning the anti-bullying pledge outside of College hours is essential and a positive solution is actively sought before sanctions are enforced. If these methods do not yield a satisfactory outcome, the message is clear. Temporary or permanent exclusion will be enforced. Bullying will simply not be tolerated in our learning community and students’ emotional well-being and happiness will not be undervalued or risked at any time.

So much work is carried out in College on the subject of anti-bullying that occurrences are rare. Speaking to members of the anti-bullying team is both inspiring and humbling, with one student summing up the College’s approach “No one should ever experience bullying. And if we have anything to do with it, no one ever will.”

July also heralded the Princess Diana Award; an anti-bullying workshop hosted in 2015 at Newton Abbot College. A group of external trainers worked with ‘Ambassadors’ to explore questions such as ‘What is bullying? What are the different types of bullying?’ and explore how individual schools and colleges are going to tackle issues in their own educative environments.

Further work is undertaken through drama workshops, assemblies and tutor group work; crucial areas such as online safety and reducing risky behaviour via the internet are discussed, as are the dangers of grooming, sexting and the impact of negative interactions on social media platforms. Zach Leishman, a Year 11 Drama and Creative Arts Ambassador, recognises the importance of multi-discipline platforms to address the issues of bullying: ‘We work collaboratively with different College groups to tackle extremely important subject matter. We hope, through the medium of drama, to spread important messages to the entire student body. Our ultimate goal is tell every student that College is capable of helping in so many ways. And that things can, do and will get better.’

Each year, in November, the College hosts its annual Anti-Bullying Week. The Anti-Bullying Team (under the leadership of Anne Farnham, Head of Newton House) delivers a yearly pledge to Years 7-11 through tutor group workshops and year-group tailored assemblies. Students are invited to sign up to pledges to actively vilify bullying behaviour and publicly declare their commitment to preventing such occurrences from happening.

Members of the Anti-Bullying Team specialise in various areas of anti-bullying to ensure as many students can be helped in as many areas of concern as possible. Some choose to become Befrienders who tackle issues of social isolation and difficulties in making lasting relationships within peer groups.

Others choose to become ‘Buddies’. Assigned to a single other student, Buddies have regular one-to-one meetings to ‘check in’ with their buddy student, allow them to confidentially discuss any issues they might be going through and feel as though they have someone their own age who has relevant experience to talk to.

Other students choose to become part of the Local Heroes scheme. In alliance with the Police, this scheme specifically focuses on hate crime both in College and in the wider community and how such discrimination can be eliminated. The Local Heroes scheme was so successful in College that it was presented with the prestigious Silver Award in July of this year. The Anti-Bullying Team will be looking to inject their anti-hate crime workshops into the College syllabus in the next calendar year and are striving for their Gold Award.

Newton Abbot College Prefects and Local Heroes representative Glenn Cosby

Students completing their Diana Awards Anti-Bullying Workshops

Some of Newton Abbot College’s Befrienders and Young Devon representatives

Artwork by Claire Gill


FLYING through trying

Newton Abbot College understands the importance of personal boundary pushing, taking calculated, ‘safe’ risks and exploring individual potential outside of the four walls of the classroom as well as in.

Myriad extra-curricular opportunities are afforded students throughout the normal week, both during lunchtimes and after College hours. From basketball to photography, creative writing to dance, there are a staggering 79 clubs and activities to be enjoyed Monday to Friday, with the vast majority unrestricted in their requirements for age group or ability. For students wishing to pursue their academic goals and explore their subject areas beyond the College timetable, there are also revision clubs and catch up sessions on a weekly basis.

Diversity of extracurricular activities is one of the College’s huge strengths; arguably, more importantly, is the quality of activities provided. The Physical Education Department (whose activities make up a notable proportion of the extracurricular calendar) have recently been awarded the Gold Sainsbury’s Schools Games Mark for the third consecutive year. The Gold Level is awarded to Colleges who adhere to stringent PE provision, including timetabling students with two hours of curriculum-based physical education per week and engaging high numbers of students in weekly extracurricular sporting activities. This prestigious award reflects the College’s commitment to providing diverse, high quality activities that can be enjoyed college-wide.

It is not solely through regular clubs and activities that students can take advantage of opportunities to safely ‘risk take’ and undertake personal exploration. College trips, organised group outings and year group residential events all provide another hue to extracurricular life at Newton Abbot College. Year 7s are thrown into the proverbial deep end in their first ever term at College, with a three day residential to Okehampton featuring yearly in the October calendar. Students are exposed to ‘risky’ activities some wouldn’t normally consider otherwise. Canoeing, zip wires, rock climbing, board walking and abseiling all

give students a chance to try something new and potentially out of their comfort zone. Pushing past and overcoming fears is not restricted to the student cohort’s remit; numerous teaching staff, co-tutors and support staff accompany students and take part in such activities themselves; the giving and receiving of support on a level playing field between staff and students is an important lesson in itself.

Learning about ‘safe’ risks can also present themselves in more unexpected places; the Electric Car Club, a popular, practical and hands-on activity, encourages students to engage with mechanics and inner-vehicular workings; investigations that could be seen as the preserve of older, arguably Sixth Form students on car maintenance courses. Students from Year 7 upwards (under careful supervision of expert

members of staff) are welcomed, and build a fully working electric car from scratch to be raced at various ‘meets’ across the calendar year. This process teaches attention to detail, perseverance, patience and teamwork; lessons that every student can take forward in their lives both throughout and beyond College.

Involvement in The Duke of Edinburgh Award further enhances the extra-curricular landscape and affords students further opportunities to hone their life skills and take calculated, supervised risks. During their recent Bronze Award Expedition held over two days, twenty one students cooked, camped overnight and navigated independently, took responsibility for their own equipment and undertook a photography project (with stunning results seen here), all under the watchful eye of Geography Teacher, Mr Groves. Overseen by an outside assessor, the 100% pass rate was testament to the College’s investment in students taking their experiences into their own hands, pushing themselves and seeing where it takes them.

These examples fail to scratch the surface of the myriad opportunities available to students outside College hours and environment. But the message throughout (whether taking risks or not) remains clear: push yourself, explore, learn…..and imagine what’s possible.

Push yourself, explore, learn…

Diversity of extracurricular

activities is one of the College’s huge strengths


When thinking of risk taking and pushing beyond personal limits within a College environment, the mind automatically conjures images of extra-curricular activities, exciting residential trips, daredevil boundary pushing and off-site adventures (touched on in some of the other articles in this issue).

But Newton Abbot College strongly believes that risk taking and boundary pushing is just as important within a classroom environment in core academic subjects. The Learner Magazine heads to the College’s English Department to speak to Zahra Bhiwandiwalla, Head of English, to explore this aspect of classroom life.

“Risk taking in the classroom may not always be overtly apparent, but it is happening (and actively encouraged) all the time.” Ms Bhiwandiwalla explains: “With recent changes to GCSE specifications, students are required to analyse complex traditional texts from the 19th Century onwards; a risk in itself for our 21st Century students. Despite this change and the hurdles involved, our staff have nothing but absolute faith that our students can and will achieve their potential.”

Zahra Bhiwandiwalla, Team Leader of English

Zahra Bhiwandiwalla, Team Leader of English, discusses boundary pushing in the classroom…

We teach to the top and we believe that anything is possible and achievable; limits are not imposed and diversity of thought and expression is wholly encouraged. Teachers are completely invested in their students and this translates into an inspiring classroom environment.”

Higher year groups push teaching boundaries even further, with regular ‘Lead Learners’ in Years 11, 12 and 13 delivering episodes of the lessons themselves. Is this not considered ‘risky’, to allow students to take charge in the classroom? Absolutely not, according to Ms Bhiwandiwalla. “Lead Learning not only encourages and engenders peer support in the classroom. It also enables teachers to learn from students and to see ideas, characters and themes from the students’ perspective. Subject teachers regularly discuss and share good practice, and feedback from the Lead Learners informs some of these discussions; effectively, at times, student voice leads to teachers pushing their own boundaries.”

Not every aspect of the English Department can be considered ‘risky’. Indeed there are some things that must, and do, remain rigid in their delivery: “We never risk our standards within the classroom. Anyone can walk in to any English class and witness a consistency that underpins students’ learning. This drive for high teaching and learning standards is non-negotiable and crucial to our students’ success: that, and our belief in their ability to succeed.”

With an enthusiastic team that encourages risk taking at the same time as maintaining continuity, it isn’t hard to see why successes in Newton Abbot College’s English Department are prolific. “This job is about creating the time and space for students’ aspirations to unfold and become a reality in the classroom and beyond. It is a genuine privilege to come in to College every day and spend time with young people who have a voice to be heard, a great sense of humour and an important part to play in society. I couldn’t imagine doing anything else.”

GCSE preparation begins long before Years 10 and 11; indeed, Year 7 students are exposed to GCSE-style papers during their first College term: “Nothing is watered down in terms of exploring poetry, Shakespearean plays and 19th Century novels – this allows students to take risks early on in their learning; they can learn to confidently play with language right from the start of their College life. In our classrooms, experimentation and success is celebrated and peer support is prevalent throughout year groups and subject areas.

Risk-taking is also encouraged through a process known as DIRT: Dedicated Improvement and Reflection Time. Students will draft an essay, absorb feedback from their teachers and then undertake redrafts and improvements as necessary; this gives students the opportunity to push the boundaries of exploration and to evaluate and analyse at the highest level, taking calculated risks based on guidance and feedback.”

Members of staff continue to boundary-push with modes of learning that include high levels of interactivity: “The College regularly invites outside experts to bring a text or curriculum area to life and there are plenty of opportunities for students to see performances. In 2016, the whole of Year 10 will be travelling to Chawton House in Hampshire to visit Jane Austen’s house and museum – a fantastic opportunity that will allow students to contextually immerse themselves in the author’s life and her work.” Cross curricular links with subjects such as History, Music and Art can also allow students to explore English in different ways and challenge their perceptions of ability: “Creative media can inform and inspire learning in English. Looking at pieces of art, listening to a piece of music or learning about historical events can all help to tap in to an individual student’s creativity and tease out the very best of their writing ability.”

Expectations are high across the College and in the English Department: “Groups are carefully mixed in such a way that each individual student is stretched and challenged within the new linear exam system. We promote a healthy balance of gender and ability and allow students to flourish both individually and in group situations. The team has high expectations of students and, equally, we want our students to have high expectations of their teachers.

‘We teach to the top and we believe that anything is possible

and achievable’

SPOTLIGHT on English


It wasn’t like Kate, what she was going to do today. Her friend already knew her plans; she had told her many weeks ago. However, her plans had to be elaborately set up. It wasn’t anything illegal...or was it?

The morning she was to put plan into action, she caught the train to Cornwall, making it seem she was going on holiday. The real truth is that she was going to uncover the mystery behind her father’s death. She already knew that he was murdered on a business visit to Cornwall, but she wanted to find out who exactly murdered him and what their motive was for it. Kate read her father’s diary of his last few weeks on earth. Hastily, she snapped the book shut when a suspicious looking person sat on the row behind her. Silently she thought long and hard about what could have happened if the murder hadn’t actually happened. Finally the train came to a standstill at her destination. She stepped off then wondered what to do while she waited for her father’s office to open.

Slowly, Kate strolled along the sandy Cornish beach reflecting on her difficult life, before going to her father’s office. As the sun gradually began to rise, painting the sky in

vibrant shades of red and orange, Kate began to walk towards the cliffs. She started to climb; unaware of how high she was going until she got to the edge of the cliff. As she stood there, she wondered if there was a point on the cliff that was even more dangerous than the part she was on now. After looking around, she finally found a part that was further out than the one she was on...

Carefully, she sat on the precipice. She felt it start to crumble underneath her, but she didn’t care. All she wanted to feel was the wind in her hair. She started to stand up and move closer to the edge. As she stood there, she had two choices of what to do. The question was, what was she going to choose?

STUDENTCreativity

Creative Writing PieceBy Jessica DeightonYear 8S tudents showcase their work both inside

and outside the classroom…

Photography by Tobias Rudling Year 10


Corner

GOVERNORS

How long have you been a Governor? I was elected as a parent Governor in December 2012 and became Chair of the Governing Body in September 2014

What does a Governor do?Governing Bodies are the key strategic decision makers and vision setters in every school and academy. They are also a key part of the overall system for school accountability. Governing Bodies have a vital role to play in driving up school and student performance and ensuring that resources are used well to give every child the best possible education. The key areas of Governor responsibility are:• Ensuring clarity of vision, ethos and strategic direction; • Holding the Principal to account for the educational performance of the School and its pupils, and the performance management of staff; and • Overseeing the financial performance of the School and making sure its money is well spent.

What role does a Governor play in every day College life?Day to day involvement is limited, as it is the responsibility of the Principal and College Leadership Team to deliver the goals set by the Governing Body. As Chair of Governors I take an active interest in the College, its staff and students. I have to be very careful to avoid letting my status as a parent influence any decisions and, whilst the Principal keeps me very much up to date with things, I avoid interfering with the day to day delivery of education and care of our students.

What made you become a Governor? I feel that to be able to use my skills to positively influence the development of the young people in Newton Abbot is very rewarding.

Why Newton Abbot College? / What do you love most about the College? I have a close association with Newton Abbot College, as I attended Knowles Hill School Sixth Form to do my ‘A’ levels and my children chose to go to Newton Abbot College for their secondary education! I have to say that I am delighted that they chose the College as they have both loved their time here and have done very well.

What advice would you give to prospective parents about to make their secondary school choices? Look beyond league tables! Take a very good look at the ‘pastoral’ side of things, get a feel for the happiness of staff and students and above all make sure that your children are happy with the choice that is made: it is, after all, they who have to attend every day and, in my experience, happy students get on much better.

Where do you see the College in five years’ time? Our vision is to ensure that our students flourish as outstanding and independent thinkers, encouraging them to prepare themselves for their future, either in further learning or the world of work. This is the very core of our strategic planning, and it is our intention that, in five years’ time, it will be clear to all that we have continually focussed on, and maintained, these aspirations.

The College speaks to Chair of Governors and parent, Steve Joint, to find out what it really means to be a Governor at Newton Abbot College…


NEWTON ABBOT COLLEGE SPACES

Offering a wide range of sporting, conference, performance, restaurant and café facilities to hire. Call 01626 367335 for more details.

Green Tree Restaurant

and Café DC

Astroturf Pitches

Rosehill House and

New Hall Meeting

Rooms

Page 20 The Learner Issue Eight 2015Newton Abbot Academy Trust. A company limited by guarantee, registered in England and Wales, number 07717015. An exempt charity. Registered office: Old Exeter Road, Newton Abbot, Devon. TQ12 2NF.

Come and see us and imagine what’s possible...

[email protected] www.nacollege.devon.sch.uk

To arrange a visit, contact us on 01626 367335


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