Towers School and Sixth Form Centre

BLOG Staff ParentPay
Close
Close

Principals Welcome 

Welcome to the Towers School and Sixth Form Centre.

I am incredibly proud to be the Principal of this wonderful school. The entire school community works together, striving for academic success whilst supporting and nurturing so that every student reaches their full potential.

Our journey to excellence is well underway and we look forward to progressing even further.


Richard Billings, Principal

Contact Details 

Dear Parents/Carers

The three-way partnership is very important to us and we genuinely do care what you think.  I am looking at ways to improve our communication and consultation with parents so that we can further solidify our partnership. If you are interested in being involved or would like to provide feedback then please contact my Personal Assistant, Lucy Goodger - l.goodger@towers.school

Mr. Billings

Principal

Address

The Towers School & 6th Form

Faversham Rd

Kennington

Ashford

Kent

TN24 9AL

Phone

01233 634171

The School Expectations 

As a school, we need everyone to be clear about the expectations. We aim higher because we believe in the potential of our students.

Expectations of all:

We know that students who wish to succeed, take pride in themselves and in our school: We correct students on their behaviour when necessary

Where students do not adhere to school expectations, consequences will follow. Consequences are necessary in order to teach students to take personal responsibility

 Expectations in the classroom 

Expectations of Uniform 

If students do not meet these expectations but cannot correct because they are missing an item or wearing an inappropriate item, they will be sent home to correct. If this is not possible, they will be isolated all day that day and must be in proper uniform the next time they attend school.  

All of these actions are taken to ensure that all students take pride in their appearance and that our students are treated fairly. It is unfair if the vast majority of students keep to the dress code and some do not.

Expectations of Behaviour 

 We know that students who wish to succeed take pride in themselves and in our school.

We will no longer use the language of warnings. We will correct students on their behaviour when necessary.

 Students must trust that teachers’ instructions are to help them be successful. If an adult tells a student to do something, we expect it to be done straight away. If a student feels unfairly treated, they must still follow the instruction first time, every time. Later, in their own time, students may approach the adult to politely ask to discuss the situation.

Pride Reward System

The rewards system focuses on five attributes that can be conferred through and developed within a variety of subjects.

These have been identified as core attributes that would contribute to success both in school and the wider world beyond. They are: Leadership, Organisation, Resilience, Initiative and Communication.

Towers PRIDE is about Towers students taking personal responsibility and choosing the right thing to do in lessons, therefore building a solid work ethic which promotes learning and achievement.

Tutors receive weekly updates for the students in their tutor group. These are reviewed on Monday mornings allowing tutors to offer support, advice and/or congratulations to students for their achievements. The system collates all the PRIDES and those students reaching 60+ PRIDE points are invited to tea and cake with the Principal at the end of each Autumn, Spring and Summer term. 

Detentions & Isolation 

 Consequences are necessary in order to teach students to take personal responsibility.

Detentions

 Isolation

Admissions 

Applications for admission to Towers School and Sixth Form are welcomed from students of all abilities. 

 The school converted to academy status in April 2011 and is now self governing through the Towers School Academy Trust. The school’s admission process for ‘Year of Entry Admissions’ is conducted through Kent County Council. All ‘In Year Admissions’ should be sent directly to the School – for contact details please see our Contact Us page.                                                                                                                                                                                                                         The school holds an annual Open Evening followed by Open Mornings in early October and full details of these are printed in the ‘Admission to Secondary School in Kent’ booklet. Individual appointments can also be made by contacting the school.All parents have the right to appeal against any decision to refuse a school place. As an academy appeals should be sent in writing to the Principal.  An appeal’s process will then begin with decisions being made by an independent panel.                                                                                                                                                                                                                                                                                         Waiting lists will be maintained up to January 2017 and will be ranked according to the oversubscription criteria.                                                                                                                                                                                                                                                                                     The Secondary school admissions process consists of several stages starting with the Kent Test registration, which begins in June, through to the National Offer Day in March and then the final reallocation of places in April. After this point, the in-year process will take over.

Please click here for the Kelsi website which has further information regarding the Kent schools timetable for admissions.

Oversubscription Criteria

Children in Local Authority Care

A child under the age of 18 years for whom the Local Authority provides accommodation by agreement with their parents/carers (Section 22 of the Children Act 1989) or who is the subject of a care order under Part IV of the Act. This applies equally to children who immediately after being looked after by the local authority became subject to an adoption, residence or special guardianship order. (As defined by Section 46 of the Adoption and Children Act 2002 or Section 8 or 14A of the Children Act 1989).

Medical, Health, Social and Special Access

In these circumstances measures will be applied in accordance with the school’s legal obligations, in particular those under the Equalities Act 2010. Priority will be given to those children whose mental or physical impairment means they have a demonstrable and significant need to attend a particular school. Equally this priority will apply to children whose parents’ or guardians’ physical or mental health or social needs means that they have a demonstrable and significant need to attend a particular school. Such claims will need to be supported by written evidence from a suitably qualified medical or other practitioner who can demonstrate a special connection between these needs and the school.

Current Family Association

A brother or sister attending the school when the child starts. In this context brother or sister means children who live as brother or sister in the same house, including natural brothers and sisters, adopted siblings, stepbrothers or sisters and foster brothers and sister.

Distance

We use the distance between the child’s permanent home address and the school, measured in a straight line using the National Land & Property Gazetteer (NLPG) address point data. Distances are measured from a point defined as within the child’s home to a point defined as within the school as specified by the NLPG. The same address point on the school site is used for everybody. When we apply the distance criterion, these straight line measurements are used to determine how close each applicant’s address is to the school. The school uses measurements provided by the LA and further information on how distances are calculated is available in the Admissions Booklets provided by the LA. A more detailed definition of what constitutes a child’s permanent home and also how the measurement for flats will be calculated is also contained in the LA Admissions Booklets.

In the event of a tiebreaker situation, the nearness of an applicant’s home to school will be the decider.

If in the event that more than one applicant has the same distance from home to school (as measured by the local authority), then a random selection will be applied.

The School’s Withdrawal Rights

After a place has been offered the school reserves the right to withdraw the place in any of the following circumstances:

Email 

reception@towers.school

Latest Ofsted Report

 Please click here to read out latest Ofsted Report.

Please click to here to access the latest report via the Ofsted website.

The School Performance tables

Please click the link https://www.compare-school-performance.service.gov.uk/school/136583 

Examination Results Key Stage 4

 

 

2013

2014

2015

2016

A* – C English and Maths

46%

48%

36%

49%

5+ A* – C inc English and Maths

46%

41%

33%*

44%

Progress 8

NA

NA

NA

+0.04**

Achieving at least expected progress in Eng

59%

67%

57%

93%

Achieving at least expected progress in Maths

65%

65%

53%*

53%

Achieving the Ebacc

–%

–%

9%

14%

Department for Education School Performance Tables

*The headline figures were affected by grade boundary changes which were much talked of in the press at the time. Without these boundary changes, expected progress in English would have been 65%, Expected progress in Maths would have been 56% and 5A*-C inc Eng and Maths would have been 43%. We have put a series of measures in place to ensure we are not affected unduly by grade boundary movements in 2016 and beyond.

**The Progress 8 measure is new for 2016. This suggests that our students achieving on average slightly higher across 8 subjects than students nationally with similar starting points.

 Examination Results Key Stage 5

 The headline measure, APS per entry improved in 2016 so that, academic entries on average achieved a D grade. 

No of Entries

APS per A entry

APS as Grade

A Level 2016

59

21.49

D

A Level 2015

71

19.62

D

Applied General 2016

70

37.58

Distinction *

Applied General 2015

52

37.04

Distinction +

Applied Tech 2016

10

31.44

Distinction -

Applied tech 2015

20

32.09

Distinction -

This has led to an improvement in our overall ALPs score.

 Grade and points for a student's best 3 A-levels 

A best 3 A levels score is calculated for each student by adding together the points in their best 3 A levels, then summed across a school or college, then divided by three to give a best 3 A levels points per entry, and this is also expressed as a grade.

Towers School

National Average England

Grade: C-
26.15 points

 Grade: C+
34.97 points

GCSE Maths and English Progress Measures

Subject

2015

2016

English

-0.11

-0.1

Maths

-0.44

-0.22

 The 2016 national progress average was -0.29

 

Retention measure 2016

For the 2015/2016 cohort 81% of our students completed their core aim.

 Of the 28 students who did not complete their core aim:

Destination

%

Employment

57%

Other provider

32%

Personal

7%

Move

3.5%

 

Destination measures 2016

Of the 2016 cohort of leavers the following table represents the destinations of those who left Towers Sixth Form in either Year 13 or Year 14 having completed their core aim.

Destination

No. of students

% of cohort

Work

53

43.40%

Apprenticeship

6

4.90%

University

48

39.30%

Armed Forces

1

0.80%

Towers

13

10.60%

Referred to CXK

1

0.80%

In 2015 22% (28) students went to University. 

Student Destinations 16-19 study

16-19 Student Destinations. The percentage of students who continue in education, training or employment at the end of their 16-19 studies).

Students staying in education or employment for at least 2 terms after 16 to 18 study

The Towers School  Local Authority Average  England Average 
96% 88% 88%

Information about the Trustees 

Please click here. 

Overview of the school's curriculum.

Please click here for an overview of the school's curriculum.

Key Stage 5 curriculum

Please click here for information on the school's Key Stage 5 curriculum.

Information on Careers Education

Whatever your aspirations, goals or dreams for the future, life in the Sixth Form at The Towers School is designed to prepare you to take that next step. You are supported by our experienced and professionally qualified Career Advisor who will offer you information, advice and guidance as you research, plan and prepare for your future.

Our tutorial system and programme of careers events aim to ensure that you understand the range of options available and are fully supported to make the decisions that are right for you. You will also benefit from the opportunity to access a wide range of voluntary and work experience placements and will be encouraged to participate in a variety of enrichment activities that will add to your employability skills.

Each Student will complete an Employability Passport which is part of our planned weekly Tutorial Programme, helping them develop employability skills, produce a career action plan, CV writing, preparation for interviews, how to find a job, and personal statement writing.

Visit the careers websites;  U-Explore for further help and guidance.

Please email or speak to Mr. Carter for advice & guidance

p.carter@towers.school

 Pupil Premium

Please click here for information on the Pupil Premium.

 Policies 

Please click here for the school policies.

Our Core Intervention Programmes

 Our core intervention programmes are intended to maximise teaching and learning. Where student’s behaviour is disrupting their learning, or the learning of others, they can be removed from mainstream lessons, thereby allowing teaching and learning to take place. These programmes ensure that students who are removed from timetabled lessons can continue to learn and make a return to mainstream lessons at the earliest opportunity. Our unique programmes provide the structure, boundaries and support which students require in order to make a success of their time at Towers School. The following programmes operate from our suite of rooms in the Towers Too building.

Isolation – One or two periods out of class as a sanction and time for reflection.

The Renaissance Centre – Key Stage 3 Nurture Group.

Pathways – Key Stage 4 Tutor Support.

Hopewell – Key Stage 3 and 4 one day respite and restorative approaches.

Within these centres we provide further interventions which are open to all students who need focussed, short term support. These programmes address issues relating to behaviour; self-esteem; resilience; expressing feelings; impulse and anger management; social interaction; well-being and internalising control. These interventions are small group programmes which are offered throughout the school year.

 Twi-light in Pathways – 14:30 – 16:30. Key Stage 4 students who are unable to attend during standard school hours due to behavioural issues.

Fishing – Monday 12:00 – 14:30. An opportunity for students to work with qualified coaches and learn skills from each other.

Getting it Right – Key Stage 3 programme which explores experiences of exclusion. 6 x 2 hours over 6 weeks.

Impulse Management – A programme aimed at understanding and developing strategies to control anger and impulsive behaviour. 6 x 2 hours over 6 weeks.

Who Am I? – Key Stage 3 programme which targets students who are struggling with the transition to secondary school.

Growing Up – A horticulture based programme where students grow plants and vegetables from seed and assist the school’s landscaper to grow plants, prepare and plant out beds, planters and baskets. This programme leads to AQA and BTEC accreditation.

Jamie Oliver Home Cooking Skills – A BTEC qualification in cooking. 2 hours a week.

Drawing and Talking Therapy – A Six Week, 1 hour a week, one to one short term intervention which allows students to express feelings through symbolic representation.

Our Prospectus

Parental Questionnaire 2017.  

Please click here for Parents' responses to Parental Questionnaire 2017.  

 

Homework

Term
Dates

Enrichment

School
Expectations